Absolutes in Diff Inst Module 2

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University of Louisiana, Lafayette *

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Psychology

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Apr 3, 2024

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Absolutes in Differentiated Instruction The knowledge I have gained about differentiation through Carol Tomlinson’s book, The Differentiated Classroom , and video have really opened my eyes to exactly what differentiation is, examples of how it looks, and how to implement it in the classroom. This has also allowed me to reflect on how I use differentiation in my classroom according to what I believe is necessary for my students success. In The Differentiated Classroom, Tomlinson states “There is no single “right way” to create an effectively differentiated classroom, teachers craft responsive learning places in ways that match their own personality and approach to teaching.” This quote helped me to realize that the way teachers differentiate will vary on their students’ needs and teaching style. One of the absolutes that I believe is needed in my differentiated classroom is ensuring a positive learning environment that is accepting, flexible, and encouraging. This is something that is imperative for a classroom to function properly and give students a safe place where they feel they can succeed. In Tomlinson’s video to shares how differentiation helped her to see her students as individuals because they all were having the same experience when learning content. It is important for students to know that you believe that each of them can succeed and you are going to be there to help them reach that goal. This is where student routines and classroom management would come into play as well. They seem to all merge together in a positive learning environment. Another absolute for an effective differentiated classroom is opportunities to work individually, with partners, or in groups for an assigned task. This gives students variety when working and allows them to collaborate with other students and learn from each other. This could also be an opportunity for student choice, whether they want to work
alone or with someone, it makes them feel in control of their learning. Students seem to enjoy learning better when they are interacting with one another throughout the day. At times when tasks or activities are specific to different levels of students, then the teacher picks the groups that the students will work in or has some students work individually according to their readiness level, interests, or whatever the case may be. Two more absolutes I must have in my differentiated classroom seem to go hand- in-hand so I grouped them together: small group instruction and learning stations/centers. Tomlinson states, “Some students simply learn better and participate more actively in small teacher-led groups than the class as a whole.” This statement I know for a fact to be true because I see it in my classroom everyday. I believe small group instruction is the best time to review, reteach, or expand on something with a small group of children that is targeted on their specific needs. Also, I have found that when you make “going to small group” fun, the students enjoy working in that setting with the teacher and do not feel that it is a bad thing to have to work with the teacher. My small group instruction usually occurs during learning stations. The students get to work together in groups to complete tasks that are tiered for their readiness level. They have recording sheets at each station to ensure accountability for the task they are completing and a way for me to assess their learning. There are many more absolutes I believe would make a very effective differentiated classroom, but these were the ones that appeared most “absolute” in my current teaching situation. Tomlinson’s book and video allowed me to see what I was already implementing as differentiated instruction and more ideas that would make my classroom more differentiated and more conducive for my students needs.
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