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Differentiated Instruction

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2.2.3 Benefits from Differentiated instructions

A mixed ability class can only be effectively taught if the teacher accepts that every lesson can not be whole class teaching with lessons controlled from the front. Teaching mixed ability class will work if all students are allowed to experience success and to learn as individuals.

Here are many benefits to differentiated lessons beyond the individualized learning that takes place. As it is “an individualized method of meeting all of the students’ academic needs at their level (Servilio, 2009, p.7), the biggest advantage to differentiated instruction is that it connects with all students and provides a number of options for students to understand and achieve the lesson. This can be done based
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) Differentiated instruction allows them to learn at their own abilities and strengths, thus making the content more “student-friendly”. This will help motivate your students’ by allowing them to demonstrate what they have learned while using their own talents with regard to their interests. They are allowed to make choices in the manner in which they learn as they find the best way to understand a concept without limiting the material they are expected to learn. One of the strongest assets of this approach is that students’ can be engaged at their ability level with the appropriate learning style that meets their needs, which is an extremely important factor in learning. Bess and Brandt (2001, P.52) stated “two powerful and related motivators for engagement are student’s interest and student’s choice”. This can be true that once students are excited about a specific topic, they are more eager to participate in learning. Likewise, because they can choose what they want, they will accomplish it with eagerness. The use of differentiated instruction puts more of the learning responsibility on the students, which also leads to greater student motivation and finally an increase on student’s …show more content…
Teachers reported that learning how differentiated instruction works, planning activities, trying new ideas, choosing suitable assessments for each lesson and accommodating so many different intelligences among the children were exhausting and sometimes overwhelming. As the differentiated lesson is not written ready in the text book, the same lesson can not be used for the whole class either, it is rather a designed lesson for a specific group or individual student. In fact, many teachers “found it almost impossible to provide sustained properly executed lessons for every child or group” (Schmoker, 2001,

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