Parent Meeting, Research Paper Example

Background

Differentiated instruction is not a new concept in teaching. Teachers as far back as the 17^th century were requited to differentiate instruction in those one room school houses. In a one room school, the teacher would have students from various age groups. So, later when the one room classroom evolved into grade classes, teachers kept those concepts of differentiating instruction. Just because students are the same age does not mean they are on the same academic level. Through the years, the idea of differentiating instruction come to the forefront and then retreats to the backburner for a while.  However, the idea became more concrete in 1975 with the passing of Individuals with Disabilities Act (IDEA). A great deal of this type of teaching was derived from the research done by Howard Gardner, a psychologist, who stated that students learn on multiple intelligences level. He believed that a successful teacher addresses all of these areas of learning. Schools were now being held accountable to differentiate lessons for students who had learning disabilities. This idea continued to grow throughout the 1980’s when emphasis was placed on leveled text and small group instruction. The No Child Left Behind Act of 2000 placed more emphasis on skilled based instruction and ability based instruction-differentiation.  As a result of this, teachers vary and adapt their teaching strategies to address a diverse classroom. Teachers who use these practices in their classrooms understand that children learn in different ways. These teachers have students who excel in their classes because the child’s culture, language, heritage, and experiences are valued. (Barrington, E. 2004).

What It Looks Like

A class that is implementing differentiated instruction is not a quiet classroom. Students work in small groups, they may even be traveling from one group to the next. They are assisted by peers and the teacher. They have ample practice opportunities to master a skill. The teacher functions mostly as a facilitator because the children are directing their own learning. (Barrington, E.

2004).  The teacher prompts student discussion by asking probing, critical thinking questions. Differentiated classrooms require a great deal discussion and student interaction. Students lean well from each other.

Regular Student

Regular is not a term to describe a student. Every student has weaknesses and strengths. Although one’s child may not have a documented disability, that child will have an academic area that he/she may need extra help with (Barrington, E. 2004).   A diverse student is one that does well in many areas. A diverse child is one that will excel in many academic areas, but will have one area that is weak. That weak area may the result of a language barrier or lacking essential beforehand skills for the teacher to build onto.

Benefits-General & Special Education

All students benefit from differentiated leaning. This process gives every child a chance to show what he/she knows. Students who are not great readers may get a chance to draw something.  Often weaker students feel left out in the modern classroom. Differentiate d classrooms give all students a chance to participate in learning (Barrington, E. 2004).  Special education students have strengths as well. These types of classrooms give them a chance to excel to. They can ever peer buddy with students and help general education students.

Shortcomings

Many teachers and parents have noted that differentiated instruction, especially group instruction, makes student too dependent upon certain classmates. They expect strong students to do certain aspects of the lesson. The teacher can remedy this by changing the members of the groups every so often. This can be a tedious job for the teacher. He/she has to have every child in mind when making lesson plans. However, great teachers don’t mind this because to them teaching is a calling, not just a job.

References

Barrington, E. (2004). Teaching to student diversity in higher education: How multiple  Intelligence theory can help. Teaching in Higher Education, 9, 421-434.