Brain Research Supports Differentiation

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C. Teachers need to be flexible in their grouping the learning together.

D. Teachers use ongoing assessments.

E. The learning environment supports students in the "risk" of learning (ibid, 10-12).

For more evident to support Soussa and Tomlinson in their assertions, a short review of the recent scholarly literature will suffice to bolster the conclusions reached. In the current multicultural and diverse environment that one is confronted with in most classrooms today, With contemporary classrooms becoming increasingly diverse, teachers and and other educational authorities and school administrators are actively looking for new approaches to the teaching and the learning teaching and learning

to minister to the variety of learning profiles. The new "deal" that is gaining

in popularity (finally) in amongst many educators is differentiated instruction. Subban's model proposes rethinking the structure, content and management of the diverse classroom, inviting

the different stakeholders in the process to get engaged to the

common benefit of everyone.

In the interim time that this model has been accepted by the stakeholders and started, Subban feels that is room for developing theory to give it more moment (Subban, 2006, 935-937).

Subban's literature review produces three principles to bring the above into being Three intersecting principles gleaned from the literature review serve as the basis for this research

and development. Firstly, Vygotsky's grounded learning theory maintains that reciprocal

social interaction combined with a collaborative relationship between teacher and student will accommodates learning developmentally and historically. Secondly, the learning context is a social

one that promotes development of communication skills and cognitive functionality

. Interaction between the student and a knowledgeable adult enhances the possibility of

this intellectual activity. Thirdly, research into the workings of the brain and recent findings with regard to multiple intelligences and learning styles provides acknowledgement that

there is potential for enlarged earning if the learners are engaged in the process and associate new learning with

the existing information. This is combined with the conditionality that they are allowed to consolidate this information in a manner suited to their individual learning style.

In other words, we are conditionally telling the learner to have it their way and educators will expect that it will help that student (ibid, 937). This all seems to…[continue]

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"Brain Research Supports Differentiation" (2011, October 04) Retrieved May 28, 2016, from

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"Brain Research Supports Differentiation", 04 October 2011, Accessed.28 May. 2016,

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