“Differentiated instruction is an instructional theory that allows teachers to face the challenge by taking diverse student factors into account when planning and delivering instruction” (Glencoe/McGraw-Hill). As teachers we must always have the student’s best interest in mind. Meaning that when we create lessons we need to require the best outcome from that lesson. The students’ progress is very important and their progress depends on how well we teach the curriculum. At times this can get tricky because when we create lessons it has to meet a diverse set of needs. Not only are our classes filled with different style learners, but there are also very diverse students. These two aspects we must take into consideration when creating a lesson. Our lesson should meet more than one learning style. This is when we must have and give differentiated instruction. “Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance” (Glencoe/McGraw-Hill). This kind of instruction is successful because it meets all the students learning style. Most lessons will be set out to be just average and only meets like one or two styles at the most and this has not been successful. This is how we get students who fall below average and we must strive to help them improve and progress academically. With differentiated instruction teachers “match tasks, activities, and assessments with their students’ interests, abilities, and learning preferences” (Glencoe/McGraw-Hill). In order for teachers to use differentiated instruction they must know their students, view how they can integrate differentiate instruction into their curriculum, then come up with processes and techniques they can use. Once we have become familiar with this instruction we can begin to incorporate technology in it. When we incorporate technology into this instruction, it is “the planning and delivery of classroom instruction that considers the varied levels of readiness, learning needs, and interests of each student” (Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students. 2008). Technology allows us to be creative and be able to have various lessons that meet different levels because of the diversity in the classroom. It has been said and researched that “teachers can differentiate instruction most effectively by using an array of technology tools” (Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students 2008). Technology allows us to provide for all the different styles of learning by having many options.
Differentiating Instruction Using Technology: Meeting the Diverse Needs of Students. (2008). Special Education Technology Practice, 10(1), 21-26.
Glencoe/McGraw-Hill. (n.d.). Differentiating Instruction: Meeting Students Where They Are. Retrieved from Teaching Today: http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
The Role of Technology in Progress Monitoring. (2008). Special Education Technology Practice, 10(2), 21-26