For today’s teachers, schools of thought about instructional methods are almost overwhelmingly varied. Every generation of teachers faces the same challenge: whether to stick to traditional, tried-and-true methods, or to implement modern instructional methods which may not have a lengthy track record but are theoretically well-grounded. Likewise, many teachers opt to avail themselves of the best concepts from both traditional and modern instructional methods, knowing that, in most cases, the old and the new can complement one another.
Three of the more popular modern teaching methods are constructionism, in which the teacher encourages students to interact, think critically and ask questions about the subject; open and flexible learning, in which students are individually responsible for their own learning progress; and, differentiated instruction, which is based on the concepts of choice, assessment and adaptation.
While these are three distinct concepts, characteristics of each of these methods often overlap with each other. In particular, differentiated education utilizes concepts from open and flexible learning and constructionism, particularly by relying on individual and group interaction in order to assess each student’s individual learning styles, prior knowledge, interest and capabilities.
The strength of differentiated instruction is that it strives to adapt a subject to each student’s strengths as well as interests. Differentiated instruction is an especially valuable tool in the teaching of mathematics, because it helps students to better process information, which in turn helps them to apply basic mathematical rules and formulas to life experiences.
For teachers implementing differentiated instruction in the classroom, the first step is to assess each student’s prior knowledge of the subject being taught. This can be done through brainstorming question and answer or discussion sessions, which are often as enjoyable for the students as they are for the teachers. In mathematical equations, the value and relevance of the mathematical subject can be discussed; for example, the classroom can brainstorm on the importance and practical relevance of geometry or algebra, as well as simpler mathematics such as multiplication and division. Likewise, the relevance of an individual equation can also be discussed, as students put forth ideas on how they might apply the rules of a particular mathematical equation to other subjects as well.
Next, the teacher can propose a project; this can be one large group project for the entire class or an assortment of projects for smaller groups. Within the format of a game, a booklet, a newscast or a play, each group can demonstrate examples of how mathematical strategies can be translated into practical rules for everyday life.
Whichever method is most favored by educators, the one common denominator among modern methods of teaching is an emphasis on the importance of the individual process of learning. This process, educators agree, occurs at a different rate in every student, whether the method used relies on discussion, demonstration or group interaction.