Sociology

Modern breakthroughs in education systems and the advancement of psychological research have resulted in the development and focus on differentiated instruction strategies. Unlike a traditional classroom where the teacher plans a lesson for the class and every student is supposed to keep his pace according to the teachers discretion, the differentiated instruction strategy gives more control to the students in the class.

The article discusses the differentiated instruction strategies that are helpful in instructing children with autistic spectrum disorders. In such a condition, a person suffers from impaired thinking processes, differing feelings and perception and language problems. The idea of differentiated instruction learning is intuitive and appeals directly with the common sense (Marzano, 2003). As these students do not have similar learning faculties to cope with classroom setting where standardized learning does not consider their individual needs.

One such differentiated instruction strategy is the LEGO Therapy discussed in the article. The students are able to construct their own learning objectives based on their personal interests and then the instructor provides feedback on the objectives chosen by the student (LeGoff, 2004). This strategy provides more control to the student in and induces a more favorable learning environment as the learner chooses his own objectives he is more obliged to achieve his goals.

The use of LEGO as a methodology to create motivate an individual for learning has gained significance based on the fact that these individuals are better able to respond to a social environment during therapy than daily life situations (LeGoff, 2004). This positive feedback received from therapy has resulted in its use in a classroom setting.

It is also possible to integrate this strategy in a social setting by forming groups and letting the children play with LEGO models. Psychologists observed that children with autistic disorders responded positively to a social setting in a LEGO based room (LeGoff, 2004). Children are motivation by the model to respond constructively in such a setting and the results have been impressive. This strategy also generates a desirable social setting that the students are expected to follow in the world outside the LEGO room once they have adjusted to the regular environment.

Once objectives are set in a group setting, further differentiated strategies can help achieve them. The idea is to provide students with all the tools they require to learn. It is important to help students achieve their long-term objectives and provide them with sustainable knowledge that is possible through motivation provided by the LEGO model.

Motivation is the key to the success this differentiated instruction strategy, which is the reason as to why the instructor must continue to motivate students through substantial recognition for the progress made by students in the class (Marzano, 2003).

The learning simulation is like a game for the child as post cards, posters, magazines, catalogues and other creations are included in the room to motivate the learner to gain knowledge from the fun filled process. This methodology also encourages social interaction and collaboration, students may interact within the group and enhance their social skills including maintaining eye contact during speech and helps teach mannerism.

LEGO methodology of learning does not only work in small groups but has also revealed positive and remarkable results in larger groups facing autistic disorders or depression (LeGoff, 2004). However, the same therapy works better in smaller groups for individuals facing other disorders.

The group setting and the differentiated learning is also inclusive of ideas that help students better understand the environment. Not all students find it interesting enough to grasp all the important concepts written in a book. Thus, the instructor can use differentiated strategies to provide a broader range of students with an opportunity to understand certain theories through experimental settings.
 In these playful experiments, students can use their own ability and creative processes to generate hypothesis and to test their validity in their context (Marzano, 2003). This approach motivates students to use creative thinking and to think outside the regular context and focus on issues and ideas that most interest them.

Overall, differentiated instruction strategies are highly successful in the classroom setting especially at junior levels where students need to learn overcome their disorders and often require counseling to achieve their learning objectives. Implementation of these strategies requires a substantial amount of resources to focus on individual learning. Thus, it is not always possible to implement them unless the desired resources and funding is available to the institution, yet it is an investment worth making.
 I would certainly recommend the use of differentiated instruction strategies, especially LEGO therapy in order to enhance the learning process in a classroom setting and to provide students with a true opportunity to enhance and develop their knowledge. This should help students perceive issues in a more rational and proper context and develop their creative skills that are very important to be successful in the real world ahead. Moreover, a playful approach to learning should be suitable not only for individuals facing serious disorders but should also help others to enhance their learning experience.