Differentiated Instruction

Chapter 10
Paradigms for Differentiated Instruction

This chapter focuses on different education paradigms

based on research as to how children learn and relate to
each other. As teachers we need to be aware of the
paradigms we use as our teaching style so as not to alienate
students that respond to different paradigms.

Brain Based or Brain-Compatible Learning

Paradigm --Caine & Caine (1997)

1) Simultaneity
-Sensory input goes hand in hand with instruction
-Teaching to read invisible letters-Recalling of
words that were posted as to their color, location,
what surround those words, and what events
happened when words were posted.

2)The Everything Effect

Everything the body, mind, and heart experience
affects learning. Teachers keep in mind of making
the learning environment ideal for learning.
-Students are given choices or options of how they
learn
-Encouraging awareness of strategies that work that
are successful. Students are taught to repeat what
has worked for them.
3) Meaning-Seeking
The human brain automatically looks to
understand or find meaning by connecting. It seeks
to make sense out of chaos, to categorize, to name
or label. We find sameness and differences. We
generalize and find exceptions.

4) Pattern-Finding
We look for what is repetitive and predictable.
We look for patterns in color, shape, objects, etc.

5) Emotions and Patterns

Our attitudes and experiences determine patterns.
We need to show students how to use emotions to
find patterns/connections.

6) Processing of Parts and Wholes

Phonics vs. whole language instruction/writing and
process vs. explicit grammar instruction are
examples of this category. Research favors
integrated, differentiated approach to learning.

7) Concentration and Peripherals

We process peripheral information-we learn much
more than we realize.
 8) Memory-Spatial/Rote
Spatial memory is infinite. Rote memory organizes
facts/skills that require practice. Things stay in our
memory when events are memorable.

9) Challenge and Threat

Challenge and application enhance learning, threat
inhibits it.

10) Implications of Differentiated Instruction

Students become responsible for their learning.
Students can’t hide in whole group instruction. DI
could be distracting and students could turn into
off-task socializing.

Multiple Intelligence Paradigm-Howard Gardner

1) Verbal-Linguistic
-Intelligence through words. Humor thru
satire/wordplay
-Skits or plays
-Solving problems out loud
-Keeping journals
-Writing problems as stories
-Learning facts through acronyms
2) Intrapersonal-Knowing of the self. This includes the
keeping of a journal to do reflection. Spirituality,
emotional connection to reading; reader to text, or
writing an autobiography; reader to world fall into this
category.

3) Interpersonal-Students are able to work in groups or

with others as leaders or as group members. Activities
that promote this quality are:
-group games
-solving of problems as groups or pairs
-plays or skits

4) Musical-Rhythmtic-Music, rhythm and repetition are

used to teach or enhance learning. Some activities in
which music can be used are:
-Playing classical or jazz music in the background
-The use of music to teach counting or times tables
-Using repetition in reading as well as math to teach
-Using jingles and clapping patterns to teach a subject

5) Kinesthetic-This is what we call hands-on or acting

out to teach a lesson. Some activities that fall into this
category are:
-Use of manipulatives, dominoes, cards, dice, blocks,
beans, buttons, magnetic letters and numbers,
geometric shapes, calculators, etc.,
-Use of board games and puzzles
-Skits
6) Visual-Spatial-Learners respond to visual stimuli
such as movies, illustrations, graphs, graphic
organizers, and mental pictures.
-Encourage “movie of the mind” imagery
-Use graphic organizers
-Use of color to convey different concepts

7) Logical-Mathmatical- Students
in this learning style are good in doing analysis,
synthesis, and application. Activities that fall in this
category:
-Use of “what if?” questions
-Use of inductive reasoning
-Use of technology and binary systems
-Solving and checking of problems in different ways

8) Naturalistic-Students learn by using their

understanding of nature. They are very observant and
understand and can predict patterns in nature.
-Use of natural objects as manipulatives or examples
-Field trips
Sensory Learning Paradigms-“Modes of Input”

Learners usually are visual, auditory, or tactile

learners.

Visual learning
-Visual/symbolic- Learn by looking at words
-Visual spatial-Learn by looking a diagrams

Auditory learning
-Self talk-Work through problem by going throu.
-Jingles, songs
-Audio tapes or a topic
-partners/buddies to talk over a concept

Tactile-students learn by using their fingers

-doing puzzles
-air writing or writing on board
-playing with clay

Brain Laterality Paradigm

Right side of brain-is the holistic, creative side which

responds to humor, getting the whole picture,
ambiguity, and irony

Left side of brain-concerns itself with details, logical

reasoning, order/sequence, and objectivity.
Learning Style Paradigm-Anthony Gregorc

Learners separated in 4 categories based on how they

approach complex tasks.

-Concrete Random-Students are create and come up

with alternative creative responses not normally
thought of.
- Concrete Sequential-Students that love detail,
sequence, deadlines, and explicit directions.
- Abstract Sequential-These students love research,
theory, philosophy, and working independently.
-Abstract Random-Students good at working in groups.
They love to talk things out. They are emotional and
need to connect to what they learn.

Self Understanding Through Metaphors

-Metaphors create a visual when making a comparison
-They lead to discovery
-They are like tiny parables.
-Avoid negative metaphors.

Puppets,masques, and makeup Paradigm

-Puppets are a visual metaphors about life.

-Creates voices for quiet students and medium to
embellish or try different scenerios
- students more receptive to teaching
References
Benjamin, A. (2003). Differentiated Instruction: A Guide
for Elementary Teachers. Larchmont, NY: Eye on
Education.