Differentiated Instruction: Benefits for Students, Challenges for Teachers

1. Differentiated Instruction: Benefits for Students, Challenges for Teachers Sarah Donn EDUC 671 Pacific University

2. Problem Statement • Research shows that providing differentiated instruction increases student achievement and test scores for specific, targeted groups. With a lack of school participation in TAG programs and an increase in mainstreaming special needs children into regular classrooms, there is increased pressure on teachers to design instruction that will differentiate to benefit all learners (Goodnough, 2010). Studies reveal that talented and gifted children rarely receive challenges in their education, limiting their maximum achievement (Reis, Boeve, & Hope, 2009). Also, a wide-range of low-level students fall behind due to poverty, race, and disabilities (Geisler, Hessler, Gardner & Lovelace, 2009; Mastropieri, Scruggs, Norland, Berkeley & McDuffie, 2006).

3. Problem Statement Cont… • There has been little research to examine the effectiveness of differentiated instruction for students of all skill-levels in diverse classrooms (Tobin & McInnes, 2008). It is important to examine the effectiveness of differentiating instruction in a mixed-ability classroom versus instructing students by group with tracking. Today’s teachers have a greater demand than ever to meet the needs of a diverse group of learners. Society as a whole and communities are more diverse. Classrooms include students from different backgrounds and cultures, presenting language barriers. Students with a wide range of disabilities are now included in the mainstream classroom (Lynch & Warner, 2008). With today’s diverse classrooms, teachers need to be well-prepared and informed of the most effective teaching strategies for addressing the needs of all students.

4. Then and Now

5. Topics • Differentiated Instruction • Differentiated Instructional Effects for Targeted Groups of Students • Differentiated Instructional Effects for Students in Mixed Ability Classrooms

6. Differentiated Instruction Why isn’t everyone doing it?

7. “Studies have shown that teachers tend to teach the way they were taught.” • Despite research conducted on the effectiveness of differentiated instruction that supports positive improvement on test scores and student motivation, research also shows that there is a lack of quality differentiation among educators and a need for more training on incorporating differentiated instruction in the classroom. “Studies have shown that teachers tend to teach the way they were taught” (Edwards, Carr & Siegle, 2006). The traditional classroom uses teacher-directed instruction, a strict, uniform classroom set-up, and little regard to the individual. • Unless pre-service teachers are taught to use differentiated instruction, they will likely use the strategies that they know, the ones that were used by teachers when they were students. Older teachers have a tendency to “be set in their ways,” and are reluctant to adopting more modern pedagogy.

8. Challenges Teachers Face: • Lack of training or knowledge in DI • Lack of support • Misuse of strategies • Excessive planning • Time consumption

9. Differentiated Instructional Effects for Targeted Groups of Students Differentiated Instruction improves performance and test scores of: Gifted Students ESL and Disability Students

10. Gifted Students • Schools often fail to challenge gifted students, blocking their academic and intellectual progress. • Without appropriate skill-level challenges, gifted learners become bored.

11. 2 Effective Strategies for Differentiating Instruction for gifted students: • Independent Study • Online Learning Both strategies: • Allow the student to have control over his own learning. • Improve critical thinking skills. • Increase motivation. • Improve performance and test scores.

12. ESL and Disabilities • Differentiated Instruction is highly effective and a critical component of success for students with disabilities. • Instructors need to be highly qualified or trained in the proper strategies.

13. Differentiated Instructional Effects for Students in Mixed Ability Classrooms More research, please!

14. Things to Explore: • How effective is the use of differentiated instruction in a mixed-ability classroom? • How do different methods compare/contrast to others? What strategies are the most effective?

15. After thoughts… • Research shows DI helps gifted students reach their potential and develop growth and independence. It helps students with disabilities and language barriers make connections to develop understanding and progress. However, • Many teachers feel overwhelmed by the prospect of differentiating instruction for students in a mainstream classroom.

16. let’s provide more training and support for our teachers so classrooms can go from this…

17. To this!