Differentiated Instruction: Strategies, Leadership & Classroom Use

Introduction to Differentiated Instruction

Over the last several years, a wide variety of strategies have been introduced that are designed to improve the total amounts of learning comprehension inside the classroom. For the most part, these ideas have failed because they did not focus on specific areas that will improve individual learning comprehension. To address these challenges, many educators have been turning to differentiated instruction. This is when they focus on using a variety of tools in order to reach out to a larger demographic of students. To fully understand how these concepts can be implemented in conjunction with Library and Media personnel requires examining a number of areas, including: the use, framework, experiences, changes, questions, leadership, morale, current changes, and the need for differentiated instruction. Once these areas are examined, we can show how these ideas will improve the total amounts of learning comprehension inside the classroom. (Gregory, 2007, pp. 1–8)

What was learned about differentiated instruction is that it can be utilized in a variety of educational settings. This is because it is focused on applying flexibility to individual learning styles when presenting a host of concepts. During the process of teaching students, the various strategies and techniques will reach out to the individual in a format that is most appropriate for them. Moreover, the repeated exposure and hands-on training will help everyone to see how they will need to apply these ideas in the future. (Roberts, 2007, pp. 147–151)

In the case of professional development, these concepts can be used to improve motivation and the team atmosphere inside a school. This occurs by having educators work together to increase quality by using these techniques in conjunction with one another. For example, an educator teaching select aspects of Biology could work with the Library and Media staff to use technology to improve learning comprehension. This will help all staff members to work with each other in utilizing this strategy on a consistent basis. Once this occurs, there will be a positive transformation inside the educational environment. (Roberts, 2007, pp. 147–151)

These ideas can be used to create new standards inside the school. This will take place through working with staff members and students to provide them with the tools they need. For example, understanding differentiated instruction will help personnel in the Library and Media center to anticipate these needs. At that point, they can discuss using a host of technology solutions to address these challenges. Over the course of time, this will improve communication and collaboration in lesson planning. (Roberts, 2007, pp. 147–151)

Lesson Frameworks and Core Strategies

A successful framework is composed of ideas that are designed to reach out to each person's individual learning style. This is accomplished through creating a lesson plan that focuses on the specific attributes most dominant in the class. The educator must then create a strategy focused on reaching out to other learning styles. This approach establishes a basic foundation for creating an atmosphere that is conducive to learning. (Gregory, 2003, pp. 79–100)

The way that a framework will vary between different content areas is through how these techniques are applied. In more complicated topics, this approach will be augmented with the use of technology and other teaching methods. The basic idea is to assist in reaching out to students by addressing their various strengths. At the same time, repeated exposure to these ideas will give students a background on the subject, enabling them to retain and apply these ideas in the future. (Gregory, 2003, pp. 79–100)

The cultural practices of the student will identify their educational experience, traditions, and areas that will influence how they see the world around them. For educators, these factors affect the way a student is able to learn a host of concepts. A possible strategy for understanding these issues is to focus on several different variables during the planning stage. The most notable include: drawing easy comparisons, using specific tools that can overcome select difficulties, and improving discussion among various students.

The way that this will have an impact on the individual is to give them a background in the concepts being presented. The educator then begins using tools that the student can relate to based on their cultural and educational experiences. This is achieved through using different techniques in conjunction with new technology. Once this occurs, there should be some kind of change in the total amounts of learning comprehension, at which point grade point averages and achievement scores will rise. (Gregory, 2003, pp. 79–100)

Three strategies that are a part of differentiated instruction include: cooperative group learning, jigsaw, and role playing. Cooperative group learning is when everyone works together as a group to learn about various ideas, providing a more intellectual discussion by having everybody talk about the concepts being presented. Jigsaw learning is when students work in groups of four to understand a host of ideas; this differs from cooperative learning by having a smaller group focused on more intense topics. Role playing is where students learn about new ideas by reenacting particular parts of the project, differing from the other strategies by having the individual act out specific areas to improve learning comprehension. (Gregory, 2003, pp. 79–100)

All of these strategies could be combined with each other. The way this would impact student achievement is to improve total amounts of learning comprehension, because each approach builds off of the ideas established previously. Once this takes place, the individual will have another format for examining the various concepts, increasing learning comprehension by providing different avenues that reach out to the student. (Gregory, 2003, pp. 79–100)

Implementing and Managing Change

Change could have been implemented by taking the lead and showing alternative strategies for dealing with a host of challenges. This would have given staff members a greater sense of empowerment when dealing with these issues. A structured chart could have increased effectiveness by introducing key strategies for inviting these transformations, serving as a blueprint. Inside the school environment, these tools could be used to push for alternative changes in teaching methods and the kinds of tools utilized by staff members. (Gregory, 2003, pp. 100–109)

