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38ФИЛОЛОГИЧЕСКИЕ НАУКИ
THE BENEFITS OF DIFFERENTIATION IN THE EFL
Ashurova Z.B.
Ashurova Zevar Bobirovna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the approach which considers individual differences has been known amongst educationalists as Differentiated Instructions (DI). These instructions in the EFL are found to be statistically significant since the learners are so varied and diversity is one of the main defining characteristics of the EFL classroom. This article focuses on importance of DI in the EFLindividual differences has been known amongst educationalists as Differentiated Instruction (DI).
Keywords: differentiation. EFL, different level, learners ' need.
Differentiated instruction has everything to do with student learning. According to Tomlinson, "differentiating instruction means 'shaking up' what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn". In other words, a differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to develop products so that each student can learn effectively. This is necessary because students will not learn everything at the same level at the same time and that students have different needs. Therefore, according to Gregory and Chapman, "'through differentiation students are given the opportunity to learn to their fullest potential.''
One benefit of differentiating instruction is that it helps teachers address the learning needs of each student. This can be accomplished by targeting the student characteristics Tomlinson identified as: readiness, interest, and learning profile. When planning for differentiated instruction, knowing students' interests and dominant learning styles, or profiles, can allow the teacher to plan learning activities that specifically target what students would like to learn and how they learn best [3]. When teachers teach to students' readiness level, they can accommodate a student who has mastered the lesson content, and is ready to be challenged. In this case, a harder text or a more complicated project could be assigned. Once a need is identified, the teacher responds by finding a method or solution to answer the need in order for all students to be successful in learning. In these examples, the teacher is able to use differentiated instruction to meet the learning needs of their students.
Using differentiated instruction in the classroom is not only a way to meet students' learning needs, but it is also a way to motivate and engage students in learning.
Tomlinson referenced the work of Bess and Brandt, which stated "Two powerful and related motivators for engagement are student interest and student choice" [4].
One way to engage students is to find content in which they demonstrate an interest. When a student is excited about a specific topic, they are more likely to participate in learning. Another way to engage students is by providing a choice in the learning activities they are required to complete. By allowing students to make their own decisions regarding which assignment or activity to complete, teachers involve them in the learning process. If students are engaged in learning, they are more likely to be motivated to learn [1].
Another benefit of differentiated instruction is that it leads to increased student achievement. Servilio stated "The combination of a differentiated curriculum and the options for student choice are ideal for promoting success for students with disabilities and it can improve outcomes for other students as well". In a differentiated classroom, when students are engaged and have achieved their goal or completed a task, they are more
motivated to continue learning and exceed their original goal or expectation. "With the tools of differentiated instruction, we can ... take each child as far as he or she can go" towards further achievement and success. Studies have shown there are many benefits of implementing differentiated instruction and the following are a few examples. [2].
It's important to know why do differentiate. The following are some reasons for differentiation:
* To help all students learn
* To be able to grow in our ability to "read our students" and then to adapt our practice so we effectively teach all students.
* To increase student motivation and achievement
* To connect with students.
* To make strong connections between our subject and our students, and that improves student learning.
* To help our students become independent learners
* To enable students to find out about themselves as learners, to become more independent, so that they can work as responsible members of a community.
* To decrease discipline problems.
* To increase teacher satisfaction and efficacy
* We differentiate our instruction because some of the enthusiasm and pleasure we feel in teaching is renewed when we are working creatively and efficiently.
* One-size-fits-all instruction does not reach all learners
* Learners of multiple abilities can be educated together
Moreover, there is an evidence that students are more successful in school and find it more satisfying if they are taught in ways that are responsive to their readiness levels, interests and learning profiles." As cited in Tomlinson [4].
Another reason for differentiating instruction relates to teacher professionalism. Expert teachers are attentive to students' varied learning needs to differentiate instruction, then, is to become a more competent, creative, and professional educator.
References
1. Anderson K.M. Tips for teaching: Differentiating instruction to include all students. Preventing school failure, 2007, P. 50.
2. Levy R. Expectation-based syntactic comprehension. Department of Linguistics, University of California at San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0108, United States Received 16 March 2006; revised 20 May 2007; accepted 20 May, 2007.
3. Servilio K.L. You get to choose! Motivating Students to read through differentiated instruction. Teaching exceptional children plus. Volume 5. Isuue 5. May, 2009.
4. Tomlinson C.A. How to differentiate instruction in mixed ability classrooms.Alexandria, VA:ASCD, 2001, P. 1.
