Differentiated Instruction is Necessary to Meet the Needs of All Learne

Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn. Differentiated instruction adapts learning to the students’ unique differences. It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006). Effective teachers in a differentiated classroom have always considered their students’ uniqueness (i.e, academic needs, talents, interests, learning styles) in planning, teaching, and evaluating lessons. Tomlinson (1999) describes other features of this approach, among them the engagement of students through different learning modalities; each student’s competition with self; flexibility in various aspects of the school day; teacher as diagnostician; multiple ... ... substantial support (ERIC Document Reproduction Service No. ED 404-613). Sparks, D. (2005 Fall). Differentiation within team-based teacher learning. Journal of staff development, 26(4), 4. Stone, J. G. (2001). Building classroom community: the early childhood teacher's role. Scholastic Early Childhood Today, 16(3), 17-18. Tilton, L (2001). Inclusion: a fresh look; practical strategies to help all students succeed. Shorewood, MI Covington Cove Publications. Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: ASCD. Wong, H. K., & Wong, R.T. (1991). The first days of school. Sunnyvale, CA: Harry Wong Productions. Wong, H. K., and Wong R. T. (1998). The first days of school: how to be on effective teacher. Mountain View, CA: Harry K. Wong Publications.