Differentiated Instruction

Vygotsky’s sociocultural theory supports that the individual learner must be studied within a particular social and cultural context (Blanton, 1998; Flem et al., 2000; MacGillivray & Rueda, 2001; Patsula, 1999; Tharp & Gallimore, 1988 in Subban, 2006). The diversity of students in a recent classroom setting has lead to the development of a new philosophy in the field of teaching. Psychological research supports that students learn only when a task is a little too hard for students. Brain research suggests that too hard tasks lead students not to “think”, in order to be protected from harm (Tomlinson, 2003 in Subban, 2006). DI is suitable to classrooms where the number of less successful students tends to increase (George, 2005).  Some studies have correlated Differentiated Instruction with the investigation of student factors such as students’ diversity, learning styles, brain research and the multiple intelligences. Differentiation can work at all age levels (Tomlinson, in Hess, from http://www.weac.org/Home/Parents_Community/differ.aspx ).  

DI’s roots are established in cognitive psychology and based largely on student achievement (McTighe & Brown, 2005, in Rock, Greg, Ellis & Gable, 2008, retrieved in 2009). The principles of DI are the following: a. focus on essential ideas and skills in each content area, b. response to individual student differences, c. integrate assessment and instruction and d. make ongoing adjustments of content, process, and products to meet individual students’ levels or prior knowledge, critical thinking, and expression styles (Tieso, 2003; Tomlinson, 1999 in Rock, Greg, Ellis & Gable, 2008).

S.D (SpEd)