Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow. The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that …show more content…
However, for some students’ modification using differentiated instruction may still be necessary. (Ashman & Elkins, 2008) Differentiated instruction or curriculum differentiation is another teaching strategy for setting up the learning environment in order to maximise teaching and learning. Differentiated instruction refers to curricula instruction, and assessment based on students’ abilities, interests and preferences. This strategy allows teachers to respond to each of the students needs and helps ensure that the learning process is successful for all. (Ashman & Elkins, 2008) Ashman and Elkin (2008) explain that differentiated instruction involves knowing, affirming and using students’ histories, experiences and contributions to create learning experiences that have a better learning-fit for students. Therefore teaching students not content. This is done by following the underlying principles of differentiated instruction, such as; recognising students’ abilities, culture, languages, motivations and interests to promote learning; creating a community of learners; adapting outcomes, tasks and teaching structures to respond to students existing knowledge and capabilities and finally making connections between past learning and life events to current learning and experiences. (Ashman & Elkins, 2008) Simply put, differentiated instruction is achieved by making
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
Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.
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.
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
Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.
For the content area of English, students need to demonstrate expertise and accuracy in writing for a variety of specific purposes and audiences, drawing on knowledge of linguistic features to explain and comment on choices made (Language in Use, 2010). To use differentiated instruction in English I would meet the content objectives by having my students make an oral presentation on any current issue or topic that they feel strongly about. I would not be the one grading them; they would be graded by their peers. This would not put too much pressure on my students because they would be able to choose the topic of their choice and they would not be speaking to me, but to their peers.
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).
Universal Design in Education Matthew Trotti Grand Canyon University: SPD 500 8/25/15 Abstract Universal Design is all around us, not just in some of the products that we use but also in education. According to one article “Universal design in education is a framework of instruction that aims to be inclusive of different learning preferences and learners” (Black, D. R., Weinberg, L. A., & Brodwin, M. G, 2015). There are so many different approaches that a teacher can use in the classroom involving universal design.
All in all, differentiated instruction is a method used by teachers to accommodate all the different learning modalities, levels of learning, cultural and language barriers and special needs often integrated in one classroom with one lesson plan.
The “Universal Design for Learning (www.udlcenter.org)” consists of a group of principles that require all children to receive the same form of education and learning. There are three main principles which aid in protecting students with disabilities. These three principles make sure that the students with disabilities receive the same education as any other student as well. The following will explain my opinion on the learning of all children and how the UDL principles apply to this.
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,
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
As teachers we should focus on the importance of creating supportive learning environments which instil the notion of inclusivity of all students, with or without disabilities. As students enter the classroom they bring a mixture of cultural, academic and behavioural diversity with them (Watkins, 2005). As teachers we need to embrace the unique qualities that each student holds and make the most of this diversity to enhance the learning outcomes of all students. This critical reflection aims to identify how teachers can set up the learning environment to specifically maximise teaching and learning for all. In correspondence to each idea mentioned, I will also reflect on some potential advantages and challenges that beginning teachers may