Benefits and drawbacks of Differentiated Teaching



Video taken from the channel: For Teachers


Pro’s and Con’s of Differentiated Instruction

Video taken from the channel: Anthony Gabriel


Differentiated Instruction: Why, How, and Examples

Video taken from the channel: Teachings in Education


Differentiated Instruction: Principles and Practicalities Rick Wormeli

Video taken from the channel: Edmonton Regional Learning Consortium ERLC


Pros and Cons of Differentiation in the ClassroomExed 520

Video taken from the channel: Shannon VanTol


Pros and Cons of Differentiated Instruction

Video taken from the channel: 21st Century Classroom


Differentiating Instruction: It’s Not as Hard as You Think

Video taken from the channel: Education Week

The Pros of Differentiated Instruction. 1. Each Child is Taught to Their Learning Style. That means that children who learn better with hands on lessons may do more with math 2. Each Students Has an Individualized Learning Plan.

This would be very similar to an IEP (Individualized Education. Differentiated instruction is a valuable 21st Century approach to education. It helps students to overcome barriers to learning and helps teachers to think about how to teach in ways that are most effective.

While it can help students learn more effectively, it also has downsides. The pros and cons of differentiated instruction can certainly be helpful in small classroom environments. It may not be possible for this type of learning to happen in large scale classrooms.

By evaluating these key points, each school district can decide if this is a structure they would wish to pursue. Pros and Cons of Differentiated Instruction: Student Engagement. I’d like to leave you with one more big positive in the discussion of the pros and cons of differentiated instruction that wasn’t so readily discussed elsewhere — student engagement. Pros Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning. Teachers differentiate to help each child learn and progress with methods that are specifically tailored to the child’s academic needs. In a perfect classroom situation, differentiation ensures that students master essential skills.

This is part of the problem-no ideal situation can exist for a long period of time. Here is an outline on some of the drawbacks to differentiated instruction. Cons Unappreciated. One of the most substantial cons of teaching is that teachers are undervalued and unappreciated. The belief that teachers become teachers simply because they can’t do anything else is a very real and very discouraging trope that educators hear all too often.

It keeps both teachers engaged with the classroom. The differentiated instruction that comes from a co-teaching relationship allows students to grow within the curriculum. Because there are two teachers in the classroom, there is more engagement because of how the material gets presented.

What Are the Pros of Differentiated Instruction? Parents, teachers, and other education stakeholders all point to many benefits of differentiated. Differentiated instruction is proactive.

In a differentiated instruction model, the teacher does not wait for students to fall behind before employing new learning strategies. Instead, with differentiated instruction, the instructor is proactive and takes a.

List of related literature:

Differentiated teaching means monitoring student growth so that when students fall behind, misunderstand, or move beyond expectations, a variety of adjustments and instructional changes are made to enhance success.

“Curriculum Leadership: Strategies for Development and Implementation” by Allan A. Glatthorn, Floyd Boschee, Bruce M. Whitehead, Bonni F. Boschee
from Curriculum Leadership: Strategies for Development and Implementation
by Allan A. Glatthorn, Floyd Boschee, et. al.
SAGE Publications, 2015

Although few people disagree with the philosophy of differentiated instruction—that teachers should adjust their instruction to meet the needs of more students—critics point to what they see as an inherent flaw: teachers do not have the time to implement such a comprehensive and individualized approach to teaching.

“Encyclopedia of Educational Leadership and Administration” by Fenwick W. English
from Encyclopedia of Educational Leadership and Administration
by Fenwick W. English
SAGE Publications, 2006

Reports from beginning teachers indicate that preparation programs and schools can do much to improve the perceptions and job satisfaction for beginning special educators, which could lead to more optimal teacher retention and the development of expert special educators.

