Neuroscience Supports Differentiated Instruction Teaching Methods Differentiated

¶ … Neuroscience Supports Differentiated Instruction

Teaching Methods

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 education standards.

Differentiated instruction like normative instruction should furthermore challenge the students' skills and thinking, while engaging them on a broad level and a deep level. Differentiated instruction respects that students learn the most and the best when they connect course content with interests and experiences. The information sticks with them faster and longer when the content relates to a non-academic pursuit and/or a real life experience (or memory). In these ways, differentiated instruction is student-centered and student-based; the instructor cannot contour the course to the needs of the students without the students. Implementation of differentiated instruction techniques necessitates that the teacher get to know the students on more than a superficial level if the differentiated instruction is to be successful and useful. Teachers already know that even students within the same grade, let alone the same class, vary in character traits that directly relate to learning such as internal motivation, level of independence, home life, and interests. Differentiated instruction takes that knowledge that most teachers naturally accumulate as a function of interacting with the same group of students for most of year and puts it to scientific and practical use.

Based on the research of theorists in education, psychology, and neuroscience, Kaufold & Kaufold contend that differentiated instruction is a part of a brain compatible curriculum:

Since children have different environments in which to learn, each child's learning will be different and, in like manner, individualized. To maximize the learning potential of each child, therefore, the learning environment and, in formal schooling- the curriculum- should allow for individual growth and exploration. In other words, to be compatible with what has been learned through brain research, the learning environment and the curriculum should be structured loosely enough to allow the growth process to take place. (Kaufold & Kaufold, 2009,-Page 159)

Difference in home and learning environments is an aspect that differentiated instruction acknowledges. Differentiated instruction was developed as a way to maximize the learning potential of children and of their learning environments. The authors argue for structure in education, yet they simultaneously argue for a structure such as differentiated instruction that is flexible and adaptive as the instructor must be for every child instructed. These authors also bring up the increased pressure on both students and teachers regarding tests scores on local, state, and national levels. (Kaufold & Kaufold, 2009) They also argue that because of the increase of pressure on test scores and because of the increase of pressure regarding standard-based education and data-driven schools that the quality of education and learning has diminished and This is where the concept of the DIFFERENTIATED CURRICULUM comes into play. The ordinary curriculum can be transformed into a differentiated curriculum by adding four distinct components- Critical Thinking, Creative Thinking, Project-Based Learning and Interdisciplinary Planning. (Kaufold & Kaufold, 2009,-Page 160)