Paper Example on Instructions That Improves Learning Outcomes in University Students

Introduction

The article evaluates the effects of applying a differentiated instructional approach to tutoring second-year learners studying for a degree course at the university. Evaluations conducted on students revealed that those taught using differentiated approach had a better understanding of the course. It has impacted both positive and negative when integrated particularly to tertiary institutions.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Principles of Differentiated Instructional Approach

According to Brimijoin (2002), key approaches to expertise differentiation are discussed as follows. On student readiness, tutors should deliberately alter syllabus and teaching in reaction to the student willingness, awareness and learning silhouette. The primary elements in determining student learning silhouette comprise developing appropriate learning atmosphere, group alignment, and intelligence penchants (Algozzine & Anderson, 2007). Content differentiation, on the other hand, involves offering text materials for students at a different level of complexity. Process differentiation focuses on the facets that enhance the level of understanding among students. In Product differentiation, products are like assessments and they are used to measure students understanding after some period of instruction. Multiple pathways of this differentiation give students opportunities to think critically and promote their creativity. Modeling differentiation on another approach is a framework that provides learners with different avenues of instruction for a new understanding.

Student interest is also pivotal to the student academic growth. It refers to the aspect that provokes the attention, curiosity and engagement of a student. Tutors normally differentiate instruction based on prevalent interests, for example learners being interested to bond what is being taught with the things they already consider worthy (Joseph, Thomas, Simonette & Ramsook, 2013) .In student learning profile, most learners have different learning penchants. Some learners opt to cooperate with groups or the entire class, while other feel more contented working alone. The basic elements in student learning profile include the cognitive methods, intellectual partialities, group alignment and learning environment preference.

There are many approaches used for instruction. Strategies for the success of instructional differentiation include use of a variety of texts and resources, putting students into groups and fit profiles, allowing students to work with peers or alone, among others (Joseph, Thomas, Simonette & Ramsook, 2013). Tertiary level of education, however, has challenges from both teachers and learners. For instance, attempts to tie curriculum activities presents some challenges. At the same time, some students are skeptical when approached with differentiation assessments.

Purpose of the study and results of the study

The purpose of the study is to evaluate the connection between approaches of student achievements in a second year undergraduate curriculum course and execution of differentiated instruction over a period of one semester. The research questions include:

• What is the connection between differentiated instruction and the success of learners in curriculum studies in a period of one semester?
• What the future tutors' thoughts on differentiated instruction and its probable effect on their implementation in the classroom?
• What are the achievements and difficulties linked with the execution of differentiated instruction at the university level?

The results will be based on the experiences of four university teachers. According to Marlene's experience, the learners in his class got the chance to showcase their learning preference by responding to a questionnaire during the start of the semester. Based on the feedback, the practice of differentiation is the best strategy, however it is time consuming and needs to be carefully planned (Algozzine & Anderson, 2007). According to Gerard's experience, he suggested that the content needs to be broken down into small manageable topics which will facilitate understanding of the learners while being taught. As per Leela's experience, learners were permitted to choose sub-topics arising from basic topic. They were allocated to groups depending on the student profiles. In summary, the article highlights the effects of differentiated instruction at higher education institutions. Finally Stephen asserts that the option to differentiate instruction offers great chances for tutors to address the growing needs of students in the class. He first gathered pre-evaluated data using the questionnaire feedback from a student to understand learner readiness, interest and learning profile. He used a range of basic books to allocate different roles to students presenting several topics. The application for flexible groups of students and peer tutoring also worked out for process differentiation.

References

Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges. International Journal of Higher Education, 2(3), 28-40.

Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.

Brimijoin, K. A. (2002). Expertise in differentiation: A preservice and in-service teacher make their way.