Three Levels Of Differentiation In The Classroom

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

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.

Differentiation is the tool used by educators who recognize that all students come to them with different readiness levels and learning styles. It allows us to meet the needs of each individual student while meeting the standards developed by state and national education associations. Additionally, there are many different types of differentiation that can be used in a classroom: teachers can create learning centers, use differentiated assessments, and develop anchor activities, etc. Currently, I utilize differentiated assessments, but my goal for the upcoming school year is to utilize more learning centers and to incorporate anchor activities into my daily classroom routine.

The Elements of Differentiation (Tomlinson, 1999, pp. 9-14) are the key aspects of a differentiated classroom. There is not one element of differentiation that is more important than the other and a few will naturally fall into place simultaneously as

All learners in one classroom will have differing prior knowledge, skills, and learning rates, as they are all different individuals. Most importantly, as a teacher, I must know my student's skills, abilities, learning rates, and what they know to be able to differentiate instruction. There are different things that I can do while I am teaching, such as checking for the need to provide background knowledge and change the rate of my instruction, that will help meet the needs of each student. Also, it will be important to develop groups for reading and math, separately, that might differ for small group instruction so that students are grouped in similar reading and similar math abilities. Thus, differentiating instruction will be important to be sure that students are engaged and learning at their individual rate and level.

Differentiated instruction is the way the teacher techniques to learn. Every child learns differently and will not learn on the same pace this is when differentiated instruction takes place. Teachers should enhance their materials and lesson plans so that all children are able to learn successfully. By teachers using differentiated instruction with her students when they are tested it will show rather or not the student comprehended the lesson. It shows if the teacher accommodate her students the proper way.

Differentiation is a flexible process that includes the planning, preparation, and delivery of instruction to address the diversity of students’ learning needs within the classroom. Through differentiated instruction, teachers take into account who they teach, what they teach, where they teach, and how they teach. To obtain a better understanding of differentiation, Carol Tomilinson explains what differentiation is not. One method that differentiation is often confused with is individualized instruction of the 70’s. Individualized instruction sought to do something different with each student within the classroom (Tomilinson, 2005, p. 2). Although both individualized instruction and differentiated instruction required planning, differentiated instruction does not assume a separate level

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

Today in education different abilities are being acknowledged on a regular basis. So a common description being used for the “perfect” classroom which accounts for the variety of instruction and activities is a differentiated classroom. This phrase is thrown around and many teachers may not understand how a differentiated classroom works. “In a differentiated classroom, the teacher assumes that learners have differing needs.

It is an instructor’s job to ensure students’ progress in their knowledge and abilities of the cirriculum by focusing on standards they must master throughout the school year. It is well known in the education world that successful teachers take time to know their students and develop well thought out lesson plans that consider their students individual needs as the focal point of design. Instructional scheme in a differentiated classroom is achieved through four main criteria: content, student interest, classroom environment, and instructional procedure. Differentiated instruction is a feasible strategy when considering the variety of learners in a typical classroom.

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

Students are different, just like people are different. There are many varied groups of students in one classroom. Differentiated instruction is a process for teaching and learning for students of differing abilities in the same class (Hall et al., 2011). The intent of differentiating instruction is to maximize each student’s growth, and individual success by meeting each student where he or she is, and assisting in the learning process (Hall et al., 2011). Instruction is differentiated in classrooms through content, process, products, and learning environment. Teachers must adapt curriculum and lesson planning to meet

Differentiated Instruction is a student focused way of thinking of teaching and learning. It is important to establish clear and concise guidelines for independent and group work, as well as movement within a classroom. I will also discuss guidelines in general that I would setup for these areas.

Differentiated instructed is not a new concept, it is an old philosophy based on the premise that educators must adopt instruction to student differences, which include but not limited to interests, readiness levels and learning preferences. Cord Ann Tomlinson, associate professor at the university of Virginia and author of the 1999 ASCD book.’’ The differentiated classroom, responding to the needs of all learners’’ breaks down curriculum into three categories, content, process and procedure.

I believe that differentiated instruction promotes a great impact on students learning experience. To maximize effective learning, it is important for teachers to modify instruction to customize the effect to match a particular developmental level of a student. Differentiated instruction maximizes the learning experience of each child and gives students the opportunity to interact and participate in the classroom in a richer way; therefore, I believe all teachers should reach every student through differentiation. I strongly believe differentiated instruction will raise the bar for all learners and benefit both learners and teachers.