The change was a partial success in that staff members agreed that transformations needed to occur. Yet, it was also ineffective in failing to create any kind of lasting shifts in attitudes among staff members. The way that the chances of success could have increased was to have more effective communication among stakeholders. This would improve collaboration and establish a common set of goals. (Gregory, 2003, pp. 100–109)

For example, in the Library and Media center, these ideas will change the way that educators perceive personnel. This will occur through educators coming to view library staff as key allies who will play a vital role in improving education. When they see the library staff in this light, teachers are more willing to work with others in improving the effectiveness of their lesson planning by incorporating more tools and techniques. (Gregory, 2003, pp. 100–109)

A change that can be implemented inside an educational environment is to unify the approach educators use in reaching out to students. What normally happens is that most teachers have different theories and practices they follow. This can be problematic, as some of the most experienced educators may be reluctant to alter their techniques. Instead, they often focus on formats such as the traditional lecture setting to present new ideas to students. This is problematic, as the class will quickly become bored with that dry approach. To deal with these issues, educators must see the urgency of utilizing different tools and tactics in conjunction with each other.

The way this kind of change can be implemented is to invite a discussion about these challenges. In an era of declining budgets and greater demands for accountability, this is something that is on everyone's mind. During this process, there needs to be transparency and openness to ensure that everybody's ideas are heard and respected. (Hopkins, 1985, pp. 195–212)

Once this takes place, educators can also begin showing how alternative strategies such as differentiated instruction could be used in conjunction with traditional philosophies. This will address the concerns of experienced educators by introducing them to incremental changes that will improve learning comprehension. (Hopkins, 1985, pp. 195–212)

The biggest resistance issues that will be encountered are a reluctance to use or embrace these tactics consistently. All educators must be able to see the need for and want to embrace these changes. The way they could be supported and resistance overcome is to form a series of alliances inside the different levels of the school — among administrators, staff, parents, and members of the community who want to see an improvement in the quality of education. (Hopkins, 1985, pp. 195–212; Reynolds, 2002, pp. 93–114)

To achieve these objectives, a committee could be established focused on implementing solutions that will improve student achievement. At the same time, an anonymous survey could be used to understand what challenges are impacting the school and what possible solutions exist. Some of these ideas could become part of the strategy the committee recommends. Once this occurs, these tools will transform the kinds of tactics utilized by all educators. (Hopkins, 1985, pp. 195–212; Demmitt, 2007, pp. 137–138; Reynolds, 2002, pp. 93–114)

This will take place with colleagues having casual discussions about these challenges and how everyone should be embracing them, while individuals see that their ideas are being taken into consideration as part of new policies. This creates a sense of respect and willingness to embrace the new attitude toward working with students. Over the course of time, these positive beliefs will lead to educators continually using these tools and doing more to help students, at which point there will be an improvement in achievement scores and grade point averages. (Hopkins, 1985, pp. 195–212; Demmitt, 2007, pp. 137–138; Reynolds, 2002, pp. 93–114)

Conclusion and Evidence for Differentiated Instruction

Evidence of the effectiveness of these strategies can be seen in observations from George (2005), who found, after examining a number of sources on the subject, that these kinds of techniques help reach out to students because they use different tools in conjunction with each other through a focus on flexibility. This means that any material is presented in a way that takes into account each student's unique learning style. Once this takes place, students are more excited and involved in the discussion. (George, 2005, pp. 185–193)

Moreover, a study conducted by Scruggs (2006) found that differentiated instruction has an impact on student achievement because it changes the atmosphere and focus of the learning environment. To prove this, he conducted a study on 213 middle school science students and determined that everyone remembered more of the key ideas and enjoyed going to class. (Scruggs, 2006, pp. 130–137)

Scruggs stated: "The results indicate that collaborative hands-on activities statistically facilitate learning of middle school science content on posttests and on state high-stakes tests for all students and that students enjoyed using the activities. Implications for practice indicate use of supplemental peer-mediated hands-on activities may provide necessary review and practice for students with disabilities." This shows how the differentiated approach can take a subject considered very dry and make it exciting. Once this occurs, everyone is willing to do more to help improve the overall quality of education that students are receiving. (Scruggs, 2006, pp. 130–137)

These areas illustrate how differentiated instruction will address the current challenges inside the school. The basic approach concentrates on transformational leadership to reach out to stakeholders, making everyone feel as if they are an important part of the process. This will improve their ability to implement any kind of transformations by showing how and why they must occur. (Werthiem, 2002, pp. 110–119)

Moreover, the implementation of stakeholder ideas and having different stakeholders serving on a committee focused on these areas will create a positive shift in attitudes. During the process of lesson planning and working with others, differentiated instructional techniques will become an invaluable resource. This will lead to more active student involvement in discussions. At the same time, the use of technology will improve learning comprehension as students see the need for these skills in the future. Once this takes place, they are motivated about education, with grade point averages and achievement scores rising. (McTighe, 2005, pp. 234–244)

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