Differentiated Instruction In Education Chapter 2 Study Guide

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.

Sheltered English: An instructional approach that engages ELL’s above the beginner level to develop grade level academic and language skills. Promoting this strategy in the classroom, the teacher should use clear, direct, and simple English with a variety of scaffolding strategies to communicate meaningful input in the content area to students. (see http://www.brown.edu/academics/education-alliance/teaching-diverse-learners/what-sheltered-instruction)

Artifact 1: Artifact 1, under Tab E: Instructional Planning and Strategies is the IEP Final completed in the graduate course ELSE 6073 Educational Procedures for Moderate and Profound individuals. For the IEP project, participants were provided information about an individual diagnosed with a severe disability. Based on the information provided, candidates were asked to develop IEP goals and objectives based on the student’s individual needs. Additionally, participates were to complete a final IEP for the selected student, incorporating the seven steps in the IEP completion process.

The school I am currently at has an IEP incident rate of 74. Knowing that many students in my school have IEP’s as well as many students in my classroom, It will be beneficial to these students to use a variety of instructional strategies. From what I have seen already being implemented in my classroom, these students learn best when they can have more one on one instruction. This would be done through small groups. One way I would be able to implement this is by using small group instruction during reading and vocabulary lessons. At my school, this is called pathways to reading. This would allow me to give students who have IEP’s more one on one learning

The National Curriculum Council (2000) defines differentiation as "the process by which teaching methods, resources and curriculum objectives, are planned to meet the needs of individual pupils". ‘Differentiation is the process of recognising effective strategies to meet targets, with each student’, adds (Weston 1992). Visser (1993) links differentiation to the methods that teachers choose to match the individual learner’s needs, within a group situation’. These three comments focus on individual needs and also suggest the complexity of attempting to get to grips with the implications of differentiation – let alone trying to define the term. In taking a critical view, the oppositions and tensions surrounding differentiation become even trickier.

I like that you answered all the questions in a short and straight forward way. This was easy to understand and enjoyable because it is different from everyone else.

Traditional standardized classroom instruction provides a simple means of evaluating and categorizing students’ capabilities and progress; but focuses more on following specific procedural steps, rather than on promoting a student’s analysis, evaluation, decision-making and problem-solving skills. With the rapid advances of technology within the aviation industry, “...the learning and development needs of the industry have advanced and in order to produce better trained staff more quickly, airlines must radically rethink the way in which training is delivered (and must ultimately train more efficiently)” (Webanywhere, 2012, p. 6). This is most evident with regards to pilot training, where simply mastering standard operating procedures (SOPs)

Clear strategy teaching is at the ultimate of good comprehension teaching. "Before" strategies inspire students' previous understanding and set a willpower for reading. "During" strategies benefits students in creating connections, monitor their understanding, create questions, and also stay motivated. "After" strategies offer students a chance to review, question, reflect, debate, and reply about text.

In this chapter, what stood out to me the most is “differentiated instruction” as outlined by Woolfolk (2016, p.553). In the Glossary of Educational Psychology by Anita Woolfolk, differentiated instruction is defined as “a flexible approach to teaching that matches content, process, and product based on students’ differences

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

Approaching instruction with clear instructional goals, or to borrow a phrase popularized by Stephen Covey, beginning with the end in mind, not only makes intuitive sense but is well supported by research. In his 35 years of meta-analysis on research in education, Robert Marzano (2003) identifies a guaranteed and viable curriculum as one of 11 factors with a proven track record of increasing student achievement. Marzano (2003) defines a guaranteed and viable curriculum as one in which

To be the best, is constantly changing. What was the best yesterday is not the best today, therefore one must possess a growth mindset. Tomlinson and Allan (2000) stated whatever does not change does not grow, and whatever does not grow atrophies. Many schools and classroom are atrophying because there is a lack of a growth mindset. There is compelling knowledge developed in recent generations on how students learn, including gender, starting point of readiness, culture, motivation, ability/disability and socio-economic status. These are some of the reasons why a differentiated curriculum is absolutely necessary. Differentiated instruction is a framework or philosophy for effective teaching that involves providing students with different avenues to acquire knowledge. By considering varied learning needs teachers can develop personalized instruction so that all children in the classroom can learn effectively. Another way to describe a differentiated classroom is a classroom that responds to student variety in readiness levels, interest and learning profiles. Such a classroom includes all students and has the greatest chance for success. This is accomplished by the teacher setting different expectations for task completion for students, based upon their individual needs.

When planning the content and the teaching methods to be employed in the delivery of this course, it has to be borne in mind that a great number of teenaged mothers have not completed high school. Therefore, the course has to be presented in a simple manner. According to De Young (2009), if the learner cannot comprehend the written material, the materials are of little value and result in non-compliance. In addition the fact that they are teenagers means to make the course effective the course need to be presented in a dynamic “colorful” way to attract the attention and which will make an impression. Use of audio visual aids, power point presentations, some handouts, use worksheets, quizzes, group discussions, and some practical exercises would be beneficial in teaching the class. I would also include a guest speaker such as expert in midwifery and even any new mother who have gone through the same experience. I will also make use of digital imagery to show teenagers what a fetus looks like at certain stages, etc.