Differentiated Instruction About Implementing Practices And Teaching Strategies

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

If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they 've learned (Differentiated Instruction, 2015). However, does this all end when we become educators and then magically educators learn in the same manner? The ultimate goal of professional development is to strengthen the practice of teachers in order to raise the achievement of students (Darling-Hammond, 1997a, 1997b) (Sever, 2010). Effective school leaders not only adopt differentiated instruction in the classroom, but also for all professional development for their staff, ensuring the success of all professional developments offered.

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.

These two elements of classroom are intrinsically linked, as differentiated instruction is well suited to the three principles in UDL. By focusing on CAST’s three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn, from gifted and talented to those providing more support in special education programs.

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

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

Differentiation can be guided by a teaching assistant. The teacher will plan guided reading sessions

According to the article Differentiated Instruction: A Primer, I learned from Sarah Sparks how to evaluate students and come up with strategies with the use of differentiation instruction. Sparks states, “Differentiated instruction is the process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them” (Sparks, 2015). Sparks explains how individualization is used by teachers for breaking material down into smaller steps to see which students are on different paces. Teachers use differentiation by giving students a variety of different material covering the same subject to see the students’ strengths, needs, and interests.

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.

Implementing differentiated instruction for reading in the classroom is important because students have different ways of learning. When implementing differentiated instruction in the classroom, it is a way of meeting the individual needs of the students. When the teacher use few methods of teaching how to read, then not all types of learners will gain that knowledge. The steps of implementing differentiated instruction for reading in your classroom may be challenging for many teachers.

I can incorporate elements of powerful teaching and learning into my practice by involving students in the learning and at the same time ensuring that the material helps them think for themselves. As a future teacher, I will always find methods to make learning important, accurate, and valuable to students. I will find what students are enthusiastic about and then use those interests as inspirations to increase engagement. Whether a student is passionate on one thing or has probably few areas of interest, there are many easy strategies that I can use into my curriculum. I truly believe that every student learns different ways. So it is very important for me to use in the classroom differentiated instruction, especially for those students with special needs. Differentiation is the best way to engage all learners successfully. I will also include engagement in the classroom. This is a good way to involve students in the classroom and to stay engaged in their learning and develop greater skills. When students are taught to control their behavior and work independently, the environment in the classroom is peacefully and easy to teach. I am looking forward to incorporate all these teaching strategies in my

According to Schleicher (2012), “The school leader defines the school’s educational goals, ensures that instructional practice is directed towards achieving these goals, observes and evaluates teachers, suggests modifications to improve teaching practices, shapes their professional development, helps solve problems that may arise within the classroom or among teachers, and liaise with the community and parents. They are also in a position to provide incentives and motivate teachers to improve the quality of instruction”. School executives are responsible monitoring informal observations, formal and summative evaluations, and data analysis.

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,

The nursing profession is always evolving; therefore, nursing education should also evolve. The nursing profession has changed from a focus on bedside care to a focus on technology, and now a focus on excelling at care integrated with technology. This paper will identify current teaching strategies, and discuss the potential effects of the integration of new teaching strategies in my own classroom.