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Abstract – In this article, Birnie discusses the most common misconceptions about differentiated instruction and provides examples of successful differentiation as well as discusses the reasons why all teachers should be differentiating instruction in their classrooms.

Findings – The three most common misconceptions about differentiation is that it is a “fad” that will soon fade away, it means making a separate lesson plan for all students, and it is not worth the effort. Differentiation is not a new educational strategy. It has been used since one-room schoolhouses by teachers to meet the needs of all classroom learners. Since then, teacher have been using student interest, learning preferences, and background knowledge to engage, motivate, and teach students on different achievement levels. Differentiation doesn’t require a different lesson plan for all students because most of the students can be separated into 3-to-4 manageable groupings. Any students who do not fit into these groups will benefit from both small group and one-on-one instruction. Along with grouping similar students for direct instruction based on student need, students also benefit from cooperative learning opportunities, center opportunities, and individualized tech-based instruction. Most teachers would highly disagree with the misconception that differentiation isn’t worth the effort. Although it can be hard work, most teachers would agree that differentiation is the basis of teaching because it allows all students to become successful.

APA Citation – Birnie, B. F. (2015). Making the case for differentiation. The Clearing House,88, 62-65. Retrieved December 08, 2017, from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=9&sid=f9e8a95d-5702-4d6f-b1a3-1ca944cd83d2%40sessionmgr4007

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Examining differentiated instruction: Teachers respond 

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Examining differentiated instruction: Teachers respond 

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Abstract - In the article, Logan describes the steady increase in minority and ESL students in the classroom as one motivator for differentiated instruction. A review of literature describes major principles, cliches, barriers, myths, and research supporting differentiation. The article also provides the results of a survey administrated to middle school teacher to determine their level of knowledge in providing differentiated instruction.

Findings - The results of the survey are as follows: 94.3% of teachers believe that you must show respect to learners commonalities and differences in many ways in the classroom. 92.1% of teachers agreed that differentiated classrooms should be responsive to individual differences. 89.3% of teachers agreed that differentiation should focus on essential ideas and skills in each content area. 85.8% of teachers agreed that they should collaborate with students about their learning. Teachers also agreed that processes (88.6%), products (87.2%), and content (85.8%) must constantly be modified. 85.1% of teachers agreed that teachers should assess the readiness level, interest level, and learning profile of their learners.
- In reference to myths, 90.7% of teachers disagreed that there is only one way to differentiate instruction. 85.8% of teachers disagreed that all students must demonstrate mastery on the same day as testing. 79.4% disagreed that differentiation created unfair workloads on students. 56% of teachers disagreed that there is differentiation is only individualized instruction. 76.5% disagreed that differentiation does not use whole group instruction. And only 73% disagreed that differentiation does not prepare students to compete in the real world.

APA Citation - Logan, B. (2011). Examining Differentiated Instruction: Teachers Respond. Research in Higher Education Journal, 13, 1-14. Retrieved December 08, 2017, from https://files.eric.ed.gov/fulltext/EJ1068803.pdf

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Four Proven Strategies for Differentiating Instruction 

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Four Proven Strategies for Differentiating Instruction 

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Abstract – In this article, White discusses four instructional strategies that can be used to meet the specific needs of each student in their classroom. Through the use of technology, group lessons, group discussions, and task cards or centers teachers are making sure that students are receiving instruction that will help them become more successful learners.

Findings – Through the use of technology, teacher can assign different activities to students on various levels in their classroom. This includes education videos and games. By teaching students in leveled groups, teachers are able to work on specific skills that students are struggling with or teach new skills to students who have mastered the current skills. Through the implementation of differentiated centers, students are given time to master specific skills at their own pace.

APA Citation – White , J. (n.d.). 4 Proven strategies for differentiating instruction. Retrieved December 08, 2017, from https://www.scholastic.com/teachers/articles/teaching-content/4-proven-strategies-differentiating-instruction/

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Abstract – As the ever evolving world of technology continues to change, teachers have come to realize that to truly personalize learning, they must take advantage of the use of technology. Using technology, teachers are able to tailor learning to each students learning preferences and interests, while allowing students to work at the most appropriate pace for their learning. Personalized learning through the use of technology allows for more flexible learning times, redefined teacher roles, project-based learning opportunities, and student driven curriculum, all while students work toward mastery at their own pace.

