studies of the direct instruction program have shown that it is
Direct instruction One three-year study of methods of teaching reading showed that highly scripted, teacher-directed methods of teaching reading were not as effective as traditional methods that allowed a more flexible approach.[12] Urban teachers in particular expressed great concern over the DI's lack of sensitivity to issues of poverty, culture, and race.[12]
Differentiated instruction Differentiated instruction, according to Carol Ann Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p.Â 32), is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." Teachers can differentiate in four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner.[4] Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Algozzine & Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner.[5] To understand how our students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student learning.[4] Delivery of instruction in the past often followed a "one size fits all" approach. In contrast, differentiation is individual student centred, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways.