How Differentiation Is A Risk Of Being Too General Or Give Up Detailed Definitions?

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

Harry Brighouse develops the idea that the contemporary education becomes more and more diverse and educators have to develop new approaches to teaching. In this regard one of the main ideas developed by Brighouse is the idea of the differential approach to students and learning process. Students have the different background and they need different approaches being applied to their learning. To put it more precisely, Brighouse argues that “people’s personalities vary on many dimensions: exuberance, spontaneity,

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

In order to fully explain differentiation it is important to turn to The National Curriculum and look at what has become known as the ‘general inclusion statement’. This statement contains a statement that defines inclusion as “a demand on teachers not to ignore the three principles of inclusion (below) in their planning” Session 1 / Inclusion, the individual and the environment. In short, these three principals are: To set suitable learning challenges, to respond to pupil’s diverse learning needs, and overcoming potential barriers to learning and assessment for individuals and groups. In other words teachers are expected to develop lessons

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

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.

The most effective method of differentiating is to ensure that resources and assessment methods, as well as teaching and learning approaches meet individual learner needs. According to Francis and Gould (2013) setting a single objective for a whole group will not be appropriate for all learners, due to the diversity of the group, therefore, as Gravells (2008) suggests we must identify the learning needs, styles, aspirations and potential of our learners. At this very stage, any barriers and boundaries should be identified, so the teaching and learning approaches, assessment methods and resources can be planned accordingly.

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).

Nash Central Middle School (NCMS) is public middle school with many diverse groups of students. At NCMS, the motto is Student’s First and as Tomlinson states, “the practice of differentiation is rooted in a student-centered philosophy or ethic of teaching”(Tomlinson, 2010). Moreover, a primary school improvement goal and focus for the 2015-2016 school year is to provide professional development for teachers on differentiating instruction. The Collaborative Professional Learning Project researched and conducted by this candidate provided an introduction to differentiation as well as gave valuable resources related to implementing differentiation.

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,

The majority of my teaching career has been spent a public school that firmly believes in Jay McTighe’s backwards design model. At the beginning of the school year, my colleagues and I would explore our content standards, determine power standards, and create essential questions that would drive our units. We would plan our lesson around the skill students should know at the end of the unit and plan assessments that would test students’ knowledge. There was never any discussion on how we would differentiate these lessons for students. One thing that I have learned from Carol Ann Tomlinson and Jay McTighe is that differentiation and backwards design should work in tandem to provide “powerful knowledge that works for each student” (Tomlinson & McTighe, 2006, p. 3). In a conversation with both experts I would discuss the learning I have gained as a result of studying their work.

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