6 Myths of Differentiated Instruction

1. 6 Myths of Differentiated Instruction By: Lindsay Smith

2. 1. Constructivists did not steal differentiate instruction • Constructivists believe that students learn material by using new experiences and assimilating those with their own background knowledge. DI teachers believe that students learn best when students are exposed to material in a variety of formats and learning styles. In fact, many DI teachers fundamentally disagree with constructivism, and believe that teachers have the professional judgment to decide how their students learn best.

3. 2. Howard Gardner was NOT the Inventor of DI!! • When many teachers hear the acronym “DI”, we automatically think of one man, Howard Gardner. Howard Gardner created the theory of multiple intelligences, in which he states that students may be more likely to learn material through a few types of intelligences. While one student may learn better verbally, another may learn better when engaging the body in learning. DI teachers believe that students are able to learn through all of the intelligences, and if one format isn’t working, they should attempt another to help the child learn the new material.

4. 3. You can still use direct instruction! • Administrators, parents, and even teachers may be afraid to use differentiated instruction in their classrooms because they are afraid the structure of direct instruction will not be provided. This is NOT TRUE! Direct, whole group instruction is usually provided at the beginning of the lesson, and then differentiated activities are provided for individual, partner, or group work.

5. 4. All students benefit from DI • One myth of using differentiated instruction in the classroom is that it only benefits students with learning disabilities. This is simply just not true. Every child can benefit from experiencing instruction through a variety of strategies and delivery modes. Research even states that knowledge is more likely to be retained when students engage in the learning in multiple formats.

6. 5. DI does not “dumb down” • Many believe that teachers who use DI in the classroom water down the curriculum. DI teachers focus heavily on individual mastery of objectives instead of whole-group mastery. When teachers do not use DI in the classroom, they may be more likely to teach to the middle to promote whole-group mastery, and students who are below level or above level will struggle in this type of environment.

7. 6. DI will not cure all educational needs • While using differentiated instruction in the classroom has proven to be a successful strategy, we must remember that certain learners will not respond to all of the techniques we try. Be patient! Continue to collaborate with team members, parents, and administrators when a student is truly struggling even when a variety of instructional techniques have been attempted.