Iep Reflection Paper

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

Differentiated Instruction is separated into two different principles: ongoing assessment and flexible grouping. (Allen & Dickson, 2013) Typically students are tested at the end of every chapter or unit, ongoing assessment test students throughout the entire chapter or unit. Assessing a student’s knowledge constantly helps the teacher gauge the pace at which a student learns or how will they are retaining the information. By using this technique teachers can determine how to continue teaching personalized to a student’s needs. Consistent assessment gives teachers a way to create classroom activities that are interesting, inspiring, and obtainable for students. The second principle is flexible

One of the two requirements from indicator 13 that is missing is the teacher did not inviting Lisette to her own IEP meeting. The teacher mentioned that the reason for not inviting Lisette was because she knew basketball practice. Regardless, indicatory 7 states that the students must be invited to their own IEP meeting where transition plans will be talked about. Their must be proof that an attempt was made to invite the student to attend the IEP transition meeting. If I was the facilitator of the meeting I would try to make an arrangement that worked with everyone schedule involved and also Lisettes. Having the student involved at the IEP transition planning is important, because there are discussions about her future and plans

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.

In the eighth grade I was diagnosed with a learning disability and was given a IEP. Even with the IEP I still struggled to maintain a passing grade through eighth grade and the first semester of ninth grade. During the ninth grade I was put into an academic support class and for the first half of the year I didn’t take advantage of it. I guess, at the time, I didn’t realize the importance of living up to my academic potential and always thought I was stupid and there was nothing I could do to change that. At the beginning of the second semester of my freshman year, my academic support teacher and I had a serious conversation about my future. I told her my plan to go to a four-year university and she didn’t take me seriously. She told me I was

Prior to this class, I did not know that students with disabilities receive transition services, nor did I know that this service existed. Transition services relate to the education and the training that the student with disabilities will need in order to accomplish their post-secondary goals. These goals are the students’ long term goals for living, working, and learning as an adult. By the age of fourteen, a student with disabilities must have their IEP updated with measureable goals and transition services. The transition service section of an IEP must also take into account the student's courses, learning characteristics, and strengths. Moreover, the students’ goals should not just focus on academic factors.In my opinion transition services

I used to teach three inclusion math classes and for me I treated the students like any other student, but I still followed their IEP. I had an awesome SPED team member who helped me make the necessary accomodations. I'm glad the book challenged you to look at your students individually. What I liked was when these students who had alearning disability performed better than my general ed students. I wish for you a less stressful year witha calm mind and courageous spirit to continue being an awsome

After performing a close reading of the assigned material, the key points of the readings were obtained. Chapter 7 focuses on taking the student to the next level of learning due to the student comprehending their work and achieving their goals. Signifying advancement on Individualized Education Plan (IEP) goals and objectives demonstrates that the student is learning, and the teaching is suitable. As the student advances through the school year, his/her strengths and requirements will alter. In addition, situations that arise in a student’s daily life can influence imminent decisions. Teachers can turn to grade level standards, task analysis of activities, or family and student interests to aid in determining the next phase. I learned

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,

“Differentiation provides a framework for responding to differences in students’ current and developing levels of readiness, their learning profiles and their interests, to optimize the match between students and learning opportunities” (Tomlinson and Jarvis, 2009, p. 599). Research has supported that adjusting content, environments, processes and final products addresses students’ differences. By incorporating differentiation in the classroom and school, students’ needs are addressed more fully and opportunities to excel are given.

Differentiated instruction is a modified teaching and learning to help students achieve the maximum development, growth and individual success by meeting the students where he or she is, rather than expecting students to modify themselves for the curriculum. (Tomlinson, 2004; Hall, 2002). It is used not only in specific lessons but throughout the course, a part of this lesson focuses on some students, and other parts are on other groups. Teachers need to adjust and adapt the lesson for the needs of large variety of students’ needs. However, differentiated instruction does not mean to create for every student a set of individual lesson or to shorten and lengthen the lesson for weak and struggling students (Tomlinson, 2001). Doing so causes a difference atmosphere and classification among the learners and may cause negative effect (Tomlinson, 2001). Also, teachers can vary different types of lessons during a unit with the aim to match the interests and learning styles of their students, but we do not and can not expect every lesson will meet the needs of every student (Nordlund,

“Differentiation provides a practical, achievable way for educators to teach in a way that reaches each student in their charge.”

“A key premise of differentiation is that virtually all students’ should have access to a curriculum rich with the ideas and skills valued by experts in a field” (Tomlinson & McTighe, 2006, p. 39). There is so much a teacher can do with differentiation in the classroom that will ultimately help all students because it is based on making sure that the student is successful and challenged at their particular level. This class has enabled me to see various ways that you can differentiate in the classroom once you get to know the students and what they are interested in learning within the confines of the curriculum. All of these different instructional strategies enable me as a teacher to be more flexible in the classroom.

Many school systems believe that the only effective way for students to learn is through direct instruction. This isn’t the only way, but it is the most common way throughout America. Direct instruction is the easiest way for teachers to instruct to a whole group and students are used to this type of instruction. But that style of teaching isn’t exactly the best way for students to learn and retain information. One of the most effective ways for students to learn is through differentiated instruction.