Edu 381 Differentiated Instruction Paper

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

• Differentiation: With the understanding that all students are different the tutor will need to plan the lessons around these differences by using the various teaching methods available or acquiring the resources that will make the students learning experience a productive one.

For the content area of English, students need to demonstrate expertise and accuracy in writing for a variety of specific purposes and audiences, drawing on knowledge of linguistic features to explain and comment on choices made (Language in Use, 2010). To use differentiated instruction in English I would meet the content objectives by having my students make an oral presentation on any current issue or topic that they feel strongly about. I would not be the one grading them; they would be graded by their peers. This would not put too much pressure on my students because they would be able to choose the topic of their choice and they would not be speaking to me, but to their peers.

Within a scheme of work differentiation must also be used as this is an approach to teaching that attempts to ensure that all the learners learn well despite their many differences. Having the ability to differentiate within teaching is a great attribute as “A teacher who understands what helps a learner learn will be a better teacher because they recognize differences and are prepared to alter

Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.

Gruwell continually monitored her students’ performance and achievements. Ms. Gruwell had an unconventional assessment strategy for her class. She didn’t give standard quizzes and tests. Instead, she used alternative assessments, such as the writing journals and group projects. Differentiated instruction advocates that not all students learn the same way, and they shouldn’t be assessed the same way either.

Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.

Differentiated instruction helps to alleviate the complication of instructing multiple learning modalities and plan for all students in one simple lesson plan.

Differentiated instruction is personalized for students of different levels of achievement, which allows students to choose what kind of teaching they want to use to learn. It lets students grow at their own pace through new material. For a differentiated classroom, teachers use assessments to determine student readiness. Assessments such as pre-tests are effective in determining what a student needs to learn or what level the student is. It lets teachers teach students based off of the common core standards but they do it also based on each child’s learning style and what level of knowledge they are at, at the same

“Differentiation is not just a set of strategies; it is a way of thinking of thinking about teaching and learning. Strategies are tools that help us to accomplish the goal of differentiated instructions. Differentiated instruction means tailoring instructions to meet individual needs. Teachers could either differentiate the content, process, product or the environment, and the use of an ongoing assessment and flexible grouping make this successful approach to instruction.” _ Carol Tomlinson. Differentiated instructions strategy helps to teachers to respond to the diverse needs of students, and this is guided by three basic principles. The first principle focuses instructions on the most essential principles and skills. This is because teachers have the skills to identify the instructional goals and outcome for students. The second guiding principle helps Teachers to recognize and attend to the differences in their students. They do not attempt to a one side fit all approach to instruction. And thirdly, assessment and instructions go hand in hand. Teachers pre- assess their students to understand their starting point and continue with ongoing assessment and make adjustment as needed.

The focus of reading in EDAT 6115 this week was on utilizing student grouping to improve achievement within the classroom. In addition, there is a focus on strategies teachers can use to differentiate instruction to meet individual student needs. When thinking about effective instruction it is important to think about and reflect upon grouping our students and differentiating and personalizing our instruction to meet the needs of our students.

I believe that differentiated instruction promotes a great impact on students learning experience. To maximize effective learning, it is important for teachers to modify instruction to customize the effect to match a particular developmental level of a student. Differentiated instruction maximizes the learning experience of each child and gives students the opportunity to interact and participate in the classroom in a richer way; therefore, I believe all teachers should reach every student through differentiation. I strongly believe differentiated instruction will raise the bar for all learners and benefit both learners and teachers.

Students enter the classroom with a wide range of skill level in mathematics. Addressing the learning needs in the classroom can be difficult for educators to tackle. This is when differentiated institutions can be incorporated in the classroom. Differentiated instruction are lessons constructed individually for each student to learn at their level. Educators use their curriculum to create clear learning goals, ongoing assessments, and a learning environment focused on students learning profiles. This practice helps address the many learning needs of the students in the

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.