Moira Koskey

February 19, 2020

ED 131
Assignment 7

Brain Research and Differentiated Instruction

Differentiation is a framework used by teachers to tailor instruction to individual student needs.

This tool is used to vary the teaching approach based on how each student learns best, and on

what skills and experiences they have accumulated thus far to bring to the classroom. It also

gives students the opportunity to express themselves and their understanding in the ways that

suits their learning style and abilities best. This method of instruction is supported by a variety of

research in the field of brain function.

For example, the theory of Multiple Intelligences as developed by Howard Gardner states

that there are eight distinct intelligences that affect cognitive strengths and weaknesses in every

individual. Each person has a unique combination of these intelligences, informed both by genet-

ics as well as their personal experiences, and this combination will have a large impact on how

they learn and synthesize information. Gardner recommends presenting concepts to students in

several different ways in order to reach students of varying levels and states, “since each human

being has her own unique configuration of intelligences, we should take that into account when

teaching, mentoring or nurturing”1.

Research by psychologists has found that specific teaching methods can directly affect

the parts of the brain that affect reading for children who are experiencing difficulty, as reported

by the American Psychological Association2. According to a 2007 study, targeted and specific

1 Gardner, Howard. “A Beginner's Guide to MI.” MI Oasis,

www.multipleintelligencesoasis.org/a-beginners-guide-to-mi.
2 “See Brain. See Brain Read...” American Psychological Association, American Psychological
Association, www.apa.org/research/action/reading.
interventions for children with reading disabilities led to significant improvement in reading

skills and a measurable increase in brain functions that resemble those of students reading at

grade level. This supports the effectiveness of differentiated instruction for students who are

struggling.

Neurodevelopmental research by pediatrician Mel Levine echoes the importance of iden-

tifying and specifically targeting breakdowns in the learning process and encourages teaching ed-

ucators to identify the learning patterns in each student. Levine emphasizes identifying individ-

ual strengths of each students as tools to create effective improvement plans.3 As students bring

varying skill levels and experiences to the classroom, using brain research to inform differenti-

ated instruction strategies will help to close the achievement gap and ensure that every student is

given the opportunity to learn in the way that works best for them.

3 Levine, Mel. “Brain-Based Research Helps to Identify and Treat Slow Learners.” Education
Digest, vol. 73, no. 9, May 2008, pp. 9–13.