Four Differentistics Of Differentiated Instruction

Prior taking this RETELL class I thought differentiating meant “dummying down” work. I struggled with the concept of differentiating strategies because I thought it help students to be all they can be. Taking the class have given a clear understanding the meaning and the usage of differentiating teaching, matter of fact, some the strategies I use in class are similar to some of the strategies taught in the RETELL class. I realized that Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences for school age

Differentiating instruction is a valuable instructional management and delivery tool, which can be used to assist teachers in meeting the needs of the diverse populations of students which they now find in their classrooms. In using these strategies, a teacher may use pre-assessments to determine the learning styles, interests and readiness of the students, prior to the introduction of a lesson or unit. After developing a learner profile, the teacher may then differentiate according to the readiness of the student, by process of delivery, and by the product which the student may produce to

In response to the varied student learning needs, differentiation will be a key component of this classroom. It is “designed to improve access to the general education curriculum by adapting instruction to each student’s diverse learning needs” (Smith, 2007). “Differentiation instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interest” (Heacox, 2012). Because each student comes to this 6th grade classroom with unique needs, differentiation will implemented frequently to ensure that each student receives the rigor needed to master the 6th grade curriculum. It will be relevant to your student and his/her needs. It will provide an appropriate level of challenge. It will be engaging and at times, it will offer choices. Delivery of differentiated instruction will frequently involve centered based learning activities and small group instruction. A list and description of some of the centers will be distributed to parents and is attached as Appendix

Readingrockets.org defines differentiation as tailoring instruction to meet individual needs. Differentiated instruction is a broad framework for supporting student differences by varying content, process, products, and learning environments based upon students strengths and weaknesses (Tomlinson, 2000).

The Elements of Differentiation (Tomlinson, 1999, pp. 9-14) are the key aspects of a differentiated classroom. There is not one element of differentiation that is more important than the other and a few will naturally fall into place simultaneously as

Differentiate instruction and adapt curriculum to meet the individual needs. Teachers can differentiate classroom elements based on student interest. For example, if the child interested to play in containers the child may provide different shape and things the child ca explore and learn. Also, the teacher can provide materials that reflect a variety of learning.

All in all, differentiated instruction is a method used by teachers to accommodate all the different learning modalities, levels of learning, cultural and language barriers and special needs often integrated in one classroom with one lesson plan.

Differentiated instruction is a system that teachers use to inform the different learners that they have in their own  classrooms. In differentiated instruction teachers use different teaching methods to help identify the different types of learner they have in their class.It is also a variety of grouping methods in the classroom to help pupils according to their needs. Differentiated instruction includes continues formative assessment which helps the teacher to understand and change instruction based on individual student needs

These two elements of classroom are intrinsically linked, as differentiated instruction is well suited to the three principles in UDL. By focusing on CAST’s three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn, from gifted and talented to those providing more support in special education programs.

Differentiation is the tool used by educators who recognize that all students come to them with different readiness levels and learning styles. It allows us to meet the needs of each individual student while meeting the standards developed by state and national education associations. Additionally, there are many different types of differentiation that can be used in a classroom: teachers can create learning centers, use differentiated assessments, and develop anchor activities, etc. Currently, I utilize differentiated assessments, but my goal for the upcoming school year is to utilize more learning centers and to incorporate anchor activities into my daily classroom routine.

Differentiation instruction is whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experiences. It is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. Differentiation is providing multiple options for taking in and making sense of information and a means of expressing learning.

“Differentiation provides a practical, achievable way for educators to teach in a way that reaches each student in their charge.”

In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I

Differentiated instruction is “attending to the learning needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike” (Tomlinson & Allan, 2000. P.4). Many teachers find that thinking about ways to differentiate literacy instruction comes somewhat naturally whereas differentiation in mathematics seems more demanding or challenging. As many teachers that I’ve interviewed put it, “Do we have to differentiate in math, too?” We can do this in reading, but it’s impossible in math! In reading, there are so many books to choose from that focus on different interests and that are written for a variety of reading levels. Often times, it has to do with math facts and fluency. Working with students on their math facts is differentiating enough.” It is vital to recognize that many teachers (particularly in elementary schools) feel this way. There are imperative reasons to differentiate in mathematics and they do not involve regurgitating facts.

One major drawback that Blatchford (2015) has with the idea of differentiation is ‘the fact that teachers have to do this for 30 students at once’ making ‘it even more difficult’. He further continues to express how you can have great experience in this field which reflects ‘purposeful practice’ but you still would not be able to ‘quite crack’ differentiation. In some ways, I agree with Blatchford as from my first placement, I too have felt the pressure of differentiating for the whole class. I always found myself altering my plans as just when I think I have the best plan for that teaching, another need will crop up, thus starting back at stage one. Additionally, I feel it gives the teachers the impression of feeling intimidated by the number of needs that they would need to measure for when planning.