Principles of differentiated instruction (access differentiation, low impact differentiation, and high impact differentiation)- Differentiated instruction is important to meet the needs of all learners inside the classroom. Differentiated instruction involves getting to know all the students in the class and find ways to vary instruction and individualize it. Differentiated instruction also involves finding the supports to help students succeed. Access differentiation includes providing students with the help or support they need to have the same access to the curriculum as their peers. For example, a ELL student may need a bilingual dictionary in order to understand some of the new terms in the reading. Low impact differentiation involves …show more content…
Questions are used test students knowledge or comprehension on information. It also is used by teachers to assess students learning and if instruction needs to be adjusted to meet the needs of the students. Questions can be differentiated. There are different types of question. Liberal questions are fact based questions and include who, what, when, where, and why type questions. There are also literacy based questions which are based off of reading materials and focuses on the meaning of the text. Inferential questions involve students making interpretations about the information they are reading and reflecting on the material. (Salend, 2016, pg 300 ) Ponderable questions are based on dilemmas. For example, a teacher may ask what a character should do in their situation? Students can answer these questions and make predictions or inferences. There is no correct answer in these types of questions. There is also elaborative questions that uses students background knowledge on information. It is important to word and use questions that all different types of learners in the class can respond …show more content…
This strategy helps in comprehension and retention of the reading material. (Salend, 2016, pg 303) The s stands for survey which involves scanning the information such as the headings of the different sections, reading the first and last paragraphs, and looking at the visuals. This may make students familiar with the main idea they will be reading about. The Q stands for question and this involves students thinking of questions after they have survey the reading. This helps students determine importance and what they hope to learn through the reading. The 3 R’s stand for read, recite, and review. Students will read the material, then go back to look at important information, and then will review the material. This strategy can be very helpful with students who have difficulty reading or retaining what they are
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
In conclusion students learn in different ways and have individual needs therefore students need to be supported in various ways. Differentiated instruction focuses on the strategies, resources, materials and procedures that educators need to craft circumstances that can lead to success of every learner. Whereas personalised learning involves matching learning to the individual child. Both differentiation and personalised learning styles aim to create positive learning outcomes for all students.
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
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.
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House , 161-164.
Currently I am co teaching a fifth grade class of eleven students. The class is a general education class with four students who have disabilities. My main focus for the class is teaching the human body system and implementing writing into the class. Differentiation of instruction is something we need to show that we are implanting in our classroom. There are four levels of differentiation of instruction; content, process, product, and affect. What we teach, how we teach it; how students demonstrate what they have learned, and how students feel about what they are learning is what DI is about. Educators need to start by choosing the best content that will help all of their students. The content not only has to relate to the subject matter, but need to connect to their culture. The process is also a crucial component of DI and Santamaria feels that the best thing to do for the students is having them work in groups, but Utley took an individual approach to DI. Santamaria feels that cooperative learning stimulates learning. The last component to DI is the product. This could be as simple as allowing the students to present their final product
This article is written by a teacher and describes ways in which differentiated instruction can be implemented.
There are 3 phases of muscle reading. These phases have no special names but there are acronyms to represent each one. The acronym for the first phase is POQ, which stands for Preview, Outline, Question. Phase 1 is before you read you should outline what your reading and ask some questions before reading. The acronym for the second phase is FFA, which stands for Focus and Flag Answers. Phase 2 is used while you read you should concentrate on what you are reading and underline and highlight important things throughout your reading. The acronym for the third and final phase is RRR, which stands for Recite, Review, and Review Again. Phase 3 is used after you have finished reading you should go back over what you have read and repeat it to yourself
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
Essential questions are an idea unique to Grant Wiggins and Jay McTighe, which has taken flight in the educational world. The thought of using essential questions, is that the educator first, within planning, looks as the desired outcome, and then designs questions that are geared around students obtaining the desired outcome of understanding for each lesson. These questions should not be so open ended that students do not see the connection, but also allow students to use self-reflection and inquiry skills to draw an accurate answer to the question, while connecting it the with bigger picture of why learning that specific skill is important. Essential questions are doorways to learning in the sense that it opens up avenues those students may not have had the ability to pursue in previous classes or schools. The questions are designed to be up to interpretation based on the specific learner, and not all students will respond in the same way, based on the individualities and past experiences of each student.
This can be done by asking students what one might consider as ordinary questions, but in fact they carry a high thinking potential. Questions such as What’s going on here? or What do you see that makes you say so? calls for different perspectives regarding a topic, encouraging students to put forward their ideas. 6.
This standard requires a teacher to really understand his/her students especially through the ways they grow and develop. It is important for them to understand that every student is different and therefore, will learn in their own ways. The teacher then learns to meet the needs of all students specifically by creating learning experiences for all to comprehend. Differentiated instruction would be helpful in a classroom in order for the teacher to meet the needs of students who have differences when it comes to interests, readiness and learning needs.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having