“Handbook of Special Education” by James M. Kauffman, Daniel P. Hallahan, Paige Cullen Pullen
from Handbook of Special Education
by James M. Kauffman, Daniel P. Hallahan, Paige Cullen Pullen
Taylor & Francis, 2017

Differentiated teaching and learning refers to providing students with different ways to acquiring content; to processing, constructing, or making sense of concepts so that all the students within a classroom can learn effectively (Heacox, 2009; Levy, 2008).

“Handbook on Digital Learning for K-12 Schools” by Ann Marcus-Quinn, Tríona Hourigan
from Handbook on Digital Learning for K-12 Schools
by Ann Marcus-Quinn, Tríona Hourigan
Springer International Publishing, 2016

How to teach it is largely the same for the two and consists of knowing things like how to motivate students, how to structure a lecture, how to manage a class, how to use small group discussions, how to construct grading schemes, and so on.

“Metaphor and Thought” by Ortony Andrew, Andrew Ortony
from Metaphor and Thought
by Ortony Andrew, Andrew Ortony
Cambridge University Press, 1993

Because the basic premise of differentiated classrooms is that different individuals learn differently, teachers whose practice reflects a philosophy of responsive teaching continually seek varied ways of thinking about time, materials, tasks, student groupings, teacher-guided instruction, space, grading, and so on.

“Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids” by Carol A. Tomlinson, Jay MacTighe, Jay McTighe
from Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids
by Carol A. Tomlinson, Jay MacTighe, Jay McTighe
Association for Supervision and Curriculum Development, 2006

The main disadvantages are the lack of immediate instructor feedback, some advanced content subject areas that are not yet well developed, and the need for considerable self-discipline by learners.

“Human Resource Management in Public Service: Paradoxes, Processes, and Problems” by Evan M. Berman, James S. Bowman, Jonathan P. West, Montgomery R. Van Wart
from Human Resource Management in Public Service: Paradoxes, Processes, and Problems
by Evan M. Berman, James S. Bowman, et. al.
Sage Publications, 2009

Differentiated instruction is not a program, but a way of teaching.

“Contemporary Intellectual Assessment, Fourth Edition: Theories, Tests, and Issues” by Dawn P. Flanagan, Erin M. McDonough, Alan S. Kaufman
from Contemporary Intellectual Assessment, Fourth Edition: Theories, Tests, and Issues
by Dawn P. Flanagan, Erin M. McDonough, Alan S. Kaufman
Guilford Publications, 2018

As with peer tutoring, the benefits of collaborative learning arrangements extend beyond academic achievement to improve the social climate of the classroom (social relations, discipline, and so on) and enhance individual well-being (Aronson, 2002; Johnson & Johnson, 1983; Maheady, 1998; Wright & Cowen, 1985).

“Montessori: The Science Behind the Genius” by Angeline Stoll Lillard
from Montessori: The Science Behind the Genius
by Angeline Stoll Lillard
Oxford University Press, 2017

Districts provide time and leadership for these teachers to develop a sound framework of understanding of differentiation, to work together to develop differentiated lessons, to share what they are doing with principals, and ultimately to serve as catalysts for their colleagues’ growth.

“Leadership for Differentiating Schools & Classrooms” by Carol A. Tomlinson, Susan D. Allan
from Leadership for Differentiating Schools & Classrooms
by Carol A. Tomlinson, Susan D. Allan
Association for Supervision and Curriculum Development, 2000

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

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  • Refreshing ideas! In the current climate of fear that the lesson objectives must be clearly reached in children’s books, there is a tendency to pressure students through work, at the expense of them actually learning something that day. We are dealing with subjects who are fluid and diverse, and our approach should be such. More trust and power needs to be handed back to teachers, rather than leaders/policy makers trying to squeeze the same squarish results out of every class.

  • When you allow one student to have a different assignment (choosing essay topic), all the students want to choose their own and you answer questions for 10 min. Do you allow this, wasting your time and distracting the on task students?

  • Thank you for your video. You inspired me to make a similar video on my channel but tailored specifically for ELL students because this is such a hot topic. Thank you!

