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No child left behind policy analysis
Thesis On Differentiated Instruction
Consequences of the no child left behind act
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Differentiated Instruction is an effective teaching technique that allows the teacher to assess all of his/her students to their needs. This allows the students to get the instruction they need to avoid death valley. Differentiated Instruction is used in the classroom to make sure no student is left behind. In Sir Ken Robinson's TED talk he opens up with the irony of the act “No Child Left Behind”. He discusses that the act is actually the complete opposite of what it seems to be and millions of childrens are actually being left behind. This is because all students are different and diverse than the other student next to them, which is why as teachers we have to use differentiated instruction in the classroom. Yet, when it comes to the teaching,
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.
The growing numbers of English language learners (ELLs) in U.S. schools require specialized instruction in order to succeed academically and become proficient in English. Sheltered Instruction Observation Protocol, commonly known as SIOP, is one method of providing that instruction. SIOP is the product of several research studies conducted over the past fifteen years by two researchers, Dr. Jana Echevarria and Dr. Deborah J. Short (Echevarria, Short, & Powers, 2006) and is a method to help ESL and content teachers meet the needs of their linguistically diverse students. Although originally developed as an observation rubric for researchers to determine the degree of implementation of important sheltered instruction features in ESL lessons (Echevarria et al., 2006), SIOP has become an instructional model for English language learners (ELLs) that focuses on the simultaneous teaching and learning of academic content and language (Vogt & Echevarria, 2008). This paper will examine the reasons SIOP was developed, the basics of the SIOP model including ideas for classroom integration, and the benefits of using SIOP instruction with ELLs.
Furthermore it is important for teachers to differentiate instruction in the classroom; this facilitates student achievement and preparation for international competiveness by fostering educational excellence and ensuring equal access (Conklin, 2010 ). Differentiated instruction is demonstrated in...
In his article, Logan provided an inclusive description of the facets of differentiation, including the requirements and procedures for implementation. Incorporating an array of studies and material pertaining to educational theories, the article covers the implication, impediments, and illusions of differentiated instruction (Logan, 2011). The purpose of this study was to examine what teachers specify as key components of differentiated instruction. It also served to expose what differentiated instruction is or is not. The study was guided by the belief that educators may not possess a clear understanding of what differentiation is, that the key components for implementation, and the myths that surround the practice of differentiated instruction. In the article, Logan emphasized the contact between the teacher and learner and pointed out that, in the event of training, both the learner and trainer learn. He advocated for differentiated instruction in today’s learning environments, as students are found to be so diverse. In the process of implementing the differentiated instruction, the teacher must create learning profiles by analyzing the profile of every student. However, Logan pointed out that there are various clichés and barriers regarding differentiated instruction. Teachers lack the time for it,
When put in practice, the differentiated learning classroom may appear as chaos but in reality it is a workshop like atmosphere. The teacher becomes more of a facilitator as they travel from group to group, participating with and mentoring students through the activities. The goals of differentiated instruction are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). The low-end learner or lower functioning learner needs different strategies and modifications then the average or high-end learner. For example, the low-end learner may need to have the content modified so that it is simplified to meet students’ needs at that level. Low-end learners may not be able to attain grade-level appropriate curriculum objectives; however, all learners need the opportunity to be successful at their individual instructional levels. Average learners are typically able to attain grade-level appropriate curriculum objectives, but may need adaptations in content such as more time to complete tasks and hands on experiences to reach their full potential. High-end learners may be above the grade-level curriculum objectives and need to be provide...
As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement, curriculum development must follow a set of principles, which are: representation, action and expression, and engagement. (CAST, 2013, para.1) Together these principles share one goal in providing students with a wider variety of options in their learning. As Educators, whether it’s “addressing individual differences in our students' recognition, strategic, or affective networks, we can provide the best support by individualizing pathways to learning” (Meyer & Rose, 2002, n.p). This report will pay attention to the three principle’s of UDL, by understanding strategies of theories and applying this knowledge to the classroom and diverse student learners through Differentiated Instruction (DI).
Lawerence-Brown, D. (2004). Differentiated instruction: inclusive stragies for standards-based learning that benefit the whole class. American Secondary Education , 34-62.
“One of the most difficult challenges facing teachers is the issue of differentiation. Matching the reading difficulty of texts and curriculum coverage with student proficiency and knowledge is complicated and its benefits can be subtle” (T. Shanahan, What about cross-grade or cross-class grouping?) A new form of the Joplin Plan is called success, and has been well successful. The basic idea that these learning schemes try to help meet every student 's academic level. For example, a second grade level student who can read on a fourth grade level. The student in the example would cross classes for reading, but be on a regular second grade level in every other class. Cross grade grouping is a remarkable learning strategy, and can help students of all age groups learn to the best of their
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
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Knowledge is very important to young children, especially in the aspect of how that knowledge is delivered. I believe it is crucial for children to discover knowledge, so they can retain it for later practices. Direct instruction is a strategy in which the teacher lectures and students acquire the knowledge by listening. Though many teachers today use the direct instruction strategy, it is important that we diversify the way instruction is given. One way teachers can achieve this goal is by using the indirect instruction strategy. Using the indirect instruction, students will be able to apply their abilities in discovering knowledge. Direct instruction, knowledge received, indirect instruction, and knowledge discovered are four strategies
Due to a variety of backgrounds and mixed ability levels, the educator structures the lesson to an average students understanding then differentiates tasks for excelled students and provides further guidance and assistance for those students who are experiencing difficulties. This is an implication on planning and conducting lessons as the amount of content covered and the delivery will be altered with various differentiation in the tasks, groupings and resources (“Methods of Differentiation in the Classroom”, (n.d.). The amount covered in each lesson is small and basic, with extension activities for advancing students. These extension activities move into curriculum content covered in the next year level, in this case year four. However, the majority of teaching time is spent with students who require additional support in their learning. To combat these time management issues, the educator ensures a more appropriate level of challenge for these students with fewer activity questions with increased teacher
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
There are various roles a teacher must fulfil on a day to day basis that form part of their responsibility as an educator. Evidently, differentiating a lesson to meet individual needs plays a significant role in their classroom. However, this ultimately takes place during planning for lessons, which in turn ensures that every child is challenged and provided with sufficient provision to ensure that they are stretched and educated to a high standard. Arguably, the Department for Education (DfE) places a lot of emphasis on this through their ‘Inclusion’ agenda on the National Curriculum. This demonstrates that the Government’s priority is to ensure that teachers are delivering the provision to allow their pupils to flourish and achieve with an ambitious approach. This in turn encourages the teacher to be innovative as well as resourceful in meeting individual needs, thus relying heavily on their reflectiveness as a teacher on how they can provide sufficient provision and improve on experiences gained from lessons that they’ve taught using differentiation.
In implementing most differentiated teaching strategies it is important that the students have a means of knowing what is expected of them. This is most often implemented through the “posting of clear, concise, and positively phrased classroom rules that serve as a visual reminder for students” (Xu 2015). Based on known research this implementation, works well with “both students with and without LD” (Xu 2015, 213) This can also be implemented through verbal communication with the students, offing an opportunity to express what they feel and think about given situations. Another, method that can be utilized within teaching strategies is that of timeline and verification checks. This offers the educator the ability to remain abreast of the productivity level of the student. There is also great value in the power of oral explanations and demonstrations. The educator should utilize oral explanations and demonstrations, “to facilitate the completion of high-quality work, teachers