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Importance of sign language in the community
Importance of sign language in the community
Significance of differentiation in classroom context
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Recommended: Importance of sign language in the community
During the course of this class and a previous class I’ve been learning and researching the
importance of differentiated instruction. It is by no means a new concept maybe just a new term.
Take a one room school house, years ago. There were no separate grade levels. Everyone was in
the same classroom with one teacher and the teacher taught to meet the needs of each student in
the room. This was differentiated instruction; they just didn’t know it at the time. Differentiated
instruction comes from the belief that there are differences among students, how they learn,
learning preferences, and interests. “The purpose of schools should be to maximize the
capabilities of all students. Differentiated thinking empowers teachers to be responsive rather
than reactive to the unique and individual personalities, backgrounds, and abilities found within
students.”(Anderson). Through my experiences, research and assessments, I will analyze the
importance and effects of differentiated instruction.
In 2004 I received a position as an Interpreter for the Deaf at a local high school. This was my
first taste of the educational system. I continued to work there as the sole interpreter for three
years. Working as an interpreter, I was simply a conduit for language. I couldn’t help my student
in any way. I was there to break the language barrier and it was against my code of ethics to do
any other than that. I wanted more than that. I wanted to be able to help my students and
make a difference in their lives. In 2007, I moved to San Antonio, TX where I was hired on as an
Instructional Assistant for Northside Independent School District in their Regional Day School
Program for the Deaf. After working there for ...
... middle of paper ...
...thinking empowers teachers to
be responsive rather than reactive to the unique and individual personalities, backgrounds, and
abilities found within students.” (Anderson)
Works Cited
Anderson, K. (2007). Tips for Teaching: Differentiating Instruction to Include All Students.
Preventing School Failure. 51(3), 49-54. Retrieved from Academic Search Complete
database.
Benjamin, A. (2006). Valuing Differentiated Instruction. Education Digest, 72(1), 57-59.
Retrieved from Academic Search Complete database.
McQuarrie, L., McRae, P., Stack-Cutler, H. (2008). Differentiated instruction provincial
research review. Edmonton: Alberta Initiative for School Improvement.
Rock, M., Gregg, M., Ellis, E., Gable, R.A. (2008). REACH: A framework for differentiating
classroom instruction. Preventing School Failure, 52(2), 31-57.
books until my eyes became blurry. At my age, studying a new language was indeed not
This discussion reminds me of the time that I helped my niece with her homework after her mother would get frustrated that she did not understand how to solve First grade math problems. This is where differentiated instruction and DAP come into action as each child learning differently and where a teacher or parent should remain composed even if you get frustrated. Differentiated instruction provides children with numerous options when learning fresh information, while Developmental Appropriate Practices is where we use the knowledge about how children develop to construct learning programs that are suitable for both their age and mental development.
When I first came to this country, I wasn’t thinking about the language, how to learn it, use it, write, how I’m going to speak with people who are next to you and you want to talk to them. My first experience was in Veterans School, it was my first year in school here in United States, and I was in eight grades. The first day of school you were suppose to go with your parent, especially if you were new in the school, like me. What happened was that I didn’t bring my dad whit me, a woman was asking me a lot of questions and I was completely loss, I didn’t have any idea of what she was telling me and I was scare. One funny thing, I started cry because I fell like frustrate, I didn’t know no one from there. Someone seat next to me, and ask me in Spanish what was wrong and I just say in my mind thanks God for send me this person, then I answered her that I didn’t know Engl...
More importantly though, Dominic’s carefree attitude taught me not to be too self-conscious about my language difficulties. Because of him, I began talking to people again and tried my best to tell stories, crack jokes, and ask questions, even when I did not always understand the answers. My English speaking abilities began to flourish as I now considered my vocabulary to be a tool box used to make myself noticed. Soon, I was known as the "Foreign Kid" around school, a title I was oddly proud of. People started recognizing me in the halls, I made new friends, I talked as much as I could, and eventually I became
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
I clearly remember my first day in an American school— a little thirteen-year-old boy, who was shy to speak and tried to avoid any questions. Some of my classmates understood that English was my third language and tried to support and encourage me. However, others
Similarly, the readings also provide relevant insights about the associated roles and responsibilities that educators have to fulfill in order to create a differentiated classroom. Specifically, it may involve addressing key issues such as communication, assessment, instruction, standards, and other related principles that influence the acquisition of information and learning (Tomlinson, 1999). These elements act altogether to create a classroom that is conducive to change and recognizes the value and potential of differentiated classroom to the needs of students today.
OT professionals, I realized this is a field that encourages creativity, empowers individuals, and values of
On June 6, 2017 I left for my trip to the Dominican Republic off on a 10 week journey. I worked within a school teaching 4 year olds in the morning and worked alongside first grade through fourth grade students who have either learning disabilities or are new to the school. The school is a multilingual school teaching both English and Spanish along with basic studies.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
From the age of thirteen until eighteen, I was in school. I received my series seven license at fourteen, then my bachelor's degree at fifteen, an M.B.A at seventeen, and became a C.P.A. at eighteen. When I came back to California, I was fluent in five languages, Japanese, Spanish, Portuguese, and French, not to mention English. My parents then knew that their money was well spent, and found a respect for my intelligence that was abundant.
A teacher who is differentiating understands a student’s needs to express humor, or work with a group, or have additional teaching on a particular skill, or delve more deeply into a particular topic, or have guided help with reading passage-and the teacher responds actively and positively to that need. Differentiation is simply attending to the learning needs of particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it basically alike.” (Tomlinson & Allen, 2000, pg.4). The whole point of the differentiating philosophy is to achieve maximum learning gains, and to have the ability to close the learning gaps that students have. In education, we have struggled for a very long time with meeting the needs of all
program at Kaiser Permanente, where I had the unique opportunity to shadow and learn from the
My time observing was not only educational for me on how to become the teacher I desire to be, but as well as how to better myself as a student and improve my own learning. I observed some wonderful learning tools that I have since implemented into my own education to develop my own learning.