Differentiated Instruction

"Differentiated Instruction means differentiating instruction to meet the needs of diverse learners in the general classroom, including students with learning disabilities as well as a number of other disabilities" (Bender, W.N.). Differentiated instruction is necessary and a very important part of instructional planning in our classrooms. The diverse needs in our classrooms cannot be ignored and must be planned for. As an Ed. Support Teacher, I constantly differentiate and assist other teachers to differentiate instruction for student needs within their classrooms. Learning disabilities do not go away, and regardless of "whom we teach, where we teach and how we teach, the primary goal of differentiated insrtruction is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals (Tomlinson C. & McTighe J. Integrating differentiated instruction & Understanding by design. 2006) I feel that for Differentiated instruction to be fully effective, the learner, curriculum, instructional strategies and environment need attending. There are many ways in which we can provide positive learning experiences for every learner. The environment can be differentiated through physical setting, groupings, supports available by the teacher or education assistant. The curriculum can be differentiated through ideas, information presented, skills taught and materials used. Instructional strategies can be differentiated through instructional processes used, assessment, groupings, and pace used. These are just some ways differentiation can be used in the classroom and ways I have experiences with. Differentiated instruction begins with identifying the different learning abilities and styles within the classroom. How a teacher delivers differentiation is going to differ depending on the learning needs, but as long as those needs are recognized and addressed in meaningful and positive ways, everyone succeeds! Schools must meet the needs of all their learners!