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

Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction.

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

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.

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?

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.

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).

As an educator it is imperative to provide students with instruction that fulfills their needs. These needs consist of the following: affirmation, contribution, power, purpose, and challenge. Through the implementation of differentiated instruction I am able to meet these needs and enhance learning experiences for my students. One approach to differentiation is the use of learning menus. Learning menus help students gain a sense of accountability for their learning and allows them to make decisions.

The writer identifies several principles to govern effective differentiation: • Flexible grouping students • Teachers collaborates in learning with students • Leaders providing professional development Flexible grouping is structuring the classroom setting

Example of Differentiated Instruction If I were teaching reading skills such as making inferences, I would differentiate the lesson by using leveled text to meet the developmental needs of each student. If students don’t comprehend reading materials, learning these skills would be extremely difficult. Therefore, struggling readers would receive leveled text where they are comfortable enough to understand and learn particular skills while advanced students would be challenged with complex texts. Example of Cooperative Learning For long and complex texts I would incorporate cooperative strategies such as the jigsaw, carousel, or think pair share methods. However, out of the several strategies I particularly like the jigsaw method.

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.