Differentiating+Instruction

__**Trends in Differentiating Instruction**__ Flexible grouping is essentially the act of a teacher grouping and regrouping students throughout the day or even throughout a lesson to meet the needs of diverse learners in the classroom. Flexible groups are just that, flexible. For example, the groups may be composed of students based on academic need, readiness, interest or task. When implementing flexible groups, the teacher may assign the groups or the students may choose their groups. Randomly assigning students to a group is another possibility in flexible grouping and benefits the students because they are able to work with a variety of different peers from whom they can learn from both academically and socially. Flexible grouping is preferable to ability based grouping because it keeps the students from being labeled based on their academic standing. This instructional strategy is effective for both math and science.
 * 1. Choice Boards –** Using choice boards for differentiating instruction is the act of giving students a certain level of choice regarding their educational experience. When a teacher uses a choice board, they offer students an organized list of activities centered around a specific concept that they can choose to participate in. Research states that, “Incorporating individual children’s varying prior knowledge, experiences, and interests related to understanding a particular mathematical concept can increase their motivation and make learning more authentic and purposeful for them” (Chen, 2007). The centers should be designed to teach the same topic but through the use of different modalities. For example, one option might be manipulatives for the students to use to practice addition, the next option could be a text book assignment where the students read about addition, and the final option could be to watch a video demonstrating addition. The students are able to choose the center that is most interesting to them, or the one that is most appealing to their style of learning, thus giving them ownership and motivation surrounding their learning experience. Choice boards can be used effectively for both math and science.
 * 2. Manipulatives** – Manipulatives are objects that the students can manipulate, touch, feel, and experience in order to reinforce concepts. Manipulatives are a great way to differentiate instruction because they cater to the needs of students who are kinesthetic or hands on learners. Students who do not understand a lesson that was delivered in a lecture type modality may greatly benefit from being able to work with an object to gain a better understanding. In math, for example, counters can be used to early learners. Dice could be used to gain understanding of probability. Manipulatives are more often related to math, however in some cases they could also be used for science.
 * 3. Centers –** Centers are an effect way to differentiate instruction in the classroom. Offering multiple centers, or stations, for students to participate at allows for reinforcement of concepts through fun and engaging activities. When this technique is used, various centers teach the same concept, but in a different way or through the use of a different hands on activity. For example, one center could have students create a collage of cut outs of “living things” from magazines as part of a science lesson, while another station would have plastic representations of non-living and living things for the student to group together accordingly. Centers or stations work well for both math and science.
 * 4. Flexible Grouping**


 * __Instructional Issues Regarding Using the Trends for Diverse Learners__**

Using differentiation instructional strategies can have some drawbacks as well. First, there is concern regarding the amount of time needed to create the lesson plans. Differentiation requires elaborate planning of materials, tiered instruction, multiple activities and assessments. This process takes time to plan and develop. Time teachers already run in low supply of most days. Second, finding enough activities, developing assessments for each lesson, and working with so many different learning styles and abilities can be overwhelming (Stetson, R., Stetson, E., & Anderson, K. A., 2007).

There are so many different learning styles, intelligences, and abilities within each classroom. Finding appropriate activities to fit the needs of those diverse students and planning assessments to fit the lessons can be a daunting task for any teacher. Class size can also be an issue when using differentiated instruction. Most groups tend to work best with about five members in each group. If you have a class of thirty students, that is six different groups. That many groups can be hard to manage for one teacher. Resources are another concern with differentiated instruction. This instructional strategy calls for a variety of materials and resources for students to use. This can be an issue in a school with very limited financial background. Computers may not be available, books may be hard to come by as well, and getting manipulative can cost too much money. Resources can also be an issue for rural schools. Because of their location, the availability of materials and resources may not be possible. Finally, parental support can be an issue when using differentiated instruction.

After students leave school, the lessons are reinforced at home. This requires constant communication with parents. It also means helping parents who are not familiar with the strategy, assignment, or topic better understand so they can help their child at home (Hollowell, K., 2012). Overall, there are several potential drawbacks or concerns with using differentiated instruction. However, if you can overcome these issues, the benefits outweigh the costs by far.


 * __Lesson Plan Outline Implementing Flexible Groups__**

Goal: Reinforce improper fractions and mixed numbers using various reviewing and extension activities Grade level: 7 Objectives: The student will be able to correctly convert decimals to improper fractions and mixed numbers after one lesson of instruction and a second class period of review with 85% accuracy. Lesson Summary: 5. After the students are aware of their activities, the teacher can move throughout the class, work with the students, and answer their questions.
 * 1) Review what mixed numbers and improper fractions are by asking students to identify definitions and examples that are on the board.
 * 2) Complete several practice problems with the students.
 * 3) Ask students to move into their flexible learning groups that are identified as the green, yellow, and blue groups.
 * 4) Once the students are in their groups, move around to the groups and quickly explain what the students will be doing.
 * Green group (advanced): these students will be working on word problems to enhance their critical thinking skills. These students already understand the concepts presented in this lesson and are receiving extension activities to keep these students engaged.
 * Yellow group (on-track): These students are on-track with the curriculum. They will work on a worksheet using manipulatives that help them understand the difference between improper fractions and mixed numbers.
 * Blue group (remediation): This group of students needs remediation and further practice concerning mixed numbers and improper fractions. They will be completing drills and if possible, an aide will work with this group of students

Benefits to this type of instruction:
 * Students are completing work that is applicable to their learning level and working with students on a similar learning level
 * The teacher can cater to each group of students’ needs. The teacher is able to determine where the problem areas are more accurately and address their problems more quickly.

__**References:**__ [|Chen, J. J., & Weiland, L. (2007). Helping young children learn mathematics: Strategies for meeting the needs of diverse learners.] [|//Exchange (01648527),//][|(174), 46.]

Hollowell, K. (2012). //What are the problems with differentiated instruction?.// Retrieved from [|www.ehow.com/about_5066080_problems-differentiated-instruction.html].

Stetson, R., Stetson, E., & Anderson, K. A. (2007, Sept.). //Differentiated instruction, from teachers’ experiences.// Retrieved from [|www.aasa.org/SchoolAdministratorArticl.aspx?id-6528].

The Access Center. (2012). //Differentiated instruction for math//. Retrieved from []