Findings – In the article, Wolf dissected findings from school systems who used technology to implement more personalized learning. Using personalized instruction, students were able to master skills on their own level. Struggling students had access to different activities for addition practice and students who quickly grasped concepts were able to advance to new skills whenever mastery was achieved. The use of technology also allowed students to extend learning beyond the school day.

APA Citation – Wolf , M. (n.d.). Technology enables true differentiation. Retrieved December 08, 2017, from http://www.educationworld.com/a_tech/technology-enables-true-differentiation.shtml

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10 Ways to Differentiate Instruction with Technology

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10 Ways to Differentiate Instruction with Technology

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Abstract –  In the article, Raki shares 10 ways to use technology to differentiate classroom instruction. Her ideas are not based on any one specific grade level and offer a variety of ideas for implementation based on the amount of technology available in a teachers classroom.

Findings –1.) Give middle-of-the-pack learners freedom by giving them the opportunity to watch instruction videos online while others are working in small groups or independently. 2.) Turn students into teachers with presentation tools. Higher-level students can use presentation websites to create projects to can “teach” other students how to complete a skill or task. 3.) Encourage collaboration with Google Docs and Prezi. These websites allow students to work on one document simultaneously so they work collaboratively. 4.) Use learning games to engage students outside of small groups. Using these games, helps keep students engaged on an appropriate task while the teacher is able to work with other students. 5.) Record peer tutoring sessions to review later. Using recording devices, students can record thoughts and ideas and the teacher can then use these videos for assessments or information for re-teaching. 6.) Use student-made video tutorials. Using student-made video, “expert” students are able to share their understanding with other students and then the videos can be used for reviewing skills. 7.) Provide students with differentiated project options. Providing students with choice gives them more control over their work and increases student interest. 8.) Make assignment resources available all year long by allowing students to work at their own pace. 9.) Encourage passion-based learning. Giving students more time to explore what they are passionate about encourages student learning and increases motivation. 10.) Encourage sharing ideas through collaboration.

APA Citation – Raki, H. (2016, September 18). 10 Ways to differentiate instruction with technology. Retrieved December 08, 2017, from http://blog.whooosreading.org/10-ways-to-differentiate-instruction-with-technology/

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Differentiating Instruction Using Mobile Technology Tools

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Differentiating Instruction Using Mobile Technology Tools

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Abstract – Mobile technology gives teachers multiple ways to respond to student needs. However, when using technology to differentiate student learning, teachers need to make note of the quality of the technology tools provide for student learning. Teachers must use high-quality technology along with creating classroom community, using formative assessments, and feedback to create a well-rounded classroom.

Findings – According to Doubet and Carbaugh, in order to be able to successfully implement differentiated learning using mobile technologies, teachers must first establish a community of trust among students both online and face-to-face. Without this level of trust, students will feel uncomfortable sharing and collaborating with one another. Teachers must also continuously use formative assessments to monitor student progress. They must use technology in a proactive and responsive manner. This means pairing students in groups based on needs and interests.

APA Citation – Doubet, K. J., & Carbaugh, E. M. (2015). Differentiating Instruction using mobile technology tools. ASCD Express,10(17). Retrieved December 9, 2017 from http://www.ascd.org/ascd-express/vol10/1017-carbaugh.aspx

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Differentiation Isn’t Perfect — But It Can Work

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Differentiation Isn’t Perfect — But It Can Work

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Abstract – With class sizes always increasing with students whose abilities span multiple grade levels, should we expect all students to be challenged by the same textbook? By differentiating student learning, teachers have a better chance at helping all students learn. Teachers can differentiate based on choice, process, and content.

Findings – According to research, homogeneous groupings only benefit high-achieving students while struggling students do worse when separated from their higher-achieving peers. In order for differentiation to be successful, it must be engaging. Students benefit not only academically from being engaged in the classroom, but they also benefit socially. When students are engaged with one another in discussion and questioning, students are able to bring new ideas to the class discussions based on their own background knowledge and experiences. Because differentiation is about meeting students at their own learning levels, small groups needs to remain fluid allowing students to move to new groups when they have made new learning gains.

