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Submission Type
Pre-recorded Poster
Area of Study or Work
Educational Studies
Zoom Meeting
https://us02web.zoom.us/j/85138860792?pwd=VVFMcEJuenBhcUt2K1QvSVhBZmU1UT09
Faculty Advisor
Leah Nillas
Expected Graduation Date
2021
Start Date
4-10-2021 11:50 AM
End Date
4-10-2021 11:55 AM
Abstract
As teachers move towards more inclusive classrooms, new trials emerge. Teachers are faced with a challenge to include more students in the general education classroom as if it was not difficult enough to cater to the already present variances in their students’ learning styles and interests (Tomlinson 2003). In today’s elementary and middle school classrooms, there is a decreasing number of leveled classes. Consequently, teachers must find a way to accommodate students with unique Individualized Educational Plans (IEPs) and the students who are reading far beyond grade level. This research study is an analysis and synthesis of existing literature focused on differentiated instructional strategies when working with remedial, general, and gifted students. Differentiated instructional strategies provide teachers a way to increase student engagement with content and cater to different instructional needs, strengths, and interests. Emphasis is on successful differentiated instructional strategies concerning literacy while also analyzing important aspects of implementation. While in theory differentiated instruction allows educators to accommodate students, the general term of differentiation must be dissected to find specific areas that allow the strategy to work successfully (Puzio 2020). While certain strategies and programs have provided evidence for their success, there must be cooperation and support from the educators responsible for its implementation.
Content Enrichment through Differentiated Instruction in the English Classroom
As teachers move towards more inclusive classrooms, new trials emerge. Teachers are faced with a challenge to include more students in the general education classroom as if it was not difficult enough to cater to the already present variances in their students’ learning styles and interests (Tomlinson 2003). In today’s elementary and middle school classrooms, there is a decreasing number of leveled classes. Consequently, teachers must find a way to accommodate students with unique Individualized Educational Plans (IEPs) and the students who are reading far beyond grade level. This research study is an analysis and synthesis of existing literature focused on differentiated instructional strategies when working with remedial, general, and gifted students. Differentiated instructional strategies provide teachers a way to increase student engagement with content and cater to different instructional needs, strengths, and interests. Emphasis is on successful differentiated instructional strategies concerning literacy while also analyzing important aspects of implementation. While in theory differentiated instruction allows educators to accommodate students, the general term of differentiation must be dissected to find specific areas that allow the strategy to work successfully (Puzio 2020). While certain strategies and programs have provided evidence for their success, there must be cooperation and support from the educators responsible for its implementation.