A
key element in many teachers’ lesson plans is a line item called Differentiated
Instruction. How can teachers make
Differentiated Instruction for their students? Why is DI important in the early
childhood classroom?
Every
classroom contains a group of learners with a wide range of abilities. Some students struggle, others perform
exceptionally well, and most of the learners are someplace between the two. In addition, these students learn in a variety
of ways and have different interests. In
order to meet the needs of a diverse student population, teachers need to differentiate
instruction.
Individualizing
to meet children where they are and help them develop their full potential is
called “differentiated instruction” (Kostelink et al 2015). Some examples include: coaching sessions
between the individual student and the teacher; small group instruction; math manipulatives; guided reading; and
special projects. By doing these activities, teachers are addressing a range of
students’ learning abilities in their classroom. Both Vygotsky and Bloom offer
theories about the individual learner and that students learn in varying
manners, in varying periods of time, and with varying degrees of assistance
from teachers. Teachers can increase the
amount and the complexity of the workload for advanced students and slower
learners can be given more time with assignments. The use of iPads for
individual and other types of instructional software are some ideas that allow
students to learn at their own pace.
How
can teachers make DI happen in the classroom?
Carol Tomlinson
suggests that “teachers can differentiate at least four classroom elements
based on student readiness, interest, or learning profile” (Tomlinson
2001). She offers these elements and
some examples:
·
Content (what the student needs to
learn) Differentiating content can be accomplished through such things as using
reading materials at a range reading levels; varying presentation of materials
through auditory and visual means; utilize reading buddies; meet with small
groups to re-teach a skill or to extend thinking.
·
Process (varying the activities to
master content). The learning process
can be differentiated by using tiered activities that give learners different
levels of support; provide interest centers that allow students to explore; establish
personal timelines to complete their work; offer manipulatives.
·
Products
(projects to rehearse, apply, and extend what is learn). Differentiating products may include: give
students options for how they will demonstrate required learning (puppet show,
letter writing); differ rubrics to match students abilities; permit students to
work alone or in a small group setting.
·
Learning Environment (the way the
classroom works and feels) Differentiating the learning environment includes
such ideas as: make sure there are times and places for quiet work and
cooperative work; offer materials that appeal to a variety of cultures;
developing routines that allow students to get the guidance they need; allow
students to move around during the school day to help them refocus their
abilities and attention.
Strengths
and Weaknesses of DI for the Child and the Teacher
Differentiated
Instruction values the individual student and gives the teacher opportunities
to implement various learning strategies to meet these needs. For the child,
flexible grouping is a hallmark of the DI class. It is important for students to work with a
variety of learners – sometimes with similar learners, mixed learning groups,
groups with similar interests, and sometimes randomly grouped. Flexible
grouping allows students to see themselves as belonging to diverse groups so
that they do not feel labeled in any way.
Teachers can use flexible grouping to avoid common group labels as “the
smart group” or the “slow group.”
Children must learn to respect each other’s differences whether it is
their cultural differences, their family backgrounds, or learning differences.
Specific
Strategies to Implement DI
Ideas
for implementing differentiated instruction are vast. While the evidence is clear that children
learn in different ways and at different speeds, making it a reality with
tangible activities can be challenging.
Here are some articles that emphasize the benefits of differentiated
instruction and offer concrete ways to meet the needs of each student.
Celeste
C. Bates’ “Flexible Grouping During Literacy Centers: A Model for
Differentiation Instruction” Young Children, May 1013 Vol. 68, No. 2 www.naeyc.org/yc/pastissues/2013/may.
Tisha
Shipley in “Whole Child Blog” http://www.wholechildeducation.org/blog/early-childhood-education-implementing-developmentally-appropriate-practice
“Meeting the Sensory
Needs of Young Children,” by Stacy D. Thompson and Jill M. Raisor Young Children, May 1013 Vol. 68, No. 2 www.naeyc.org/yc/pastissues/2013/may.
“Differentiated Instruction: A Research Brief
for Practitioners” www.education.alberta.ca/.../pdfs/FINAL_Differentiated_Instruction.pdf
Arlene
Pratt Prairie in “Supporting Sociodramatic Play in Ways that Enhance Academic
Learning” Young Children, May 1013 Vol.
68, No. 2 www.naeyc.org/yc/pastissues/2013/may.
Jill
White in “Four Proven Strategies for Differentiation Instruction” www.scholastic.com/.../4-proven-strategies-differentiating-instruction
References
Brewer, JoAnn. 2007. Introduction
to early childhood education: preschool through primary
grades. Pearson
Eduction, Inc: Boston, MA.
Beneke, Sallee J and Ostrosky, Michaelene M. 2013. “The
potential of the project approach to
support
diverse young learners.” Young Children.
68(2) 22-29
Kostelnik, Marjorie J. Soderman, Anne K., Whiren, Alice
Phipps. Rupiper, Michelle L. 2015.
Developmentally appropriate curriculum: best
practices in early childhood education.
Pearson, Inc: Upper
Saddle River, New Jersey.
Thomlinson, Carol Ann. 2001.
“Differentiation of instruction in the elementary grades.”
Shillady, Amy, editor. 2013. “Response to intervention in
early childhood best practices:
working
hand in hand so all children can learn.” Young
Children, 68(2),6-7.
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