APA Citation – Muthler, S. (05, February 5). Differentiation isn’t perfect — but it can work. Retrieved December 08, 2017, from http://www.edudemic.com/differentiation-can-work/

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Abstract – In the article, Alber states that while working with teachers many of them struggle with what differentiation should look like in their classroom. She describes differentiation students receiving an equal education not getting the same, but instead by students getting what they need to be successful in the classroom.

Findings – Alber explains three primary examples of how to create equal education in your classroom. First, you must start with the student. Before you can begin differentiation, you must get to know your students background, interest, home life, and learning styles. Next, teachers must adjust assignments to meet the needs of your students. By adjusting assignments to meet student’s needs, you are challenging them on their specific level. This ensures that teachers are able to get a more appropriate assessment of their learning. Finally, you must provide fairness. Teachers could have many students in their classrooms who struggle on different levels. By providing them with accommodations like extra time, sentence stems, or leveled texts, it ensures student success and allows them to continue to make gains in their learning.

APA Citation – Alber, R. (2010, April 13). Defining differentiated instruction. Retrieved December 08, 2017, from https://www.edutopia.org/blog/differentiated-instruction-definition-strategies-alber

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Maximizing Student Success with Differentiated Learning

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Maximizing Student Success with Differentiated Learning

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Abstract – When teachers fail to use students’ personal instructional styles, student tend to learn less and lose focus during classroom instruction. By differentiating instruction, teachers can help eliminate some of this disengagement. This article describes a student who was having a difficult time learning and shows examples of how differentiated learning was used to help increase his ability to learn in the classroom. Using these instructional practices, teachers could see the benefits of differentiated instruction in their own classrooms.

Findings – Morgan describes differentiated instruction as the way of recognizing and teaching according to a student’s specific talents and learning styles. Differentiated learning is designed to meet the needs of students while emphasizing student responsibility, flexible grouping, and student choice. By catering to multiple learning styles, teachers are giving students more opportunities to be successful. Along with catering to multiple learning styles, teachers must also provide scaffolding for students who are having a difficult time understanding content. Without these scaffolds, students become frustrated and withdraw from learning. By emphasizing student interest and choice, students will be more engagement and be more likely to benefit academically.

APA Citation – Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House,87, 34-38. Retrieved December 08, 2017, from http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=1&sid=d92fad04-7b7c-4c85-97ac-4ab62952f340%40sessionmgr4006

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Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School’s Story

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Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School’s Story

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Abstract -  Using enrichment and differentiation instruction, teachers were able to reduce the achievement gap between socioeconomic levels and among various ethic groups. The differentiation was chosen based on student need, interest, and choice. Teacher even rewrote the curriculum to include enrichment experiences specially for the students in their school.

Findings - Data was collected over an 8 year period that included information from staff meetings, lesson plans, strategic plans, professional development sessions, school student profile, and 4th grade test scores from the state. The results from the enrichment program included improved language skills, increased reading ability, improved vocabulary, increased engagement. Based on comparative scores from the 1997 and 2004 4th grade assessment, the achievement gap between students with no free/reduced lunch and students who received free/reduced lunch lowered from 62% to 10%. All ethnic groups showed improvement in achievement.

APA Citation - Beecher, M., & Sweeny, S. M. (2008). Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One Schools Story. Journal of Advanced Academics,19(3), 502-530. doi:10.4219/jaa-2008-815

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Effects of DifferentiatedReading Instruction onStudent Achievement inMiddle School

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Effects of DifferentiatedReading Instruction onStudent Achievement inMiddle School

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Abstract - Because reading instruction does not often appeal to student interest, choice, or explicit need,  students may not be reaching achievement.  In this study, the authors set out to determine if differentiated instruction, choice, and supported reading guidance will impact the effects of student achievement on fluency and comprehension.

Findings- The results of the study found that two of the four schools noted a significant change on reading fluency, while there was no statistical change on reading comprehension between the treatment and control groups.

APA citation - Little, C. A., Mccoach, D. B., & Reis, S. M. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advanced Academics,25(4), 384-402. doi:10.1177/1932202x14549250