Differentiating Classroom Instruction to Cater Learners of Different Styles EDUCATION

To meet the needs of all students and design programs that are responsive to the intellectual strengths and personal interests of students, we must explore alternatives to traditional instruction. We need to examine not only what is taught but how it is taught and how students learn. With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking to teaching and learning strategies that cater for a variety of learning profiles. A paradigm that is gaining ground in many educational circles is Differentiated Instruction. This model proposes a rethinking of the structure, management and content of the classroom, inviting participants within the learning context to become engaged in the process, to the benefit of all. While the model has been accepted and set to work, there remains room for theoretical support to give it momentum. This paper therefore seeks a comprehensive analysis of the literature in this area, examining the model within the context of increasing academic diversity. Later the paper elucidates the presentation of a grounded learning theory to support the move to differentiated instruction. Following on from this, attention is focused on the factors that intensify a shift in instructional practice. Finally, the differentiated instruction model is presented as a response to addressing different styles of learner.