How does differentiated instruction help students

In a differentiated learning environment, students have an opportunity to explore topics that interest them. For example, each student can choose their own Freckle ELA article to read and then share what they learned with the class. Everyone gets to choose a topic that makes them excited about learning. Additionally, students can learn and demonstrate knowledge in different ways. There are opportunities to learn and practice alone, in groups, by reading, by watching videos, by completing projects, and more.

Students all learn differently, and Freckle wants to ensure that every student has an opportunity to learn in a way that works for them. Differentiated instruction takes multiple approaches. With differentiation in the classroom, instructors can manage what students learn, how students learn, and how students are assessed.

With its flexibility, differentiated instruction allows teachers to maximize individual growth in the course content. Differentiated instruction is student-centered. Differentiated instruction presupposes that students learn in different ways and at different paces. Teachers using this instructional model cultivate and facilitate diverse educational experiences designed to advance each student's learning, regardless of their learning style and background. Differentiated instruction blends individual, small group, and whole-group strategies.

A common misconception about differentiated learning is that the approach only works for individuals or small groups. However, the advantages of differentiated instruction extend to larger groups of students. University instructors can bring the benefits of differentiated instruction to classrooms of various sizes—from individual students to large groups of students. Differentiated instruction is dynamic and organic.

In a differentiated learning space, teachers and students learn together. Students focus on learning the course content while teachers tailor their instructional strategies to student learning styles.

In an article for the International Journal of Teaching and Learning in Higher Education , Tanya Santangelo and Carol Ann Tomlinson explain: "By juxtaposing knowledge of increased student diversity with insights related to teaching and learning, one would logically assume postsecondary instructional practices have evolved from being uniform and didactic.

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Differentiated instruction can play out differently from one classroom to the next — and from one school to the next. But there are a few key features:. Small work groups: The students in each group rotate in and out. This gives them a chance to participate in many different groups. A group can include a pair of students or a larger group.

Educators, learn more about how to use flexible grouping with small groups. A teacher uses differentiated instruction to give every student multiple paths to learning.

Instead, the teacher personalizes teaching to help kids meet those goals. Learn more about setting annual IEP goals. He was in my intermediate Spanish class and always sat in the middle. He never said a lot, and he did his work quietly.

He wasn't the best in the classroom, and he wasn't the worst. I remember that he did struggle with rolling his rs. One day, he didn't come to class, and we got word that he had committed suicide. Not that I could have done anything to prevent this, but you always have the nagging doubt that perhaps you could have made a difference. In that moment, I vowed to never assume the quiet ones were OK. Yet even with that, we are pressured to give the students with more needs more attention than those students who have less needs.

The largest conflict about differentiated instruction boils up inside of us when we try to assign a grade to that differentiated instruction. How can we justifiably give the students the same grade when the quality, quantity, or content of the performance is different? I have yet to read a truly compelling argument to answer that question. Most people mumble something about grades being a relative measure of student performance and designed for communication of progress only.