Differentiated Teaching Assignment

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

All students deserve a rewarding learning experience regardless of race, gender, economic status, or physical disability, for this reason Walnut Ridge Elementary school implements researched based practices such as differentiated instruction to help meet the individual needs of our students. Teachers are being made aware of the fact that diversity can have a detrimental impact on learning. Through the implementation of differentiation, we are able to expand the learning experiences for all diverse populations, thereby expanding educational opportunities for our students.

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.

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.

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.

Each year, our staff chooses a curricular focus. Each staff member signs up to share their ideas and lesson samples with staff members. For example, last year our focus was on vocabulary instruction. Each teacher was assigned a different staff meeting to bring ideas and share their strategies with staff members. While this year's focus has been determined, I will suggest making differentiation a focus for next year's staff meetings. My rationale for this suggestion will come from the survey results listed in Appendix A. Some survey questions were answered without one educator designating a level 4 usage. These areas included knowing students' learning preferences, adjusting pace of instruction based on student need, allowing choice topics to motivate students, and using tiered assignments (Appendix A). The results of this survey indicate that differentiation is a topic we need to be discussing openly and addressing. While many teachers may feel overwhelmed by current changes taking place in our district, Heacox (2009) reminds us that we can slowly implement changes by choosing one new differentiation strategy over a grading period (pg. 165). This would allow teachers to make changes without feeling overwhelmed in overhauling their current curriculum. Furthermore, one demographic may suggest why some of our survey results were so low. Many of our teachers have been teaching the same course and same curriculum for many years. All participants surveyed have been teaching for fifteen or more years because our staff only has two novice teachers - one including myself - who have each been teaching for five years. It can be easy for teachers to become comfortable with curriculum - especially when so many changes happen every year at the building, district, state, and national levels - and continue

Differentiation is an advanced form of scaffolding designed to meet each students level and ability. Pearl Subban proposes that teachers can create a model of differentiated instruction to increase academic diversity. Subban reports that,“ current educational trends across the globe reflect significant changes in student populations from two or three decades ago” (2006). In the 21st century we have the inclusion of students that range from english language learners, special needs students, and gate students. In order to differentiate instruction, we must recognize student’s diverse cultural backgrounds and how that plays a role in adjusting curriculum to meet the needs of all students. Subban’s work clarifies or makes apparent the gap between the learning stances of responsive teachers who do not want to change their

In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I

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,

Within a scheme of work differentiation must also be used as this is an approach to teaching that attempts to ensure that all the learners learn well despite their many differences. Having the ability to differentiate within teaching is a great attribute as “A teacher who understands what helps a learner learn will be a better teacher because they recognize differences and are prepared to alter

When we started this eight week course about differentiation I already had a lot of background information on this subject. I did learn a few things about how to help my colleagues jump on the bandwagon of differentiation. By helping my fellow teachers change their mindset towards planning with differentiation in mind I am making a positive difference in my students’ educational experience. When differentiation is used properly students are taught lessons in ways that are both meaningful and specific to the students’ educational needs. Differentiation is a great tool that teachers can use to help decrease the educational gap between students skills and the grade-level standards that they should be meeting.