Aspects Associated With Developing Resilience

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 in a type of teaching approach in which the teacher makes changes to lesson plans or unit curriculum so that students of all levels achieve the same level of learning. The whole lesson might not have to be changed, usually they just will make changes to the content, process or product of a given lesson.

In the article, “How Kids Learn Resilience,” author Paul Tough introduces a staggering new statistic that 51 percent of public-school students in the United States fall below the federal government’s low-income cutoff (Tough, 2016). This shocking statistic to get our attention and address an even bigger problem involving the challenges of teaching low-income children. Before writing this article, Paul Tough wrote a book called, How Children Succeed. This book was written in 2012 and explored the benefits of teaching children non-cognitive skills. He talks about the success of his book and how schools across the country have been embracing the notion that educators should be teaching grit and self-control. However, while educators agree with

Resilience is about being independent, standing on your own two feet or taking back the power.

Resilience is the ability to overcome hard situations, learn from mistakes, and use the past to get over future hardships. Jeanette Walls shows resilience in many ways. Although her family is not too successful and live a much more

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

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.

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.

Reducing Risk Factors of Children’s Resilience This paper will examine the concept of resilience as it has emerged in the research literature of Grotberg (1995). It will evaluate the effectiveness of the concept in the area of developing more effective protective factors for children and families subjected to vulnerability and adversity. It will be noted that resilience needs to be promoted on three fronts, work on individual resilience strategies, promotion of resilience through the organisations and agencies, such as school and the curriculum, family welfare services and promotion of resilience in the community. This paper concentrates on those aspects of reducing the risk factors and increasing

Attention getter: Everyday, thousands experience moderate to severe traumatic life events and how an individual copes with it is known as resiliency.

The word ‘resilience’ is derived from the Latin word ‘resilire’ which translates as ‘to bounce back’, it can be described as a dynamic process, encompassing positive adaptation within the context of significant adversity (Luthar, Cicchetti, & Becker, 2000). In cases where children have experienced trauma or are living in high stress environments, resilience has been defined as the capacity to adapt and thrive despite challenging and threatening circumstances (Masten, 2001). Resilience is not something some children ‘have a lot of’, it is something that develops as a result of complex transactions between the child and their environment (Sroufe, 1997). It is perceived as a crucial element in maintaining and promoting

When I heard a term called resilience, I have no idea about it and think that it is not related to me. After I had a lecture with a topic resilience. I realize it is necessary and I need to face many adversity in my life. Also, I remember something happened in my past are shown my resilience level. I would like to share the story in my life to show the factors which are indicated in the last part can show resilience level.

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,

In my term paper, I would like to talk about Resilience which I believe is a prerequisite for an effective leader. Life has ups and downs and adversities are inevitable. Things can beyond our control, it is impossible for us to prevent unpleasant circumstances from happening. Difficulties and problems come out of nowhere, the stress and anxiety associated with adversity may knock us down if we cope with them inadequately. Chronic stress can lead to mental collapse if we still cannot manage them well, which is definitely undesirable for a leader because it can affect the cooperation with others as well as the team morale.