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Neuroscience Supports Differentiated Instruction
Differentiated instruction is a fairly new concept in both the areas of neuroscience and education. The integration of research and findings in neuroscience into educational practices such as teaching methods is a fairly recent occurrence as well. The paper provides insight into differentiated instruction and the neuroscientific evidence that exists supporting it as a valid method of teaching in the classroom setting. The paper clarifies what is necessary for academic success for the students and professional success for educators using the model of differentiated instruction.
How Neuroscience Supports Differentiated Instruction
The 21st century has brought upon many innovations and alternative perspectives to learning and education. In recent years, the term "differentiated instruction" has been in circulation regarding teaching methods and to neuroscience. This paper will explain what differentiated instruction in education means and provide evidence that the discipline of neuroscience substantiates the validity of such a practice in teaching methods. The paper will make connections among ways in which the brain works, the ways the brain learns, and how differentiated instruction supports those natural habits of the brain. References the sources located, the paper will moreover provide practice insight as to how teachers may, with the support of neuroscientific evidence and techniques, implement differentiated instruction in the classroom so as to promote learning and support the learning habits of the brains of students. The paper analyzes current research and discoveries regarding how the learning methods of the brain are supported by differentiation instruction in the classroom setting.
Academic success and skill proficiency depends on numerous factors and conditions. The teaching methods or style of the instructor is a critical factor that contributes to students' success. One does not have to be a vastly experienced teacher to understand and experience first hand that there is no one teaching style that suits the learning styles of every student within the classroom. Each student learns in a different manner. Therefore, differentiated instruction acknowledges the differences among learners and acknowledges that some students are unsuccessful in their academic careers because there is a major disconnect between the way the student learns and the way the student is taught. Differentiated instruction is a part of the initiative that advocates that teaching methods must change in order to serve students best and to fully acknowledge the spectrum of learning styles teachers face each day in their classrooms. Thus, differentiated instruction admits the reality of the diversity of learning styles in every classroom and recognizes the reality that instructors face in attempting to reach and teach each student in the class. In every classroom, there is a spectrum of ability and learning style, even in a general education classroom. Teachers can use differentiated instruction while still adhering to state, national, or other standards or goals for the class. Differentiated instruction holds students and teachers accountable to standards, yet does so in a way that is more sensitive and flexible to the various learning needs of the students. Differentiated instruction also provides instructors opportunities to add variation to lessons as well as diversify the repertoire of skills each teacher has.
A grade or subject curriculum provides guidance to instructors as to the content of the course. Differentiated instruction provides guidance to instructors as to the method of instruction. Differentiated instruction requires that teachers alter the pace, level, or kind of instruction as per the response and/or interaction with students. The changes educators make may be a result of the learners' needs, learning styles, or even their interests inside and outside of the classroom. Differentiated instruction therefore demands energy, enthusiasm, and commitment; this is not a teaching method for a lazy or reactive teacher. Differentiated instruction serves proactive teachers best. This kind of instruction is similar to other kinds of instruction in that one of the goals of the method is to still and sustain internal motivation within each student. Because differentiated instruction depends heavily on the idiosyncrasies and unique aspects of each student, the instructor of the differentiated learning classroom must be organized and focused. The instructor must be flexible and again, be ready to come up with variations on traditional methods and lessons. Differentiated instruction invites teachers to think outside of the box while still adhering to relevant…[continue]
"Neuroscience Supports Differentiated Instruction Teaching Methods Differentiated" (2012, March 17) Retrieved October 27, 2016, from http://www.paperdue.com/essay/neuroscience-supports-differentiated-instruction-113800
"Neuroscience Supports Differentiated Instruction Teaching Methods Differentiated" 17 March 2012. Web.27 October. 2016. <http://www.paperdue.com/essay/neuroscience-supports-differentiated-instruction-113800>
"Neuroscience Supports Differentiated Instruction Teaching Methods Differentiated", 17 March 2012, Accessed.27 October. 2016, http://www.paperdue.com/essay/neuroscience-supports-differentiated-instruction-113800
This would allow my students to be properly engaged during the time of issuing instructions. The instruction time is also to be maximized while disciplinary cases minimized in order to help in the achievement of academic success. I will research, evaluate and implement effective instructional strategies in the classroom settings that can help in providing the students with a rich as well as appropriate environment that is appropriate for learning. I
Diffentiation in Learning It does seem to be elementary in the eleventh year of the 21st century that differentiating curriculum and instruction for different students needs to be justified by neurological research. However, this is the case. For reasons outside the boundaries of this short essay, the politicos of the time still feel that "one size fits all" in the classroom and we must bring out the neurological data to challenge
The AS person has often spent an inordinate amount of time fixated on one particular (often peculiar) topic, and when that person is in a social environment, he or she tends to ramble on about the topic and that one-sided rambling is more important to that AS person than any other activity in a social setting, Woodbury-Smith writes on page 4. According to Woodbury-Smith, as the AS person gets older,
Market Orientation of Medical Diagnostic Units Dissertation for Master of Health Administration i. Introduction ii. Objectives iii. Description iv Administrative Internship v. Scope and Approach vi. Growth vii. Methodology viii. Hypothesis ix. Survey Questionnaire x. Research Design xi. Observation and Data Presentation xii. Test provided xiii. Analysis of findings Marketability of Patient Satisfaction Importance of Employee Satisfaction xiv. Conclusions and Recommendations xv. Bibliography xvi. Notes xvii. Appendices Market Orientation of Medical Diagnostic Units