Differentiated Instruction

Lawrence-Brown, Diana (2004). Differentiated Instruction: Inclusive Strategies For Standards-Based Learning That Benefit the Whole Class. American Secondary Education, 32(3).

Summary:
With suitable supports, including differentiated instruction, students ranging from gifted to those with significant disabilities can receive an apporpriate education in general education classrooms. A multilevel lesson planning system is presented here that is manageable in a standards-based instructional context, along with a variety of helpful instructional strategies and real-life examples. Supports are outlined for students with mild disabilities, and adaptations are explained for students with severe disabilities and for students with special gifts and talents. Advise is provided for making a manageable change to differentiated instruction.

Quotes:
"This combination of high expectations and support is associated with success for students at risk of failure" (39).

"They're smart enough to learn what is being taught, but cannot learn in the way that is being taught. A pattern of failure over time causes these students to gradually lose faith in themselves as learners, another powerful barrier to thier success" (40).

"Additional Supports are mose effective when they provide the least assistance necessary to allow the student to practice successfully" (42).

"In the math problem-solving strategy (above), a student may initially rely upon specific verbal instructions provided by the teacher (perhaps on audiotape), followed by talking himself through the steps (e.g., by whispering), followed by silent self-monitoring (and perhaps self-recording) of strategy use)" (45).

Sources:
Affleck, J., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classrooms vs. resource model: Academic liability and effectiveness. Exception Children, 54, 339-348.

Cox, M., & Firpo, C. (1993, March). What would they be doing if we gave them worksheets? English Journal, 42-45

Dennis, R., Williams, W., Giangreco,M., & Cloninger, C. (1993). Quality of life as contect for planning and evaluation of services for people with disabilities, Expectional Children, 59(6), 499.

Eisner, E. (1984). The kind of schools we need. Interchange, 15(2), 1-12

Johnson, D., & Johnson, R. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73