standardized test scores were well below the state average, and the state had initiated new standardized end-of-course tests in the four core academic areas." (Fahey 70) To implement the differentiated instruction initiative the school created a parental advisory committee to explain the program and what would be involved in the change
One such definition is provided by "Gartin, Murdick, Imbeau, and Perner (2002) [who] described differentiated instruction as 'using strategies that address student strengths, interests, skills, and readiness in flexible learning environments.'" (Hoover and Patton 74) Therefore, the effort takes into account not simply what the curricula thrusts on the teacher and the students but enables teachers to draw from that curricula ideas that get students excited and actively involved in the learning process
It may also require a fundamental restructure of the way the school schedule is constructed to facilitate collaboration and organization that is required to educate and study the concept because "Preservice and inservice instruction in the principles of differentiation and continuous support and commitment of administrators is essential." (Kapusnick and Hauslein 161) Education about the general philosophy should be augmented by additional learning opportunities that analyze case studies and best practices from similar educational institutions
And 'Although no one in the education field would openly state that all children are the same, this assumption is embedded in the way schools are structured, leaving individual teachers the responsibility of adjusting the curriculum to accommodate individual learning styles and differences." (Nehring 1992) The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques
This comes not only out of the successful achievement of accomplishing required goals but because "Differentiated instruction represents a proactive approach to improving classroom learning for all students." (Pettig 14) In this transformation the philosophy effectively eliminates many of the traditional negatives that exist within the classroom that have been born out of ineffective teaching methodologies
Differentiated instruction requires that teachers study differences in understanding, learning modalities, and interests and plan accordingly to allow for different learning rates and to structure tasks of varying complexity." (Scherer 5) In this respect, differentiated learning is a society of learners who are participating toward the common goal of concept mastery while at the same time advancing at a pace that is respectful of the abilities of each learner
"Inclusionary schools seek to establish communities of learners by educating all students together in age-appropriate, general education classrooms in their neighborhood schools." (Salend and Garrick Duhaney 114) The concept of differentiated learning looks to teachers as facilitators of educational concepts that understand the process by which learning takes place
A way to get students to wrestle with profound ideas, call on students to use what they learn in important ways, help students organize and make sense of ideas and information, and aid students in connecting the classroom with the wider world." (Tomlinson, Reconcilable 6) Moreover, differentiated instruction means inclusion of all students regardless of limitation and without the frustration caused by dramatically varying needs among students and the terrible difficulties involved with teachers trying to meet the needs of desperately different students
A way to get students to wrestle with profound ideas, call on students to use what they learn in important ways, help students organize and make sense of ideas and information, and aid students in connecting the classroom with the wider world." (Tomlinson, Reconcilable 6) Moreover, differentiated instruction means inclusion of all students regardless of limitation and without the frustration caused by dramatically varying needs among students and the terrible difficulties involved with teachers trying to meet the needs of desperately different students
A way to get students to wrestle with profound ideas, call on students to use what they learn in important ways, help students organize and make sense of ideas and information, and aid students in connecting the classroom with the wider world." (Tomlinson, Reconcilable 6) Moreover, differentiated instruction means inclusion of all students regardless of limitation and without the frustration caused by dramatically varying needs among students and the terrible difficulties involved with teachers trying to meet the needs of desperately different students
As technology advances, machines and robotics begin to replace human capital which in turn results in less jobs in an already stagnated economy. Moreover, the use of technology amongst the young has replaced active and extracurricular activities resulting in, for the first time in generations, a pandemic of children, adolescents and young adults who because of inactive lifestyles for the first time may not outlive their parents (Ballard, & Alessi, 2004; Barlow & Dietz, 2002)
Is there any insurance of the education value of the technology offered that serves as a means to entertain children in the classroom? In the absence of unbiased reviews, empirical studies, and scholarly literature to support this notion, where is the proof? The bells and whistles that would denote educational may be there; however, in many instances the information produced for the classroom is not developed by those who fully understand the educational needs of the child. As such, technology in the classroom may not be as valuable as originally considered (Bracey, 1996)
This is in no way to suggest that traditional forms of bullying are any better and didn't exist prior to the advent of technology; however, with traditional bullying, access to the victim was more times than not, limited to the classroom, school or neighborhood of origin. Now, because of the use of technology in bullying victims have very little opportunity to escape their attackers and the group of witnesses is expanded ten-fold as pictures, threats, and other aversive measures can be spread to a larger group at a much faster rate (David-Ferdon & Hertz 2007)
The Alliance for Childhood published a statement citing that computers in the classroom were not advantageous. According to the publication, more than 85 recognized authorities in their given fields inclusive of education, philosophy, psychiatry, and psychology called for the suspension of the promotion of computers in the nations' classrooms until there is more careful and thorough assessment of their effect or efficaciousness (Hafner, 2000)
Perpetrators of this kind of bullying tend to use technology as the medium by which verbal and visual threats and acts of aggression take place. The National Crime Prevention Council defines cyberbullying as "use of the internet, cell phone or other devices to send or post text or images intended to hurt or embarrass another person" (Nansel et al
One would suspect that because of the prolific nature of computers and technology that much scholarly literature and empirical studies would have been conducted with regard to efficaciousness in the classroom setting. However, there is a paucity of scholarly literature and empirical study regarding technologies effectiveness in the classroom, and the majority of what is readily available has been conducted by software companies that have a vested interest in ensuring this notion receives a positive and favorable light (Shotsberger & Vatter, 2001)
Moreover, scheduling and rotating students to access available computers can be disruptive and an overall disturbance to the flow of the classroom day. More time is spent shuffling students around which could be better used in more productive ways (Tiene, 2001)
Since the concept takes place when students can complete tasks independently, it has been used as the basis of different instructional approaches in the classroom. Generally, teachers can use effective instructional approaches depending on the developmental ideas of cognitive psychologists such as Lev Vygotsky to enhance student performance (Blake & Pope, 2008, p
This concept is described as the distance between the real developmental level based on independent problem solving and the level of possible development. This distance is determined either through problem solving under adult guidance or in collaboration with mature peers (McLeod, 2010)
The number of teachers who are masters in teaching students are numerous and employee numerous exceptional instructional strategies. To maintain the levels of learning these teachers have achieved, we must build and expand upon the process to prepare students for the working world (Klopfer, Osterwell, Groff, and Haas, 2009, p 3) Looking at the options readily available to teachers, this paper will start with ThinkQuest