Differentiated Instructions in the Middle School Classroom

 
Abstract
Meeting the specific needs of each student in a diverse learning environment is one of the significant challenges that teachers face nowadays. Such a scenario is based on the fact that learners have different needs, which have to be addressed adequately for a chance to boost their academic performance. The adoption of the differentiated instruction in middle school has been considered to solve this challenge as well as ensure that the academic outcomes of all learners improve. This study sought to investigate the concept of differentiated instruction with a specific focus on establishing the attitudes of learners as well as the perceptions that educators have about its adoption and implementation in schools. In addition, the study aims at establishing the definition of differentiated instruction, its effectiveness as far as the academic outcomes of learners are concerned, reasons for its implementation, as well as the various strategies of differentiation that are applicable in a classroom setting.

A total of 213 students, where female and male students were 104 and 109 respectively, were involved in this study. Out of these, 44 had various disabilities, whereas 35 were learners of the English language. The study involved control and experimental groups whereby the control condition involved the use of traditional instruction materials, while the experimental condition comprised of curriculum enhancement materials.

We'll create an entirely exclusive & plagiarism-free paper for 13.00 11.05/page
569 certified experts on site
VIEW MORE
The results from the survey indicated that the learners had a positive attitude towards differentiated instruction, while the teachers reported that the approach was effective as far as boosting the academic performance of learners was concerned.

Introduction
Background Information
Nowadays, a lot of changes are evident in the different teaching and learning models that are used by both the teachers and learners (Bray et al., 2014). Such changes can be attributed to the introduction and use of advanced technology in the education sector. Following the adoption of various learning approaches, teachers have been able to significantly improve the academic outcomes of learners. In spite of the various teaching and learning models, teachers ought to understand the needs and demands of every student to ensure that the learning strategy used is learner-centered (Zendler & Klaudt, 2015). The differentiated instruction model is an example of such a learning approach where the emphasis is given on the adjustment of instructions for the purpose of accommodating each learner’s needs, as opposed to starting at a set point (Ruys, Defruyt, Rots, & Aelterman, 2013). This learning approach differs from the traditional instruction in that it adequately addresses the learning challenges of the advanced as well as the struggling learners, while in the case of traditional instruction, the primary focus is teaching to the middle.

Based on the diversity of the majority of the educational population nowadays, it is becoming important for educators to adopt the differentiated instruction approach. This is attributable to the fact that the increase in diversity has led to the emergence of learners who have various cultural backgrounds, as well as different levels of ability (de Jager, 2013). In spite of the fact that such learners are in one classroom, the traditional approach of teaching does not take into consideration the impact of such diversity and different learning abilities on the academic outcomes of each student.

The adoption of the differentiated instruction within the learning environment, as well as the use of constructivist-based theories, provide learners with a platform that they can use to advance their previous knowledge while at the same time using their already gained competences (Dobbie & Fryer Jr, 2013). In addition, instructors are in a position to rely on various attributes of the learners for the purpose of developing lessons that have a significant impact on all learners.

Receive an exclusive paper on any topic without plagiarism in only 3 hours
VIEW MORE
Problem Statement
The overreliance on the traditional approach of teaching does not address the needs of all learners adequately. This assertion is based on the fact that one classroom can have learners who are diverse in terms of cultural backgrounds and learning abilities. The implication is that learners with low, middle, and advanced learning capabilities require a platform that is conducive for all regardless of their competencies. Such a problem can be solved through the adoption of differentiated instruction where instructors are required to prepare lessons that take into consideration the needs of all learners in terms of their background knowledge, interests, as well as readiness. It is based on the concept that providing learners with competences and practical skills necessitates the development of an interdisciplinary understanding by the teachers for the purpose of ensuring that the education systems align with the needs and demands of the ever-changing educational environment.

In spite of the significance of this model of teaching, not many schools have adopted it due to the numerous challenges including the failure to have the required time because of tight schedules, the lack of the necessary expertise in the concept, as well as the belief that this model is one of those educational trends which are passing. For these reasons, the subject of differentiated instruction is worth investigating to provide understanding regarding its impact on the academic outcomes of learners.

Purpose of the Study
This study seeks to examine the concept of differentiated instruction with a specific focus on the perceptions that educators have about its adoption and implementation in schools. In addition, the study aims at establishing the definition of differentiated instruction, its effectiveness as far as the academic outcomes of learners are concerned, the reasons for its implementation, as well as the various strategies of differentiation that are applicable in a classroom setting.

Review of Past Research
The background of differentiated instruction is founded on the constructivism theory, and hence, it draws support from various theorists. This can be inferred from the fact that persona experiences are important in the construction of right and wrong during the process of learning. In addition, it is practically impossible for learners to understand as well as use given knowledge instantaneously, as they are required to create their own knowledge with a lot of support from past experiences (Hargreaves, 2013). As such, the success of learners especially in the case of differentiated instruction, there is a need for emphasis to be put on previous knowledge. Such consideration is based on the fact that people are different as far as their knowledge base is concerned.