Just as the is the case of variance in human fingerprints, so is the learning styles of students in any given classroom setting. In other words, chances that not all students could grasp a lesson in the same way despite sharing similar resources. Hence, this places a higher premium on teachers to explore diverse ways of delivering course instructions to enhance the possibility of reaching everyone in class. This leads to the concept of differentiated instruction (DI), which encompasses factoring individualized learning styles of students when designing a lesson plan. A study by Joseph et al. (2013) revealed that students exposed to DI showed a sound understanding of the key concepts and ideas taught throughout the curriculum studies course. From this study, it could be deduced that DI benefit students equally since an integration of individual learning styles ensures they have an equal access of the learning instructions. Hence, since learning particularly focus on helping the students optimize course contents beyond the classroom setting to real-life situations, differentiated learning has become a critical tool for preparing all-around learners upon their graduation.
However, again this require that teachers must be adept of the various strategies that could be implemented during lesson planning to enhance. As aforementioned, this is premised on the understanding that learning styles of students is as diverse as their number in the classroom. According to Gregory and Chapman (2013), The increased use of differentiated strategies for delivering instructions is pegged on the knowledge that each student has strengths, portrays areas need strengthening, students learn differently in different times, and each student’s brain is unique (p.2). With this insights, teachers can navigate the applicability instructional strategies through designing lesson or course content, processes of delivering them, assessing the product or outcomes of learning based on course objectives, and the learning environment.
The understanding of the areas instructors can emphasize while implementing differentiated learning, it could be noted that different players’ touch is vital. The school administrators are charged with responsibility of ensuring the availability of the learning resources during strategic planning. Students, on the other hand, must demonstrate the readiness to learn, which will create an ample time for an instructor to assess the various learning needs. The latter then becomes the prime mover by identifying DI appropriate in the learning environment, streamline the required resources, and evaluate their effectiveness as a product of learning outcomes. As implied in Joseph et al. (2013), the identification, implementation, and monitoring the effectiveness of DI, this is a collective responsibility as opposed to skewed viewpoint that it is the sole responsibility of instructors. Interestingly, it is the benefits of applying the DI that make it a premier way of preparing well-rounded students. But, how this should be implemented depends on the effectiveness of specific strategies used to enhance differentiated learning.
It is under this context that it has become vitally necessary to explore the effectiveness of evidence-based strategies for differentiated learning. The current survey aimed at navigating the effectiveness of various strategies to differentiate within a classroom setting. To achieve this objective, the study utilized annotated bibliography to unpack what the existing literature posits regarding this topic. Search engines such as Google Scholar, Google Books, ResearchGate, and Educational Resources Information Center (ERIC). A total of seven entries were chosen based on their relevance to the topic and currency as well as a delimitation that they were printed in English.
The selected entries mainly entailed journal articles and books due to their authoritativeness. One of them is “The essential Guide to Classroom Practice” by Andrew Redfern that outlines the need to embrace the students’ learning styles when designing lessons. Hence, Redfern (2018) recommends differentiation by choice, where students become key determinants on how their teachers execute course instructions. An earlier work, “Differentiation through choice” by Dotger and Causton-Theoharis (2010) explored the benefits of utilizing differentiation by choice. Joseph et al. (2013)’s article, The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges, was also selected since it demonstrated the importance of applying DI from the standpoint of shared learning objectives. The article introduced the need to group students based on their shared interest, learning profile, and readiness.
Gregory and Chapman (2013)’s book “Differentiated Instructional Strategies: One Size Doesn’t Fit All” was selected since it explores multiple strategies including safe and supportive learning environment. Additionally, Smale-Jacobse et al. (2019)’s article was selected since it discusses a variety of differentiated strategies as well as their pros and cons. Bondie et al. (2019) compares one-size-fits-all approach to DI, where the latter carries the day. Kaur et al. (2019) proposes the need for a continuous professional development for teachers, school management and policies to reward schools with innovative differentiated learning. These studies indicate that there are multiple approaches teachers and schools could use for differentiated learning within the classroom.