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Using Differentiated Instruction To Variance Among Learners In The Classroom

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Differentiated instruction is a way for teachers to respond to the variance among learners in the classroom. Placing students in small groups helps vary teaching in order to create the best learning experience possible. In differentiating instruction content, process, products, and learning environments are affected. An example of differentiating content is placing students in groups for buddy reading. Process differentiating helps when providing interest centers that encourage students to explore different aspects of the lesson being taught. Product differentiating would be using rubrics to match varied skill levels. Another way to use differentiated instruction would be to provide materials that would reflect different cultures and home settings, therefore students would feel more comfortable.
The best way for a teacher to get acquainted with students would be to play a game, which would serve as an icebreaker. This is a great way for students to build …show more content…

Hasbro’s classroom practices doesn’t allow students to interact much. She also delivers instruction by lecturing which is teacher-centered. Teacher-centered instruction is typically used with whole group instruction. Students that prefer different learning styles and skills are not accommodated. Students are also not able to improve their grades if they failed a test. Sometimes students need more time to understand the subject better. All students learn in different ways. Receiving a zero on one assignment can drop a student’s grade tremendously. Grouping students based on the previous year’s achievement doesn’t encourage the students. Students should be able to switch group, this is a way for students to learn from each other. Previous scores are not accurate based on what they have learned in the year. The bonus points that are giving would not be a representation of how well each student has grasp the concept. Test days should be alternated throughout the week which would help them prepare for each

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The RTI model relates to differentiated instruction because both concepts encourage teachers to provide multiple avenues for student success. With differentiated instruction, teachers are encouraged to take a key concept and provide different styles of learning for their students, knowing that each student learns in a different way. It also encourages teachers to sometimes change their teaching style in order to reach the educational needs of each student every year. Within the RTI model, teachers are encouraged to understand these student differences, which may often times be from learning disabilities or behavioral needs. Because of this, they are encouraged to put an action plan in place for struggling students that provide alternative ways to learn concepts, in order to help that student achieve educational success.

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“Differentiation is not a set of tools, but a belief system or mindset that educators embrace to meet the unique needs of every learner.” (Gregory, 2013, 2). A teacher may have 15 to 25 students in a classroom at one time with various strengths and weaknesses. The importance of using differentiated instruction allows a teacher to use different content, assessment tools, performance tasks and instructional strategies (Gregory,2013, 3) to reach each one of those children. Common Core State Standards need to be targeted early on when deciding to use differentiated instruction so the students meet state requirements.

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Rationale: This artifact, Facilitators Training Presentation, is a PowerPoint on differentiation that I presented to my co-workers. This PowerPoint presentation is evidence of this standard because it demonstrates a commitment to meet the educational needs of the students in their classroom in a fair and equitable manner. The goal of this presentation was to educate my co-workers on the importance of understanding the learning styles and meeting the needs of their individuals in their classrooms. After this presentation, my co-workers had a better understanding of differentiation and how to incorporate differentiation instruction in their classroom. R5

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The American revolution was all about freedom and liberty. Characters throughout the story voice different opinions on their idea of freedom and liberty. During this fight for freedom and liberty, there were three main groups. Patriots(colonist against the king), Loyalists(colonist for the king), and the slaves. They all describe freedom and liberty in different ways.

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The first element the author discusses that can me modified is the content or “the information and skills that students need to learn” (Ford, 2018). The second element is the process or “how students make sense of the content being taught” (Ford, 2018). The next element is the product or “how the students demonstrate what they have learned” (Ford, 2018) and the final element is the affect or “the feelings and attitudes that affect students’ learning” (Ford, 2018). All four of these elements can be modified to best meet the diverse needs of the students present in the classroom. When differentiating instruction it is the responsibility of the teacher to identify what the student needs in order to progress with the instruction and curriculum and then make the appropriate changes to the lesson, curriculum, or instruction to meet the needs of the

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Award winning music artist, Erykah Badu, first shed light on the term “woke” in her 2008 composition, Master Teacher. At the time, society wasn’t sure how to take Badu’s new term and didn’t quite understand its meaning, thus claiming, “…she can’t speak proper English.” Little did the world know, Erykah’s phrase would become a widely used word worldwide.

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The artifacts, classroom demographics and methods of differentiating, demonstrate a correlation to SEP 3: Diverse Learners, MN-SEPT.03.A, and MN-SEPT.03.B. By being able to know and understand all your learners you are able to make and modify your lessons so all learners can benefit from the lesson. Classroom demographics allow the teacher to see the differences between each student and who each student is. Methods of differentiating allow for the teacher to modify the lesson so all students can learn and be supported throughout the lesson. The classroom demographics I provided are examples of the classroom demographics I worked with for my student teaching in first-grade and eighth-grade History. The methods of differentiating show how I will

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Rogic’s class, homework is differentiated, and students have their own graphic organizers that differ in requirements for each student. Students may be involved in small group instruction for reading, based on their ability levels. Some students may complete different types of work, both for homework and in class, depending on their ability levels and unique needs. For example, some of the students in this specific class work on spelling while others work on vocabulary. Ms. Rogic also stated that she does a lot of one-on-one work with her students, and this is where most differentiation occurs.

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With all cirriculum and instruction, there is no “one size fits all” solution when it comes to the transfer of the material. In the video, Inclusion and Differentiated Instruction: Teachers in the Movies do it Too, differentiated instruction occurs when the instructor offers familiar, interesting, content delivered with a variety of techniques, reaching various learning modalities. Differentiated instruction is a viable strategy in meeting the needs of diverse learners. One benefit I see in this type of instruction is motivation through choice.

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Differentiated teaching methods has become integral to the practice of teaching. Students are multifaceted and have different needs in the classroom. This is especially the case for ELL students. The language and literacy demands in the curriculum for students are already high, so the implementation of several strategies in the classroom could greatly aid ELL students. ELL students can benefit from collaboration between mainstream teachers and ELL teachers, curricular modifications, and classroom management techniques.

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Differentiation learning and teaching approach is defined by Tomlinson (2004) as “tailoring instruction to meet individual learning needs” (p.26). In my own practice, I would create and present instruction according to the needs of students so that they are able to reach their potential. For future practice, I would integrate the levels of SOLO to differentiate the complexity of the questions I ask my students, so that it is of understanding to them and expands their ability to think and respond complexly. This can encourage a higher level of participation for students who attain a sense of inadequacy. In my future practice, I would differentiate for the learning and thinking of individual students by providing them with the SOLO maps, a process model that works alongside the taxonomy model to make the tasks for each of the SOLO stages more accessible and visible to learners (Hook Education Limited, 2011).

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Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.

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It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships. DI is probably the most popular teaching strategy that is used by teachers to facilitate learning. It is teacher directed and follows a definite structure with specific steps to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains the locus of control over the instructional process and monitors pupils ' learning throughout the process.

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Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class.

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For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: • frequently vary instructional technique • develop lessons around students ' interests, needs, and experiences • provide an encouraging, supportive environment • use cooperative learning and peer tutors for students needing remediation • provide study aids • teach content in small sequential steps with frequent checks for comprehension • use individualized materials and individualized instruction whenever possible • use

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