The Use of Websites as an Aid in Differentiating Instruction

Abstract

In a typical heterogeneous elementary school classroom, one might find highly motivated students, struggling readers, those reading two levels above grade level, unmotivated students, and students with behavior problems. Teachers are faced with the challenge of teaching these students the skills necessary to be successful 21st Century students as well as motivating them to attain proficiency. In order to provide effective instruction for all, many teachers have turned to differentiated instruction (DI). In differentiated instruction, student differences form the basis of planning and many instructional strategies are employed. This study focused on the development and evaluation of a class website to facilitate differentiation of instruction in a science lesson, and its potential use as a tool to increase instructional time and address all learners. Research results indicated the use of a class website can be a valuable tool for teachers to use in providing differentiated instruction. A class website was successfully utilized to disseminate information and assignment directions, as well as provide instruction, scaffolding, and additional resources to nine second grade students, based on their level of readiness. Further research is necessary to determine if its use results in an increase in instructional time.