My I Decided For A Teacher

As a math teacher, I answer the following question at least once a week: “Am I going to use this in my life?” The first thing that comes to my mind is: “You will use math to pay your taxes, take your car to a mechanic, compare the number of hours worked and your paycheck”, among others. “When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoguing, and creating ideas in meaningful ways. Making learning contextual to real-world experiences is a key learning technique with differentiating for student interests.” (McCarthy, 2014). Knowing the interests of my students is essential for them in order to master the material being covered in class. In addition, this gives me the opportunity to create a differentiating classroom. A few months ago I talked with the administration in my school and I let them know that my desire is that students have the opportunity to go to college or university to complete a degree,

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.

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

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.

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

Teaching is not just about drilling a subject into the minds of those students you adorn the plastic seats in front of you each year;

Chapter one “Defining How Differentiation Looks in Today’s Classroom,” is an outstanding way to introduce this Best Practice book because

I have equally high expectations for all of the students in my charge. If a teaching strategy fails to work for a student in my room, I will find an alternative method. After all, I want each student to succeed, no matter what kind of effort I must put forth” (Brennan).

Use of differentiated instruction and technology to enhance learning outcomes. The teacher used an agenda and timer to maximize the time available for instruction. The teacher used cultural activities and technology to bring in multiple perspectives on the delivery of the content. The teacher also displayed promoting high expectations by repeatedly telling students what she expects of them. The teacher successfully addressed behaviors when they transpired. The management of classroom space and resources effectively for student learning was challenging. Many hurdles can play parts in managing classroom space; such as, arranging student desks with inadequate space. Adequate space, no safety issues, and less behavioral problems provided confirmation of how the teacher managed the space and resources for effective student learning. What if student’s inappropriate behaviors didn’t exist, would productive learning opportunities still be a measured component of the

She was faced with the challenge of teaching a wide range of learner pathways while striving to maximize the learning for all her students grades first through eighth. While what my grandmother faced over eighty years ago is an obvious exaggeration in differentiation; the reality is that each class room in our schools is a microcosm of that environment. Each student learns through different pathways and it is the role of each teacher to maximize their learning potential by differentiating their instructional practices. Hence, the teachers of my school must strive to connect students and academic content through a responsive instructional practice that is reflective of the needs of their students (Tomlinson, C., Brimijoin, K., & Narvaez, L.,

There are two generational groups of teachers that exist within the Teaching and Learning Communities of the current Education Industry. The model of working with students in education is no longer traditional but dynamic and involves the teacher and the school system becoming diversity based to deal with the multitude of different types of people that use the education system. This new paradigm shift has promoted a new look at the difference in the generations of teaching and learning techniques. The landscape of education is extremely diverse today in every way. Even when working in the profession whether it is a public system or chartered system, schools have to hire and staff their schools that are also diverse in scope and

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

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,