Article Analysis Of Differentiating Instruction In Responsive Middle And High School Classrooms

Article AnalysisStudent’s Name:Institution Name:Article AnalysisSource: Google ScholarTitle of Article: Differentiating Instruction in Responsive Middle and High School ClassroomsAuthor: Nancy FreySummary of the ArticleAs depicted by the title of the article, Frey (2009) explores the concept of differentiated learning as it can be applied in both middle and high school classrooms. Differentiated learning is a concept that is motivated by effective teaching to aid student understanding. Based on the article, the fundamental dispositions that underlie effective teaching include understanding student’s initial level of knowledge, devoting a solid foundation for factual knowledge, and rooting for metacognition to yield active learners. More specifically, Frey (2009, p.2) uses the work of Tomlinson et al. (2003) to define differentiated learning as “an approach to teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and small groups of students to maximize the learning opportunity for each student in the classroom.” With a solid foundation on the topic, Frey moves ahead to analyze aspects of differentiated learning.The first step to orchestrate differentiated learning is by identifying the standards, expectations, and essential