Responding to Student Needs
Introduction*
We have been discussing the Backward Design model for instructional planning. We have looked at the first two stages of the model that emphasized articulating our desired results through developing learning objectives and identifying assessment tools appropriate to gather evidence of student learning. Before moving on to Stage 3, where we start planning our instruction, we need to discuss how we might accommodate student needs during assessments and instruction.
Today, teachers are continually faced with the challenge of effectively reaching out to their classroom of students who span the spectrum of learning readiness, personal interests, skills, knowledge, and perspective. We know that not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and curriculum be adapted to individual and diverse students in classrooms (Tomlinson, 2014). The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success. Tomlinson states, “Teachers who differentiate provide specific alternatives for individuals to learn as deeply as possible and as quickly as possible without assuming that one student’s road map to learning is identical to anyone else’s” (Tomlinson, 2014).
The following sections examine information on the theory and research behind differentiated instruction and its intersection with Universal Design for Learning (UDL), an educational framework based on research from the neurosciences and effective teaching practices designed to increase flexibility in teaching, decrease barriers, and optimize learning for all. We begin with an introduction to differentiated instruction by defining the construct, then identify components and features by providing a sampling of considerations and curriculum applications and research evidence for effectiveness. Next, we introduce UDL and the connections with differentiated instruction in theory and specific lesson examples. The chapter concludes with general guidelines for the implementation of UDL and a list of web resources that provide further information about differentiated instruction.
Learning Objectives
By the end of this chapter, you will be able to
- Differentiate assessments based on the strengths and weaknesses of learners.
- Provide multiple ways for learners to demonstrate knowledge and skill.
Differentiated Instruction*
To differentiate instruction is