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Thesis On Differentiated Instruction
Differentiation as a teaching strategy
How Differentiated Instruction Can Work and Fail in the Article Mapping a Route Toward Differentiated Instruction by Carol Ann Tomlinson
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Recommended: Thesis On Differentiated Instruction
Reflect on your own teaching and describe how you differentiate instruction in each of the three areas that our chapter says can be differentiated. BE SPECIFIC! The textbook states, “differentiated instruction is (a) not a recipe for teaching, (b) not an instructional strategy, and (c) not what a teacher does when he or she has time. Rather, it is a way about teaching and learning…” I completely agree with this statement, differentiated instruction should occur daily and with every lesson. I have to admit that I did not always understand differentiated instruction nor has differentiated instruction always been reflected in my lessons, but it’s not until recently that I began to strategically design lessons with differentiated instruction …show more content…
463 I find that this is evident the most in physical education, as students have varying degrees of motor skills, athleticism, and knowledge of physical education concepts. The textbook describes three elements of the curriculum that can be differentiated, known as; content, process, and product. Listed below is a detailed example of a plan that is differentiated to meet the needs of all students-In the past I’ve found this lesson to be overall effective as it relates to student differentiation. The content area for this lesson is physical education and the grade level is fourth grade. The featured unit is ping pong and the class consist of 21 students. The lesson duration is approximately 45 minutes-students meet for physical education weekly. Content The textbook states that, “Several elements and materials are used to support instructional content”. At the start of the lesson students enter the gym and immediately begin to perform stretches in whole group instruction. While students are performing stretches, I usually have some type of muted video playing to give students an idea of what skills they can expect to work on for the day. I find that the videos are a great way to introduce the lesson and increase anticipation for the
For this lesson I still need to learn how to analyze instructional goals and differentiated instructional strategies. When I transfer to a university to further my education; in my educational classes I will learn about this. In addition to student teaching, I will be learning how to handle future situations with the appropriate grade level. Lastly, I will ask for advice from art teachers and teachers in general to find out more information on differentiated instructional strategies.
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
Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations. For example, in a lesson on fractions, students could: Watch an overview video from Khan Academy. Complete a Frayer Model for academic vocabulary, such as denominator and numerator. Watch and discuss a demonstration of fractions via cutting a cake.
This lesson plan did include differentiated instruction. Differentiated instruction focuses more on the students and how to teach them. The school must make sure “that teachers focus on process and procedures that ensure effective learning” (Tomlinson & McTighe, 2006, p iv) for numerous students in the class. Teaching Middle Ages needs the use of the student’s eyes, ears, and hand. Students learn more and have fun when they can use more senses.
Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn.
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.
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)
I would have to contend that the 21st Century learning skills are a model example of effective instruction. In an ever-changing society it goes without saying that our classroom practices will also be revolutionized. In order to successfully prepare a student to enter in to the world outside of high school we must prepare them for the realities that they will encounter. Rotherham & Willingham (2009) state, “… the skills students need in the 21st century are not new” (p.352). Critical thinking, problem solving, the “mastery of different kinds of knowledge”, and multifaceted analysis are all skills that originated with the traditional school setting (p. 352). “What is actually new is the extent to which changes in our economy and world mean that collective and individual success depends on having such skills” (p. 352). With that being said- as our economy and world continue to transform, as educators, we must also renovate our thinking and teaching in order to put our best foot forward; however, some believe that we will never find perfection in the classroom or in preparing our students and that we must not capitulate to every movement we encounter. Senechal (2010) argues that a movement, such as the 21st Century skills movement, is nothing more than a distractor. She acknowledges that our schools “are in need of repair- but we will not improve them by scorning tradition or succumbing to the “claims of the present”” (p. 370). She states that in order to repair the problems that we are to “seek out excellence, nurture it, defend it, and live up to it. We must be willing to lift the levels of the subjects we teach…” (p.370). Perhaps I am reading too much, or too little, into this statement but I would...
Lawerence-Brown, D. (2004). Differentiated instruction: inclusive stragies for standards-based learning that benefit the whole class. American Secondary Education , 34-62.
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 this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
To distinguish a student by their learning style, there must first be a review of the student’s abilities and the factors affecting their learning. When reviewing these factors there will be a sense of when the students responses are more consistent and help a teacher figure out when a student learns the best and how they learn as an individual. There are six different things that could affect the learning of a student: brain processing, senses, physical needs, environment, social needs, and emotional attitudes (Creative learning,1997).
The main purpose of this is to increase body-mind activates and through dance and games to make physical activity fun and creative. This increases physical activity and the health of students in an enjoyable way that the students like to participate in. Movement Education has several different aspects to it, but all with the common goal of increasing the wellness of students. Technology has become a more popular and effective way of using Movement Education in physical education classes. For example music, the Wii, and yoga and Zumba tapes have become great resources. Movement Education has become increasingly popular in physical education, especially in the younger grades, and is helping get children active and excited for exercise.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.