Introduction
Differentiated Instruction is a succeeding teaching style; teachers instruct according to a system that a student will get the best results. Neurologically everyone learns in a different way. A teacher’s objective is to guarantee that maximum potential from every pupil is reached. Teaching adolescent students is a vital time period to assure that they reach understandings and discover the way that they learn best, because this is ordinarily the peak of their neurological development. This teaching style is a way for students to find the joy in learning. The lasting goal with Differentiated Instruction is that every student has the ability to learn, and to further this learning by exploring their options to pursue postsecondary education. Differentiated Instruction is a quintessential teaching style in an adolescent learning environment, to learn the core curriculum, prepare for college, and to gain useful learning skills.
Discussion
Core Curriculum
Differentiated Instruction assures that the vast majority of students fulfill all core requirements, achieving the initial goal of the core curriculum. The common core curriculum varies from state to state; this initiative is to insure that students are capable of meeting the standard in various subjects taught in schools. There are assessments given for each grade level, and a specific percentile is expected to have been met. The assessments measure whether the student has met the standards of their specific grade level. Differentiated Instruction is a tactical approach in which teachers try to alter the way the curriculum is being taught, maximizing the learning that a student will take from the class. (Allen & Dickson, 2013). Teachers have to find a way for each st...
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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.
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
...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.
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
It targets all the students’ needs without leaving anyone out. Differentiated instruction allows educators to plan activities and lessons that provided a higher order of thinking to their students. This course has provided me with a wealth a knowledge that I can pass on to my co-worker by showing them first hand through learning activities how to differentiate content, process, and product. In the article Moving to Assessment-Guided Differentiated Instruction to Support Young Children 's Alphabet Knowledge by Shanye Piasta, provided a great reason why early childhood educators should differentiate instruction. Piasta,( 2014)
Personalizing learning for students takes the idea of differentiating instruction to fit the needs of your students is vitally important to fostering an environment that makes ...
When looking at learning disabilities, communication disorders and giftedness, you would not normally think a gifted student as needing special services. Unfortunately so much time is spent on disabilities that the gifted student can be forgotten about. That is why the federal government does include the gifted with special education. In all three situations, intervention is needed to ensure that the students get the most out of their educational experience. Hopefully, as schools get more accustomed to dealing with inclusion and meeting the needs of the disabled, they will spend more time, identifying and helping the gifted.
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...
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
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From my observations week by week I have noticed the teacher differentiates learning to help her students engage using their personal interest and attitudes towards school. For example one of the students Darian is not asked to sit on the rug like the rest of the students as he is more focused when he is sitting in a desk rather than on the rug. Because Ms. Diaz has had this specific student for the second year she understands that he functions better in his seat than he does on the rug. I also realized the teacher sets goals for her students giving them the sense of feelings that they have control over their learning and what is being taught in their classrooms. Because Ms. Diaz is a big supporter on peers helping one another, the students
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Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
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