  • This is awesome but with a caveat. The problems comes in when we have to have assessment testing. If students are groomed to have a more apt assignments for them self, it will have a bad affect on them with the “fill in the bubble” or even open response questions. How would we get them ready for those if we differentiate with “choice”?

  • How is Differentiated Curriculum different from UDL? I just feel like they blend together. Could you please help me see the differences?

  • If you would like to make you’re own whiteboard animations. Click the Affiliate Link! If you make a purchase, I may receive commission.

  • Yeah teaching is like being able to juggle with your hands and feet at the same time while corralling lions who haven’t eaten in a month. We’ve gotten so “big brain” with all this that older teachers can’t comprehend.

  • differentiating instructions is easier in elementary high class rooms in high school as in differentiating instructions is a lot more difficult…

  • So if you have a classroom with 2 many different types of learners then if you differentiate you’d lose time and will end up in would lose your tracks..and so forth

  • I also apply it in my music class discussion.. they have different activities according to their interest and skills

  • With all due respect (and you may have not meant anything by it)… However, around the 40 second mark, there is clearly stereotyping going on. You have a white male with a computer, and asian-ish female raising her hand, but a black male dressed like a thug with his hat turned backwards. It may not have been intentional, but that’s the first thing my wife and I noticed (along with a group of mixed educators) when we were vetting your video for a presentation.

  • Again, more work for the teacher. I couldn’t imagine doing this with 30-35 students. I teach 9 SVE students the four core subjects and I’m thoroughly overwhelmed. Then there is state and district mandates to be ESOL and Reading Endorsed none of which increases your 40k salary. I’m looki g into putting my Mpa. to work. This is way too much and takes up too much of my personal time.

  • It is quite effortless to give speeches on the theories and benefits of differentiation; most videos here do that. But when it comes to implementing differentiation in real classrooms, even the best speakers fail. The instruction giving process, designing and doing different tasks or activities, assessing differently in the same class etc. all end up chaotic. It’s very much like judging or grading teaching. The inspectors judge teachers and find areas where they fail. It doesn’t mean that those inspectors are perfect teachers who can deliver flawless teaching. In my opinion, differentiation doesn’t work for its intended purposes!

  • In regards to what you said about the visual learners in the classroom, how would a new teacher of a class who hasn’t been with the children before know who the visual learners are? Is there a quick assessment that can be done to identify who are more kinaesthetic, more visual and more auditory etc

  • Thanks for this video! Also, could you please do videos for teaching tips such as subject knowledge and pedagogy for different year groups please? I really would like one for Y4 as I am starting placement in that year group next month.

  • Hi!
    I have a question! Where do we find info on the students who have special needs or accommodations? In the United States these students have IEP or 504’s! Is there something similar in the United Kingdom?

  • this is so interesting and helpful, as somebody who hasn’t begun my teacher training yet I love that I can learn techniques such as this early on! thank you!

  • I love the idea of differentiation. I feel like we are not there yet in Poland… We want to group students from the earliest age: better reading group, lower reading group, intermediate maths group, lower level maths group… I feel like once you are in that “lower maths group” hardly any child ever gets out of it.. It’s stigmatising in my opinion. Of course it is easier for teachers but are teachers there for students or students for teachers? I feel like we often confuse that unfortunately:( What I hate the most is pretending that giving funny names to the groups will not make students feel worse or better even Y1 students are able to realise that these are nothing else than better and worse groups no matter what name you will give them…

  • Another fantastic video. Funnily enough, I wrote about this topic in my Personal Statement and my interviewer was very impressed! ������

  • Hi there I thank you very much for your video. I am not a teacher yet but can you tell me what kind of initials do you use for children whose first language is not English?

  • Share any questions or tips here in the comments. If you have found this video useful in any way, please let me know! I also find video suggestions useful, so if you have something you would like to learn more about, feel free to ask down here! Thank you:)