ISLAMIC method is to pass the examination. (Thakur,



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LD NO: 10026947



                                       (EDU 106)




In essay format, using examples, compare and contrast traditional
teaching methods with differentiated instruction.

Word limit: 1000 to 1200


ANSWER (Attempt 1)




methods have changed dramatically over the years. Traditional method of
teaching is when a teacher directs students to learn through memorization and
recitation techniques, whereas differentiated instruction requires interactive
methods, and student-based of teaching. Students learn through group
participation, and develop their critical thinking, problem solving, and
decision making skills.

Teaching Method

It is a method that depends on direct teaching through lectures and
teacher-led presentations. It involves learning through observing and imitating
the teacher’s procedure. The students are viewed exclusively as the receivers of
knowledge and information. Because of their ideal knowledge and dignity,
teachers are in a position of mastery over their students.

Traditional method does not include student choices or give them chances
for different types of learning. It frequently relies on use of textbooks and
workbooks than use of technology (computers and internet). The main aim of
traditional teaching method is to pass the examination. (Thakur, 2011).

Differentiated Instruction

It is the
teaching practice of tailoring instruction to meet individual needs of all
types of learners. The practice involves taking each student’s background
knowledge, readiness, preferences in learning, and interests into account. Lessons
can then be differentiated in three areas: contact, process, and products.

instruction is a student-centered learning method, teachers and students play
an equally active role in the learning process. It is more actively based,
using questioning, explaining, and collaboration activities. Student
interaction is encouraged, and use of different multimedia technology to support
students in their learning.


Comparison of
Traditional Teaching Method and Differentiated Instruction

The following
are some key principles between the two teaching methods:

Student-centered Approach Vs. Teacher-centered Approach

instruction is a student-centered technique of learning. Students and teachers
share the same centre of interest, and they interact in the same manner. Group
work is motivated, and students learn to collaborate and communicate with each
other. The teacher’s main role is to facilitate and collaborate student
learning. Teachers can differentiate on how students gain content, the types of
activities students do to master a concept, what the end product of learning appears,
and how the classroom is arranged.

teaching method is a teacher-centered approach of learning; students put all of
their focus on the teacher. The teacher talks and the students solely listen.
During activities, students work on their own, and group work is not encouraged.

Collaborative learning

learning is a useful differentiation method, in which students work in team to
solve a problem, complete an assignment, or create a project. Students can also
share strengths and also upgrade their weaknesses. They develop their
interpersonal skills and learn to deal with disagreement. The method allows shy
students to engage more confidently in class. Whereas, a whole-class
instruction method is used in traditional teaching.

Project-Based Learning

learning is a differentiated teaching method, in which students gain knowledge
and skills by working for an longer period of time to explore and respond to true
engagement, and complex question, problem or challenge.

learning focuses on expanding critical thinking and problem solving skills in
the students. It is inquiry-based method of learning to solve the problem given
on projects to the students. It is a style of active learning. (Bhagi, 2017)

learning is better for preparing students to find solution to the real world
problems than classrooms based learning in traditional method of teaching.

Interest-Based Learning

differentiated instruction, students are regularly guided in making
interest-based learning choices. They are given options at every step of the
academic unit, in deciding which aspects of a topic interest them (content), by
choosing the most beneficial means of gaining the knowledge (process), and by
choosing a method of presenting their knowledge (product).

Research on
interest-based motivation indicates that interest has a strong effect on
student’s motivation and they will develop a higher level of skills in a
subject if they are interested and engaged (Beidelman, 2015). In interest-based
learning, the teachers have the ability to integrate an interest of the student
with a project. Whereas, in traditional teaching method, student interest is
infrequently guided.


differentiated instruction teachers use multiple materials to approach a topic
from different perspective. They tailor the use of different sources for
different students to best suit their needs and provide a selection of
materials from which students can pick. Some students may need basic texts,
others are able of working with advanced vocabulary and complex ideas. Whereas one
material is used in traditional teaching method.


differentiated classroom, the students are assessed on an ongoing structure,
and in various ways, so that teaching can be continuously modified according to
the students’ needs. This assessment enables teachers closely observe a student’s
progressing knowledge, understanding, and skills, and also disclose students’ different
interests and approaches to learning.

In traditional
teaching method, the assessment is done at the end of learning, and a single
format is usually used.

Multimedia and Technology

instruction uses different multimedia and technology to assist students in
their classroom learning. For example, power point slides, video clips, mind
map, and internet.

Multimedia is
one of the tools that suits the modish students’ interest. It combines a
variety of elements, including texts, graphics, audio, video, and animation which
arouse students’ interest. It also makes the lesson interesting and enjoyable.

According to
the Centre for Applied Research in Education Technology (CARET), technology can
help improve students’ performance, and more engaging, relevant, and individualized
learning, which can lead to higher academic achievement (Smith & Throne,


instruction deals with a group of different individuals, and adopting teaching
techniques that ensures all of them have access to learn.

It is more
motivating than traditional teaching method, and motivation is one of the most significant
aspects of student’s education, and more effective in motivating students to
communicate and having a positive attitude to the subject. It strengthen students’
collaboration and therefore are more productive in developing their critical
thinking, problem solving and decision-making skills.

Research shows
that teaching methods that are active, interpersonal, engaging, and
student-centered lead to intensive learning.







Active,(n.d). Collaborative Learning: Encouraging Shy Students to
Participate   in Group Activities. Accessed
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Active, (n.d.). Methods of Differentiation in  the Classroom. Accessed on 20th 

December 2017.
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J., (2015). Interest-Based Learning. Accessed on 20th
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The Benefits of Interest-Based Learning

Bhagi, U.,(2017). Reasons Why
Project-Based Learning is Better than Traditional Classroom Learning. Accessed on 20th December 2017. Retrieved from:

Make a Difference, (n.d.). Teachings Methods. Accessed on 20th
December 2017. Retrieved from:

Teaching as Leadership,
(n.d). What Makes a Differentiated Classroom Different from a Traditional
Classroom. Accessed on 20th December 2017. Retrieved from:


A., (2011). Teaching with Modern and Traditional Methods. Accessed on 20th
December 2017. Retrieved from:

C. A. and Moon T. R., (n.d.). Differentiated Instruction: Assessment and
Student Success in a Differentiated Classroom. Accessed on 20th
December 2017. Retrieved from:[email protected]px

G. and Throne, S. (2007). Differentiating Instruction with Technology in K-5
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