Differentiated instructional strategies in practice - Assignment Example

? Assignment Question To be a teacher in a room will full of talented can be both tremendous and exciting experience. There are numerous things and curriculum can be taught in a talented or gifted classroom. The goal of every differentiated instruction is to develop task that are engaging and challenging of each learner. Pre-assessment is the way to determine the knowledge of students about the topic before it is being taught. It is very important to know the prior knowledge of every student so that students can engage in thinking, questioning and theorizing. K-W-L chart is an effective pre-assessment tool that would help to measure the level of understanding and evaluate it. This procedure would help students to activate their background knowledge and combine new information that are taught with prior knowledge. The procedure starts by posting large chart on the wall of a classroom. And then divide the chart into three columns with label K, W and L. K label stands for what we know, W label stands for what we wonder and finally L label stands for what we learned. At the start of thematic unit, students have to think and brainstorm about knowledge of the topic and need to write in the K column. There are some information that are suggested by students are not correct. And this information should be changed to questions and would be added to the W column of the chart. Students also used to have many questions about the topic. All the questions suggested by students should be added to W column of the chart. At the last column of the chart, students have to reflect on the knowledge they have learned from the topic. All the information is recorded in the L column. This strategy of pre-assessment helps to find out the level of comprehension of all students. It also helps to find out and avoid repetition of the information which is known to gifted students. Students would have bored about the same information which has been taught long ago. Post-assessment is done at the end of the study session. The main aim of the teachers is to gauge what students have learned at the end of learning session. One of the strategies for post-assessment is testing. Testing strategy can be done formally or informally. Formal testing is done by continuous or quick essay assessments. Quick essay assessments and test question are based on the topic taught in the classroom. And main focus would be on the new ideas that have been taught in the classroom. Informal testing is done my asking random questions to the students regarding the topic covered in the classroom. Testing is the dependable strategy for post assessment as it helps to determine student’s weak and strong areas. Question 2 One of the main advantages of using pre-assessment approach in the classroom is that teachers already know the information that are required to know about the students. Pre-assessment is vital for every teachers because it helps to find out student’s needs and strengths. Post-assessment is done know what students have learned during the process. K-W-L chart is one of the strategies of pre-assessment that helps to know the level of understanding of the students. Testing strategy is one of the post-assessment strategies that help to test the knowledge acquired by students. The purpose and necessity of assessment of learning is to provide feedback to both learner and teacher regarding the progress of the learner. Written or verbal feedback given to the students regarding their performance is primarily descriptive and identifies challenges to next steps. This feedback can be used by teacher which would help to develop further instruction. Modification of instruction that can be done on pre-assessment: Student should do study sheet and should write a summary before the start of the lesson. Making flowchart of the working progress of the student. To express previously acquired knowledge concept map should be created. Offering details feedback during the process of learning. Modification of instruction that can be done on post-assessment: Active participation of the students in the assessment process. Teacher must be clear about the matter in the content area. Reward should be honoured on the basis of individual performance. Result of post-assessment can be negative but still proving encouragement to the students. Question 3 Differentiated instruction is based on the belief that every student can learn at their best and gain necessary knowledge when they can make link of relationship between their diverse experiences and curriculum activities. Learning at the highest level occurs at the time when students are pushed to go further from the point where they don’t need any assistance. Rather than teaching simply by giving a single avenue for learning, teachers use differentiated instruction for every gifted student. Differentiated instruction requires acknowledgement, commitment and proper planning due to the fact that experiences and diverse ability can create huge impact on the learning process of students. Each and every teacher should have vast range of ways to access to the curriculum activities, assessment and instructions. The more number of ways to interact and to increase knowledge of students that would help to improve outcome of the students. Differentiated instruction helps students to engage in the classroom by interacting and participating in a higher way (Gregory & Chapman, 2013). All the students have different strengths, learning styles and abilities. Classroom activities help every student to adapt to meet different styles and abilities. Differentiated instruction helps students to encourage for challenges and complexity. It provides task that has various levels of difficulty and complexity that helps every student to increase readiness level. Every teacher needs to use differentiate instruction as because it helps every student to be at their best. Differentiate instruction helps students to engage to be partners in learning process who shares the responsibility to be a constant active participant in assessing growing and learning process (Gregory, 2008). Differentiated instruction helps students to support their interests and choices. It helps to provide multiple chances for every student to study and an array of extensions and application that’s helps students to enhance learning. References Gregory, G. (2008). Differentiated instructional strategies in practice: Training, implementation, and supervision. 2nd ed. Thousand Oaks, CA: Corwin Press. Gregory, G., & Chapman, C. (2013).Differentiated instructional strategies: One size doesn’t fit all. 3rd ed. Thousand Oaks, CA: Sage Publications, Ltd. /Corwin Press. Read More