- God designed each student as a unique and creative individual, consequently, their varied and differential ways of learning and interpretation of information must also be appreciated. (Psalms 139: 13-15)
- Differentiated instruction is essential to teaching to the mass differences within the classroom.
- It requires instructors to step “outside the boxes” of their own preferences and look into the “boxes” of their students.
- The challenge begins when teachers feel more comfortable teaching to their own styles of learning despite the knowledge that their students may not identify with this form of instruction.
- Teachers must choose to be intentional, specifically, noticing the direct feedback (body language) presented from within their classrooms.
- Differentiated instruction approaches learning as a multisensory multiple intelligence model.
- Thematic unit plans and lectures, with varied styles of instruction used, are often beneficial to meeting the needs of the entire classroom.
The three elements of differentiated instruction are content, process, and procedure.
The heart of this type of instruction is giving “choice”, linked to many successes within the classroom, to students allowing for assessment of learning.
Students are able to select their preference for learning by given varied assignment choice to demonstrate proficiency.
It is not always convenient to offer multiple assignment choices, but this intentional opportunity to give selection of multisensory and creative options, as much as possible, creates a love of learning within the classroom.
Sousa, D. A. (2011). How the Brain Learns (4th ed.). Thousand Oaks, CA: Corwin. Sullo, B. (2009). The Motivated Student Unlocking the Enthusiasm for Learning. # Alexandria, VA: ASCD.