Differenciated Instruction

The article I used in my research on differentiated instruction was called Teaching Vocabulary Through Differentiated Instruction: Insights from Multiples Intelligences and Learning Styles, by Parviz Alavinia and Sima Farhady. The article focuses on a study looking at whether using differentiated instruction would have a positive effect on the ability of a mixed group of students to learn vocabulary. The participants in the study were all female Iranian learners from the ages of 15-20. All were given a Preliminary English Test, and all those that were included in the study were those who scored one deviation above or below the mean. The participants were also given a multiple intelligences test and a learning styles test. The participants were divided into two diverse groups, one of which received differentiated instruction, while the other did not.

The results of the study showed that differentiated instruction had a significant difference on the ability of the students to learn vocabulary. The authors of the study also cited a large amount of research, mainly previous studies that also supported the existence of positive effects when using differentiated instruction. Together, this study and the ones cited by its authors show that differentiated instruction has a positive effect on learning across multiple subjects and grade levels.

Some teachers are concerned with differentiated instruction because it sounds a lot more difficult than just teaching using a one-size-fits-all approach to instruction. However, included in the information from the other studies was the fact that teachers tend to find classes where they have used differentiated instruction to be more engaging and rewarding. Teachers who prepare to use it are better able to connect with their students, which makes learning more enjoyable, and most importantly of all, it increases student success. Therefore, the rewards far outweigh any potential downsides.