Literacy: Differentiation of Instruciton for Diverse Learners

Differentiation of Instructions for Diverse Learners
Institution Affiliation
Course
Professor
Date
The learning abilities of students are affected by many factors. These factors have an impact on their view of various issues, their attitudes, interests, and understanding of what they learn. Some of these factors are; cultural backgrounds, family backgrounds, social and economic backgrounds, and gender. In almost all learning centers, students come from diverse backgrounds. Therefore, their, interests, attitudes and views differ, making their needs unique. To achieve quality learning, there is need to differentiate instructions to address the unique needs of each learner (Tomlinson, 2014).
The unique needs learners may have include; “varying readiness towards tackling specific subjects, some students may have learning problems in various fields, some may be over-achievers in some subjects, while some may have special needs and physical impairments” (John & Joseph, 2015). Below are ways in which the differentiation approach can be applied to satisfy these needs.
First, differentiation focuses on what needs to be learned, the core of each subject area. By so doing, the teacher can streamline what is expected of every learner. The teacher is, therefore, able to know the essential standards each learner should attain in each subject. This knowledge can enable him, or her steer the learners towards the right direction (Heacox, 2012).
Second, in differentiation, the teacher continuously assesses the current state of learners and compares it with the required standards.

The information gained from the assessments helps the teacher know the specific areas that need to be addressed to attain the required standards by each learner (Tomlinson, 2014).
Third, in differentiation, a teacher can modify his or her instruction method to address the individual needs of each learner. For instance, for students with learning difficulties in a subject, one can: Assign shorter assignments with enough time for completion. Provide plenty chances for success (Weselby, 2014). Organize learner- teacher meetings, encourage a lot of practice. Be keen for boredom and exhaustion and use of material that catalyzes the learner’s interest in the subject. For the students who perform highly in a given subject, the teacher can; provide new and challenging learning material, encourage further creativity in the subject or arrange for the special attendance of advanced classes to avoid teaching the students more of what they already understand.
Fourth, students with special needs or physical impairments call for personal attention; differentiation provides a chance for this particular attention. For instance, a student with hearing impairment may require the teacher to do more of writing than talking or face him or her when talking so that they can read their lips. In instances where a leaner’s psychological status calls for special attention, the learner should be subjected to testing by a qualified professional and attended to accordingly (Chia, 2013).
This approach, however, faces some challenges as follows; First, Differentiation complicates the teacher’s work as he or she is required to assemble so much material to carry it out. Second, it is challenging to enact due to the mixture of abilities among learners. Third, it is not clear whether it is the curriculum or the instructions used to deliver it that should be differentiated (Hall, 2002).
In conclusion, differentiation is handy in achieving perfect learning. Though faced with challenges, the challenges can be solved by; first, allocating a manageable number of students to a teacher. If a manageable number of students are assigned to a teacher, it will be easier to enact differentiation. Second, the authorities in charge should be consistent with the information about how differentiation should be applied.

References
Chia, N. K. H. (2013). A psychogogic perspective of lesson study for special education teachers. Academic Research International, 4(4), 334.
Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on.
Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners (Updated anniversary edition). Free Spirit Publishing.
John, Y. J., & Joseph, S. (2015). Differentiated instruction training for prospective teachers: An Approach to improving reading in the primary classroom. Literacy and (LICEJ).
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Weselby, C. (2014). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. Teaching Strategies.