EDUC_6602_Module4_Journal1_H

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Feb 20, 2024

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1 EDUC_6602_Module4_Journal1_H.Nieto Heather Nieto Walden University Design\, Curric\, Instr&Assess-Spring 2024 Dr. Nathan Sparks February 2 nd , 2024

2 Weekly Reflection This week I gained some new insights as to what differentiated instruction is. Differentiated instruction is the personalized instruction of individual students based on a variety of factors (Tomlinson, 2010 p. 15). These factors include the need for a place where the students feel safe and cared for, a curriculum that focuses on understanding, an ongoing assessment that informs instruction, instruction that is as diverse as the students and responsive to them, leadership, and flexible classroom management, in addition to a personal connection (Differentiation Central, n.d.). It is meeting students where they are and how they learn, in a way that encourages them, by someone who knows the child’s interests. Differentiated instruction focuses on all children at all ability levels (Stanford & Reeves, 2009 p. 3). It is not just aimed at lower-level learners, gifted learners can benefit from a curriculum that is rigorous and challenges them in a way that promotes learning and fosters engagement—it is for everybody. Differentiated instruction comes in various forms and consists of numerous strategies that can lead to student success. Some of these strategies of differentiated instruction that could easily be implemented in any classroom setting include: providing relevant images, videos, checklists, chunking of information, using manipulatives, technology, graphic organizers, discussions and conversations, providing background knowledge, and so many more (Stanford & Reeves, 2009 p. 7). They could be implemented by providing students individually with supplemental materials or by students with technologies that give students their choice of differentiation. The relationship of the student-teacher helps to engage and encourage student progress and fosters and promotes students' freedom of choice—it empowers them to receive the instruction differentiated to them for their success.

3 Websites and Technologies In differentiation, technology has been innovative and instrumental. There were a few websites and technologies that were useful in differentiating instruction effectively. Many resources provide differentiated instruction in the classroom. Online classrooms like Canvas is allows students to see assignments and teachers to post assignments, videos, materials, and any other form of communication and discussion. It has a feature that can be used for student choice, and it makes learning equitable for all students. This can be used to communicate with students and for students to chunk and checklist their assignments. Another digital resource that supports differentiation is Microsoft 360 to differentiate processes, content, and products for students . The multiple resources that Microsoft offers can also be used in different ways to support the personalized instruction of all students. For example, Outlook can be used to communicate and share documents—this allows for private and easy communication. This can support ESOL newcomers who struggle with public communication and have had success in reaching them and getting to know them. Several other programs within 360 include Word , which can be used for written communication that can be shared digitally and/or printed for paper hands-on work. This can be used to snip important information, create outlines to chunk large projects for students, and/or provide class notes and checklists. Another popular application that can be utilized is PowerPoint/Sway, because it allows for mu lti media and visuals to be shared in a format that is creative and engaging for content and process. It also provides an opportunity for students when they use this to be innovative and creative when being assessed for the product of their learning. Video streaming applications like Teams (or zoom) can be used to provide additional support. It

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