According to Ginja et al. (2020), in “Teacher Educators’ Perspectives and Experiences Towards Differentiated Instruction,” the author highlights educational instructors’ opinions and concerns on differentiated instruction (DI). The main goal of this critique is to shed light on the main findings, which include distributed instructional modifications, barriers, advantages, and recommendations for teachers’ preparation. By examining the literature about this research, we can see the existing state of differentiated instruction techniques educators practice. We may pinpoint areas that need improvement, which must be the subject of future inquiries. The researchers used a mixed methods approach, which included questionnaire surveys and interviews to acquire knowledge about professional educators’ comprehension, support, techniques, benefits, and issues regarding differentiated instruction. The discussion seeks to join the ongoing debates on rethinking teachers’ strategies and how best educators can learn to cater to the needs of classrooms and educational contexts.
Summary
According to Ginja et al. (2020), authors look into teacher educators’ views and lived realities on the differentiated instruction (DI) matrix in teacher preparation programs. This research points out a depictive situation where the training and understanding among teacher educators are pretty varied, ranging from comprehensive to innovative. Although most teachers are experienced in Differentiated Instruction, there is still the tendency for extension-based application of these skills within the classrooms. Regardless of the overall positive view among teacher educators, there are minority voices that perceive adverse side effects of DI, for instance, the problems with keeping students engaged and the difficulties of adapting to it. On the other hand, challenges like limited time and resources, shortage of appropriate training, and misconception of application DI lead to its limited scale. The research highlights the need for informed training programs, adding expert support because of broad instructor relevance (Ginja et al., 2020). Consequently, differentiated instruction in teacher education can be fully maximized.
Analysis
The research targets the teacher educators and those involved in teachers’ e-learning (Ginja et al., (2020). The authors are successful in this sense that they are putting up the points of attention first: teacher educators’ viewpoints on differentiated instructions (DI), which include their interpretations, training experiences, and obstacles faced in instruction differentiation. The study offers ample evidence for the main declarations, which include survey data and interview results. Thus, the presentation of the existing system of DI in teacher education is considered rounded (Ginja et al., 2020). This article is very persuasive when it depicts the main advantages and disadvantages of the DI, giving much-needed room for attention to teacher education and instructional management. It indicates areas of development for teacher-trainers by highlighting the need for more educational preparation and advanced tools for teacher educators to embed and use DI principles in real-life situations. In summary, the results displayed in this paper show how the strengths and limitations of the project in teacher education and a differentiated study area reflect a critical examination and impact the instructional practices and future research.
Personal Application
Tomlinson’s approach regarding differentiated instruction in academically varied classrooms perfectly exemplifies what we follow as kindergarten teachers. Tomlinson idea is based on the concept that making adjustments in instruction to each student’s needs is one of the significant aspects that can increase learning (Tomlinson, (2017). This resonates since it accurately portrays the teacher’s role in the classroom by noting that the teacher consistently tries to develop a learning environment fitting the different needs of different children. One of the significant lessons I have learned in content is the importance of flexible grouping. Ultimately, by grouping students by their proficiency level, zeal, and personal learning styles, I can provide targeted lessons that set the learners apart based on their strengths and weaknesses. This approach engages students and provides learners with an atmosphere of connection and belonging. Furthermore, Tomlinson is also focused on ongoing assessment and feedback, which influences my ability to assess students at least once every quarter and adjust the instruction based on their needs (Tomlinson, (2017). It guarantees that each child is assigned according to the support and magnitude of challenges that their academic development needs.
Integrating a Biblical worldview into my teaching, I am reminded of (New King James Version, 2010, Proverbs 22: 6), which reads, “Train up a child in the way he should go, and when he is old he will not depart from it,” is considered, all the fundamental ingredients through which a child is molded are recorded. This passage encourages the learners’ personalized training, guidance, and direction, aligning with their identities. Therefore, I will employ Tomlinson’s guidelines and use scriptures to help me form a setting where each student feels unique, appreciated, and empowered.
Conclusion
These findings are crucial in understanding the issues that are distinguishable in differentiated instruction models practiced by teacher educators. The particular study points out the significant aspect of adult learning concerning specialists in the education of teachers and the required continuous training and support in the practical methodology of differentiated instruction (Ginja et al., 2020). The problems can be addressed directly, and the advantages of differentiated instruction can be used entirely by the teacher educators. It will create an environment where students will be motivated to learn, and everyone’s success will be guaranteed. The above finding draws attention to the transformative power of differentiated instruction once implemented in teacher education programs through commitment and ongoing professional development, eventually enhancing the entire educational system.
References
Ginja, Tamirat Gibon, & Chen, X. (2020). Teacher Educators’ Perspectives and Experiences towards Differentiated Instruction. International Journal of Instruction, 13(4), 781–798. Retrieved from https://eric.ed.gov/?id=EJ1270682
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Association for Supervision & Curriculum Development. Created from liberty on 2024-03-19 15:58:22
Bible Gateway passage: Proverbs 22:6 – King James Version. (2015). Retrieved March 27, 2024, from Bible Gateway website: https://www.biblegateway.com/passage/?search=Proverbs%2022%3A6&version=KJV
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