Differentiated Instruction

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

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 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.

In the past, I have been somewhat successful with differentiating instruction. I can’t say I have been 100% successful.

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

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).

A final way differentiated instruction prepares students from the 21st century workplace is through direct instruction. Whether students go to college or enter the workforce, students will be required to receive information directly from one, or many, people and think critically about it. Whether it is sitting through a lecture in college, or a meeting at work, students will need to have the ability to take in information verbally and apply it to their area of study or expertise. In my classroom, I try to begin a lesson and end a lesson with some form of short discussion or lecture. I believe that it helps to either set up, or bring closure to, the information we are covering. For example, at the beginning a lesson this week I spoke for about fifteen minutes introducing the struggle for equality that African-Americans faced in the early 1900s. This short lecture helped lay the groundwork for the next two days and assisted in giving my students context for the upcoming hybrid stations.

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.

Some children learn best by visual, for example, when they can see something, either in pictures or by reading. They easily understand what they have seen. Some children learn by hands on. Some children can sit and listen attentively and understand everything you tell them.

• Differentiation: With the understanding that all students are different the tutor will need to plan the lessons around these differences by using the various teaching methods available or acquiring the resources that will make the students learning experience a productive one.

The title of my lesson is Environmental Barometer. This lesson will take approximately 45-60 minutes of preparation time and a 45-minute session to conduct a field investigation. The lesson is in groups of 3 to 4 students. The materials for the lesson include clipboards, one copy per group of Biotic and Abiotic Features Data Sheet, reference materials (tree, bird, amphibian, insect guides), a selection of instruments to study abiotic features of an ecosystem (anemometer, thermometer, and soil pH tester). The students will compare and contrast abiotic and biotic components inventoried at two outdoor study locations in an effort to explore wildlife as indicators of ecosystem health. The teacher will choose

Differentiated instruction is matching instruction to meet the different needs of the diverse learners in their learning environment. Most learning environments are structured to operate under the principles that learners must demonstrate and perform to a certain level, which is specified, by whatever mandating entity the learners are either employed by or learning within. This entity sets the standard that will signify achieved learning or academic growth. Therefore it is important as an instructional designer we engage our adult learners, whether it be in the classroom or in the workforce. One way to do this is to encourage them to become actively involved in their learning experience. Adult learners need to feel that they have a

By using multi-sensory techniques and strategies children learn by engaging them on numerous levels. Yet, before you start to use multi-sensory techniques, time needs to be spent observing the child to find what is the preferred way the child likes to learn. What sense does the child like to use the most; visual, auditory, tactile, or kinesthetic. When a child would not sit, or pay attention at large group time, the teacher was trying to teach colors and shapes. The teacher had cut out different shapes out of construction paper and taped them onto craft sticks, to make homemade flash cards. She also used the same technique to make colored flash cards. Once the teacher observed that the child had no interest, she found a tactile shape and color puzzle. Each piece of the puzzle was a different shape and each shape had a different textured fabric on it and each piece was a different color. When the teacher introduced the puzzle to the child, it was the only toy the child would play with during free play time. The teacher made a point to sit with the child while the child was doing the puzzle. Whenever the child was working

There are several different learning styles and theories about approaching them. Some students learn better through one or more of the learning styles than another. As Rita Dunn of St. John’s University says, “A students best “modality” for learning may be visual, auditory, or tactile, according to the speakers”(Walton,1991). An auditory learner may learn better through hearing material spoken. A visual learner learns better by reading instructions to himself. And finally, a tactile learner will usually learn most effectively when they are able to use models or things that they can touch or manipulate. Technology supports these three learning styles; auditory, visual and tactile. Animated graphics of

Everyone has a different learning style. There are visual learners, auditory learners, and tactile learners. It all depends on one’s learning style to determine the best way for them to learn. Visual learners need to learn through reading or seeing pictures. Their way of understanding the lessons are to sight it with their eyes. For example, reading from textbooks rather than