A Description Of The Approach

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

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

Differentiated instruction is different from traditional classroom instruction in several ways. In differentiated instruction, teachers use on-going assessments instead of on assessment at the end of the unit. Differentiated instruction also uses flexible grouping, such as small groups or peer pairs, rather than simply whole-group instructions. Additionally, differentiated instruction uses an array of teaching methods based on the students learning style. Finally, differentiated instruction uses a variety of learning materials.

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

According to UNESCO (2004), teachers around the world are exerting efforts in trying out innovative teaching strategies. There were dedicated and committed teachers who make a difference to the students’ lives and even providing important learning opportunities in their communities. To meet the students’ diverse learning needs, teachers cater variety of learning opportunities and experiences. In an interview of Carol Ann Tomlinson, an American author and educator known for her works with techniques of differentiation in education, she described differentiation as shaking up the classroom to be more appropriate for the learners. Regarding the methods of instruction, there should be a variety of techniques for collecting and presenting the lesson considering the students’ needs, abilities, interests, and backgrounds of experience.

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).

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.

A. Summarize the following theories: just in time (JIT), Toyota Production System (TPS), and Lean. How are these concepts related? Describe the

This paper will explain which theoretical approaches to counseling fits my personality and interests. The reader will gain insight on the life experiences that have shaped my attitude and vision towards life and my purpose in life. My life philosophy will be described in terms of its relativeness to the Adlerian and Existential counseling approaches. These counseling approaches will be described in terms of their view of human nature, integration into family therapy and techniques used. Upon examination of these approaches and my life philosophy, this paper will aid in the process of becoming an eclectic counselor specializing in marriage and family counseling.

What does differentiated instruction look like in a classroom? Making an assignment, task, or target distinctive for one student than the rest of the class is meeting that child where they are in their learning journey. Differentiated instruction for struggling students, may mean giving a sentence starters or a graphic organizer to help them with understanding of a topic.. It may mean giving additional time to finish an assignment, giving directions once more, diminishing the length of an assignment, or offering alternative assignments or projects altogether. Struggling students can be given leveled content - less difficult text for your child that contains the same information.

I definitely do agree with a lot of your points about conveying a message using the direct approach. I do agree on your point about staying professional and calm when giving bad news. I believe that is very important to know how to give bad news without having to apologize and know how to get to the point quick so that the person receiving it doesn't get hurt or affected by the bad news at all. I believe that a lot of the points you gave were very important and would be very helpful for someone trying to give bad news to someone else. I also love how you gave examples and gave the benefits of using the direct approach when conveying a message. Overall I think you did a fantastic job in stating your idea and opinions because you were quick and

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

When teachers develop differentiated instruction strategies for students they provide several different avenues for the student to achieve the same learning goal regardless of which path they choose. Student choice in which avenue they ultimately select creates a sense of ownership with the students and actively engages them in the lesson. The different avenues all lead to the same learning goal just as many roads might lead to one destination. Differentiated thinking empowers teachers to be responsive rather than reactive to the unique and individual personalities,

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

The objective of the proposed approach is to integrate different project management methodologies based on alignment of their ontological models. The results of this alignment will provide a formal description including mapping of elements belonging to both methodologies. This approach also helps introduce new tools for supporting this integration. As shown in Fig. 2, the proposed approach consists of three steps which are discussed briefly in the following subsections: