The purpose of this study is to determine if differentiated instruction has an effect on student achievement and multiple intelligences in a classroom. One of the best ways to address multiple intelligences in a classroom is for teachers to develop their understanding of the natural convergence of certain concepts. Dedicated teachers who are well practiced in a variety of strategies can more effectively address multiple intelligences in their classrooms.
Direct instruction and differentiated instruction are two different teaching strategies. In direct instruction students work in whole group. The teacher explains the task to the students based on targeted learning outcomes. Students work in a large group on the required task in a timely manner. On the other hand, students who work in a flexible and/or cooperative group are guided with the strategy of differentiated instruction. The students in the group work together to master a set of skills depicted and explained in detail by the teacher. The teacher provides instruction based on the uniqueness of each student and his or her specific learning style. In differentiated instruction, students and teachers collaborate with one another to meet the targeted goals (Tomlinson, 2001).
Teachers use differentiated instruction in the classroom by prescribing technology supported cooperation, which enhanced student achievement. Most important, significant increases occurred in student achievement for students in the treatment group who used Internet-based software that differentiated instruction based on student needs and targeted learning outcomes. In the same way, teachers who are trained to use CAI and cooperative learning in quality professional development programs notably and effectively can change their teaching practices. Technology-based instruction in the classroom requires training. High-quality professional development is ongoing staff development at the school site for
References: AND TEACHERS’ INSTRUCTIONAL STRATEGIES: CORRELATIONS BETWEEN MATCHED STYLES AND ACADEMIC ACHIEVEMENT. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1504&context=doctoral Dodge, J. What Are Formative Assessments and Why Should We Use Them? Retrieved from http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them Jorgenson, O (2006). Why Curriculum Change Is Difficult — and Necessary Planning for Instructional Improvement in Independent Schools. Retrieved from http://www.nais.org/publications/ismagazinearticle.cfm?ItemNumber=148786