Differentiated Instruction In The Classroom

Grouping of students can be by learning style, interest, readiness, task, or other teacher determined criteria. Flexible grouping is one of the non-negotiables in the differentiated instruction

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 article, “Differentiating Instruction in Co-Taught Classrooms for Students with Emotional/Behavior Difficulties,” (2014) it discusses how a teacher or teachers uses co-teaching centers for teaching/learning purposes to help differentiate instruction in a classroom. The number of students are increasing in the classroom who have EBD which is emotional and behavior difficulties. Therefore, the article shows how beneficial have a co-teacher in the classroom to help plan, teach and assess.

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

What is if fair? This is a question that constantly plagues my life as a parent and educator. Children often have a difficult time understanding that equity and equality are not the same; however, this concept is essential to effectively parent or educate children. The time and attention given to one child is different from another child dependent on individual need and the child’s level of independence with the task at hand. Educators first need to know their students’ background, past experiences, and level of understanding. From this knowledge, teachers need to create an individual learning plan that meets the needs of the learner through differentiated instruction. Finally, it is essential to include parents’ input in this learning process.

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

I think that it is challenging and necessary to know your students one-to-one and not just another face for 180 days. Children will rise to the expectations given to them, but they will also fall in the cracks if not given any expectations. I think that it is important to give challenging and doable goals for the students and accommodate where necessary, but also be mindful that accommodating doesn’t become well, you wrote your name on the paper, and so that’s enough. Feed the desire to learn, offer new and different ways to find the answers…even if it is Ford Mustangs or it adds a few extra minutes to your planning and grading time. So what do I still need to learn about this method?

The strategies used by classroom teachers are based on the individual child, there is no golden ticket that works for every child. There are general guidelines to develop strategies that have proven effective for many. To start it suggested that well establish routines are important, the use of graphic organizers to aid in the gathering and odering of information, limit outside stimuli that may distract and consistent clear expectations are all highly recommended.

Mark’s teacher should begin by implementing differential reinforcement with Mark. Differential reinforcement is used to decelerate undesirable behaviors by reinforcing alternative behaviors. Reinforcement increases the likelihood that the behavior will occur again in the future. Therefore, these reinforced alternative behaviors are acceleration target behaviors. There are four main types of differential reinforces, including incompatible behaviors, competing behaviors, any other behaviors, and a low frequency of the undesirable behavior (Spiegler, 2015).

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

All learners in one classroom will have differing prior knowledge, skills, and learning rates, as they are all different individuals. Most importantly, as a teacher, I must know my student's skills, abilities, learning rates, and what they know to be able to differentiate instruction. There are different things that I can do while I am teaching, such as checking for the need to provide background knowledge and change the rate of my instruction, that will help meet the needs of each student. Also, it will be important to develop groups for reading and math, separately, that might differ for small group instruction so that students are grouped in similar reading and similar math abilities. Thus, differentiating instruction will be important to be sure that students are engaged and learning at their individual rate and level.

In this paper, I will be discussing the real value that instructional strategies have to offer. I will also be discussing my research on two scholarly articles that I have found to support my case. The two main articles that I have selected for this paper are peer reviewed and have created discussion in the past. My research has made it known that instructional strategies lean on effective teaching. Every student has their own way with how they learn. It can be challenging for a teacher, but there are different learning methods that help educators reach out to their students properly. While curriculum is the heart of education, but being able to teach effectively is the key. A teaching strategy is simply used to deliver important information

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

Based on my analysis of student learning I would use differentiated instruction to meet the needs of the variety of learners in the class as well as continuing to incorporate multiple learning styles into my future instruction. Based on the number of students (23% on both comparison chart and short response questions) who struggled to use evidence, I would teach a mini-lesson to the whole class on how to use evidence to support responses, in order to review and re-teach how to use evidence as a form of support using examples, modeling, and graphics to help students visualize the expectations. I would also teach a new strategy such as using a t-chart, one side for the for the facts and one side for evidence from our sources. This well help students

This lesson was created and performed for a JROTC Leadership class grade 9-12 and the DELTA Company in particular. The class contains 20 students with a configuration of two ELL Level 4 students and 18 regular students. This lesson was on students identifying the effects biologically and psychologically of drug, alcohol, and substance abuse. It was executed with a vocabulary differentiated instruction plan that involved many activities to activate vocabulary learning strategies. The lesson contained an anticipation guide, shared reading, vocabulary word map, and a vocabulary comprehension activities using technology. The lesson ended with the students creating a persuasive collaborate campaign advocating a drug and alcohol free zone for a school, workplace, or community.