Student Diversity For Students With Diverse Backgrounds, Age, And Abilities

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.

In utilizing differentiated instruction, teachers can prepare materials for student variation in readiness levels, benefits and learning profiles. This is in a classroom where all learners are incorporated and can be effective. In completing this task, a teacher arranges different expectancies of achievement for students when completing assignments daily and is centered on their specific needs. In order to understand the framework in preparation for differentiated instruction, identifying with how our students learn and what they recognize, (pre-assessment and continuing assessment) are important. This offers response for both the educator and the student with the definitive goal of enhancing student learning (Tomlinson, 2011).

Although I have made many positive changes these last few years, there is always room for growth. I found this apparent, as I have witnessed outstanding role models through the university. There is simply no ending point or “final” destination, when it comes to growing and working on your own faults. Therefore, I hope to take what I have learned from my past and college, and be able to continue to find ways of dealing with diversity in a professional manner. Knowing this, it is both exciting and frightening experience, especially knowing the many situations that are to come. However, I hope that I can take each encounter, and be able to learn to become the best role model a teacher can be for each student. I hope that each student, no matter their background, can feel as if they are welcome and accepted into the classroom. I also believe that the university has made tremendous strides to make this possible, especially assigning us classes that directly deal with diversity. In opportunities of mentoring, volunteering, and observations, I have been able to experience early on what it means to be a role model, in a diverse setting. The topic of diversity and this method of currere are extremely important, not only for myself, but also the students of the future. To understand diversity, you have to understand yourself. It is not a simple

Before introducing the Think-Pair-Share strategy to the students, decide on your target for this lesson.  You may choose to use a new text that the class will be reading, or you might want to develop a set of questions or prompts that target key content concepts that you have been studying.

I will add a strategy to the lesson to promote learning. I will add questioning to the group work and the Power Point activities to promote higher level thinking skills. This will allow students to think about their answer and explain why they think it is correct. They will also be able to ask one another and the teacher questions to clarify information.

Since I’m participating in a maters program I was under the assumption that the program is “designed to focus on applying, analyzing, and evaluating critical concepts” according to the Bloom’s Taxonomy which surpass the simplicity you imply (“Being a Graduate Student at GCU nd pg. 3). My post was written with that analytical scrutiny to terms which have specific meaning. Words lead to ideas and consequence or behaviors. Therefore, you might presume that my post was “philosophical” in nature however, due to the wording of the post one must define their terms. Beginning with the word accurate which was used in the beginning of the post which stated “How does accurate understanding of student diversity….”. Which implies one should be accurate

There are red people, blue people, green people, yellow people, big people, short people, and round people. No two people are alike so why do we teach every student the same way? Differentiated learnings allow each student to the best way that works for them as oppose to a one size fits all learning style. Differentiated Instruction is where classroom teachers make multiple attempts to meet the needs of students where they are in the learning process and move them along quickly and as far as possible in the content. It promotes a high level and powerful curriculum for all students but will vary from level of teacher support, task complexity, pacing and based on student readiness, interest (Tomlinson, 2000). Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies. It is all about meeting the student where they are at and teaching each student in a way that best fits them with and growing their individual success. The ultimate goal of differentiated learning is to maximize the capacity of each learner by teaching. In this article, we will talk about best way to begin differentiation instruction as a teacher, ongoing assessments, learning styles and, adjusting the content, process, and product, and by using different teaching strategies such as learning centers, flexible grouping, and tiered

Diversity is how we are all different in our own unique way. The concept of diversity encompasses acceptance and respect. It is about recognizing our individual differences, and working together to forge a better future. Colleges should aim to establish a climate of diversity and inclusion on school campuses, so that every student, regardless of background, race, religion or language feel safe and a sense of belonging. Colleges with a diverse student body helps improve the academic performance of students and better student collaboration. Queens fostering a diverse community of students, will help in creating a conducive learning environment for students and staff. It will improve the overall performance of students and create a more collaborative

Strategies are established to achieve this effectiveness, instruction needs to be planned, upfront and straight to the point this enables students don’t miss valuable information (Gagen 2008).

Instead of looking at growing diversity as a setback or challenge to improving education in this country, let us recognize the benefits it brings to our schools. Diversity enhances the educational experience. We absorb new information from those whose understandings, philosophies, and perceptions contrast with our own, and these lessons can be imparted most effectively in an abundantly diverse scholarly and social atmosphere. Diversity encourages personal development and a healthy society. Diversity defies stereotypical presumptions, it inspires critical thinking, and it serves to teach students how to communicate successfully with individuals of wide-ranging upbringings. Education within a diverse environment helps students to become flexible and adaptable within an increasingly complex, pluralistic society. It fosters shared respect and cooperation, and it helps facilitate societies whose members are judged by the value of their character, not the qualities of their race, culture or gender. John Dewey summed up the responsibility we have to promoting

The information provided in this assignment will allow me a better understanding of the variety of ways a student can learn. This will impact on my future as it will allow me to become a more successful classroom practitioner and allow me to recognise and cater for a variety of styles in

When applying to a school, one of the main priorities I have is it must offer me opportunities that allow me to grow as a student. These opportunities can range from letting me make connections with people of different demographics or exposing me to a diverse field of research in biology. The University of Wisconsin-Madison truly does just that, even beyond my expectations.

Differentiated instruction is the system of learning that realizes that each student is different and that learning is most effective when catered to their individual needs. Individual differences include motivation, learning proficiency, background knowledge, interest in learning, experience with learning, and so forth. The challenge is that the teacher has a diversity of students in her classroom and catering her learning to each individual student can be frustrating at the very least if not seemingly impossible. This is where differentiated instruction steps in.

Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn.

In both theory and application, the differentiated instruction has its own great benefits, especially it is used to engage the students in learning, motivate them as well as create interesting learning atmosphere which altogether lead to the improvement in their learning and achieve the goal of learning