Empowerment Chamber

In the current education system, it has been acknowledged that students will not learn everything in the same manner as their peers. Some students will learn better from a lecture-based lesson, while others can achieve the same learning experience by reading the material for themselves (Sternberg & Zhang, 2005). At the same time, certain students can accomplish assignments independently, while others require assistance in a structured system in order to achieve the same results (Sternberg & Zhang, 2005). Addressing different learning needs & Zhang, as well as making the necessary accommodations, is what will allow all students to succeed in school (Sternberg & Zhang, 2005). This is known as “differentiated instruction”, which “allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes tailored to students’ learning needs” (Watts-Taffe et al., 2012). In short, differentiated instruction focuses on meeting the individual needs of each student, which includes incorporating strategies are best suited for them to succeed in school (Watts-Taffe et al., 2012).

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Differentiation facilitate learning by organizing learning opportunities, instead of a transmitter of knowledge. In other words, teachers’ role can be seen as a “director of the opera”, as “coach”, or as “jazz musician” (Tomlinson, 2001, 17-19). In each metaphor, the individual in each group, the players, lead the learning of new knowledge and the teacher acts to guide the performance.

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Differentiated instruction has become an increasingly important component in schools, as teachers and administrators are “grappling” with it to assist students with different learning strengths and needs (Watts-Taffe, 2012). At the same time, they are acknowledging that the core programs of school are not enough for all the students to succeed, especially for those who require a significant level of help (Watts-Taffe et al., 2012). Multiple components have to be taken into consideration when implementing differentiated instruction. This ranges from the way in which students learn differently to environment and process in which they do learn (Watts-Taffe et al., 2012).

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At the same time, it is important for teachers to consider key questions when implementing differentiated instruction. Those questions are:

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- How do you allow students to demonstrate their knowledge?

- How might you use your knowledge of your students’ cultural and linguistic differences to plan and assess differentiated instruction that is responsive to their needs and builds upon their backgrounds and experiences? (Watts-Taffe et al., 2012).

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Addressing these key questions while planning differentiated instruction is important to make the learning experience of all students beneficial.

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As said before, differentiated instruction is based on the different learning styles and needs of each student. By incorporating it into the system, teachers are recognizing and respecting that same level of diversity in all students (Watts-Taffe et al., 2012). It does not exploit the best nor worst in students, but instead creates a system where students can utilize a preferred style to showcase their personal abilities and succeed in school (Sternberg & Zhang, 2005).

Incorporating differentiated instruction is a complex procedure with multiple components to consider. However, it is beneficial because it engages students through different learning styles that suits their needs, which in turn allows them all the chance to succeed in school.