Differentiated Argumentative Analysis

As I enter into my second week in EDU605, I was given the opportunity to read and analyze an academic research paper that relates to differentiated instruction within my educational context. As I searched through articles and academic journals, I came across an interesting read. Charles Greenwood, Judith Carta, Howard Goldstein, Ruth Kaminski, Scott McConnell, and Jane Atwater presented their arguments on how the use of multi-tier approach to preschool language and early literacy instruction is the key for success for young learners who may be at risk.
Differentiated instruction is an ongoing process of attending to the learning needs of all students to attain growth and individual success (Tomlinson, 2000). All students work differently at their own pace, and educators who provide differentiated instruction understand the need to provide their students with multiple strategies for success. Greenwood, Carta, Goldstein, Kaminski, McConnell, and Atwater (2014) talks about children entering into preschool with a wide with wide variability
They are breaking the students into flexible grouping based on the need of the individual child and providing instruction and intervention that best fits the need of the child. Tomlinson (2001) said it best, “Differentiated instruction is student centered” (p. 4). Once a teacher has assessed and diagnose what the student needs it is important to know how to scaffold and differentiating the learning for the whole class as well as the individual. Early childhood educators need to be aware of the signs and provide the proper instructions. The preschool programs that are using a traditional one size fits all curriculum need to ask themselves is their approach working adequately for all their students or do they need to differentiate instruction to help better prepare their students for their future academic