The educational leadership field of study is a critical area in all learning institutions. All learning institutions require top-quality and well-trained leaders who can make the learning institution successful in its functioning. Examples of leadership positions in learning institutions include headteachers, principals, and university and college deans (Arnold, 2018). Female gender representation in academia and education is the topic to be considered. According to Gheyssens et al. (2020), interest, readiness, and learning styles are the three examples of ways instruction differentiation can be conducted.
As with everyone else, students have different interests; this variation is an essential tool in a differentiated class to support learning. It can be a great motivator if the student’s interests are cared for (Subban, 2021). The tutors should find possible ways to get to the students’ interests (Colquitt et al., 2017). This means allowing the positive interests of the students in the learning society. Besides, the interests are the teacher’s core guidance towards formulating the learning styles.
Readiness is another way of differentiation and the key entry point to the students. While some students are at the expected grade level, others might perform at a lower rate than their fellow students. The student’s readiness can be extensively used to formulate the teacher’s strategies (Hapsari et al., 2018). The vivid description of the student learning style can be a good tool for the teacher to formulate the teaching style and instruction (Ambady et al., 2017). The utilization of the three ways means the lessons taught will pertain to all of the students. The three ways are chosen as they can help reach each student and are mentioned in theory by Tomlinson as they pertain to the students’ whole being and their relation to the entire learning process.
References
Ambady, K. G., Mathew, S., Joseph, J., & Sukumaran, P. S. (2017). Accommodation as a means of differentiating instructions for students with intellectual disability in inclusive classrooms: classroom teachers views. Strad Research, 7(6), 423-434.
Arnold, W. W. (2018). Strengthening college support services to improve student transition to careers. Journal of College Teaching & Learning (TLC), 15(1), 5-26. Web.
Colquitt, G., Pritchard, T., Johnson, C., & McCollum, S. (2017). Differentiating instruction in physical education: Personalization of learning. Journal of Physical Education, Recreation & Dance, 88(7), 44-50. Web.
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2020). Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 1-18. Web.
Hapsari, T., Darhim, & Dahlan, J. A. (2018). Understanding and responding to the students in learning mathematics through differentiated instruction. Journal of Physics: Conference Series, 1013(1), p. 1-10. Web.
Subban, P. (2021). Differentiated instruction: A research basis. Web.