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Differentiated Instruction Theory

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Differentiate Instruction Theory
There are so many individuals that have different abilities, experiences, and learning styles. Differentiated Instruction is a theory that will help teachers be successful in having all students be successful at learning at their fullest learning style ability. “Differentiated instruction gives a variety of options to successfully reach targeted standards.” (Gregory G.H. & Chapman C., 2007) This type of instruction will help the students meet where they are and offer challenging, appropriate options for them to achieve success. (Gregory G.H. & Chapmen C., 2007) This instructional method is based on research that was created by Russian psychologist, Lev Vygotsky (1896-1934). “Sociocultural theory, drawing on the work of Vygotsky (1962), and later Wertsch (1991), has significant implications for teaching, schooling, and education (Tharp & Gallimre, 1988).” (Subban, P.)
The four elements that teachers can differentiate are the following; the content, the process, and/or product as things that are differentiated in a classroom. With this ongoing assessment and flexible grouping it will ensure that this instructional approach can be successful (Readingrockets.org). “The content is what is taught. The way a learner interprets, adapts, and finds ownership is the process. The product shows the learner’s personal interpretation and what they know.” (Gregory G. H. & Chapmen C., 2007) Some examples of differentiating in a classroom is using variety of reading materials that fit each students level of reading, and presenting ideas through both auditory and visual means. Another example is having students work together in groups that have the same learning level and style. It does not matter what type of learning style they are or what type of disability they have, everyone benefits from this theory. Students don’t all learn the

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