Implementation of a Professional Development Plan to Address Differentiated Instruction - Assignment Example

? Final Project: Differentiated Instruction Research Paper Final Project: Differentiated Instruction Research Paper Introduction Individuals are different due to the fact that everyone has autonomous mind. The aspect of autonomy and rationality renders the individuals diversified minds hence, bringing about difference in thoughts. Even though learning in a similar environment and using similar facilities tends to bring students together mentally, all students have never been alike. Basing the thoughts on this information, the differentiated instruction incorporates an approach to the teaching as well as learning that offers students numerous choices for absorbing the information a and constructing sensible ideas (Levy 2008). Differentiated instruction depicts a teaching theory reliant on the notion that instructional methods should differ and be assimilated with regards individual and variant students in classrooms. The approach of differentiated instruction demands the teachers to be variable with reference to their approaches to teaching and regulate the curriculum and giving the information to the students instead of anticipating the learners to adjust themselves for the course. Most of the teachers as well as their tutors have recently realized differentiated instruction as a criterion of assisting more learners in a varied classroom situation to attain success (Gregory 2013). This research evaluates the research the objectives, assessments, strategies, and the need for professional development for differentiated instruction at a school as a worksite. The differentiated instruction operates on the fact stipulating that the students can learn maximally when they are allowed to incorporate their own understanding in the curriculum and that the best learning can take place amongst the students when they are compelled to operate beyond the point of assistance (Levy 2008). This point varies amidst the students performing below the grade and those performing above the average limits. Differentiated instructions assist the teachers to attain the desired diversity instead of restricting their teachings to the middle levels that do not address either the higher or the lower extremities. This research intends to elucidate the fact that the students’ performance under differentiated instruction depends greatly on teachers’ operations on the learners. However, other parties such as parent groups, teacher leaders as well as the school staff are also crucial in the determination of learning outcomes (Lawrence-Brown 2010). Assessments Teachers have known their mandates and especially what to do to foster best teaching practices amongst the learners. Nonetheless, they have failed to incorporate some aspects regarding the differentiated instructions that would ensure outstanding learning outcomes amongst the students (Gregory 2013). Teachers avail numerous learning choices or variant directions to learning that enable the learners to assimilate the knowledge and make sense of ideas and techniques. However, they do not formulate a different lesson plan for the individual learners in the classroom. The teachers provide suitable assessments for all learners of all academic capabilities fairly. However, they do not moderate the syllabus to some learners. Strategies The differentiation of instructions can assume three different forms and areas such as the content of the instruction, processes employed in making sure that a particular topic becomes sensible and the products of students who manifest their learning (Gregory 2008). Based on content In this case the main focus is on the content delivered and that received. Use the pre tests in case the learners need to begin to learn on a particular topic or unit. Promote thinking at different levels of the Bloom's taxonomy amongst the students to encourage openness of the mind (Gregory 2008). Use different instructional delivery techniques to elaborate on various styles of learning. In order to embrace content acquisition by the learners, there is need for dividing assignments into simpler manageable parts that entails structured guidelines for every section. Select vast instructional conceptions and techniques that avail themselves to understanding at different degrees of intricacy. Based on Process Avail access to several materials that are directed to dissimilar learning options as well as reading capacities. This strategy enables for the appropriate learning procedure among the different categories of students. There is also need for the development of the processes that target senses in students (Levy 2008). The activities should aim at acoustic, sight as well as kinesthetic students. Set up sites for question-based self-determining learning practices. There can also be establishment of activities with different extents of complexity and the level of rationality required in execution of each. Utilize variable positioning to put together and rearrange the groups of students according to the aspects such as content, capability and the evaluation results (Lawrence-Brown 2010). Based on Product In this case there will be need for using an assortment of assessment strategies such as those based on performance as well as the free ended assessment. There should be a balance between the teacher assessment and those projects chosen by the learners. The teacher should also provide the students an option of projects which depict an assortment of styles of learning as well as interests. The evaluation should also be made a process that is ongoing and interactive at the same time (Gregory 2008). Implementation of a Professional Development Plan to Address Differentiated Instruction In case a teacher intends to apply the differentiated instructions in class, then the process should follow three main steps. The steps are comprehensive and would avail the best points of start since they address all the basic requirements of the approach beginning with the understanding of the student, realization of the sections in the syllabus that can be acquired ii the approach and the examination of the teacher (Gregory 2013). a. Learn the students This process helps in knowing the students. The teacher has to identify the point where the individual learners work in the unit. Conventional test results together with other data found in the records of student can assist in shaping this information. The teacher also need to enforce learning style inventory to influence the manner in which the students learn best. A critical tool can also be acquired via the guidance department of the institution in which one teaches. Ascertain the learner interests and this can happen through inquiring from the students daily to realize the topics which are pleasant to them as well as the activities which dominate their time when they are not in school. b. Determine sections of the curriculum which could be modified to differentiated instruction Learn the instructional aims and targets for your unit formulated by the school department of studies. Determine the main conceptions, rules as well as the skills that a learner should know. Select either one or two vast ideas or knowledge that are found in different teaching categories of complexities. Inspire gists for activities, roles and evaluations that respond to a particular idea or ability (Killion 2011). Conceptions should address a vast range of learning inclinations, capabilities together with passion. c. Evaluate your functions as a teacher in a differentiated classroom Formulate the methods of varying your instructional submission techniques. Aim at the senses such as the auditory, sight as well as kinesthetic aspects of learners in the techniques. Devise an overall plan for smooth the progress of time, break and facilities in the classroom. Mostly not all students will be doing their assignments simultaneously (Lawrence-Brown 2010). Therefore, there must be a comprehensive plan for the student contact to the desired learning materials in which students or their groups will engage in the activity and the duration scheduled for particular task. Determine optional methods of evaluating learner’s capability and performance together with understanding. Assessment outcomes should enhance teacher’s perception of students’ capabilities, desires as well as needs, again this needs to be included in prospectus planning (Gregory 2013). Leadership Principles There is need for understanding oneself in all perspectives and endeavor for self-improvement hence making your attributes stronger every time. This can be attained through a comprehensive study of oneself, reflections and a positive interaction with other individuals (DuBrin 2012). One has to be competent technically. In the leadership position, an individual has to understand the purpose of the position and know the job best and understand all the students in such a case (Killion 2011). As a leader, one has to be in the continual search of responsibility and remain accountable for all the actions. The teacher has to search for means of acquiring the students in the class to better levels. In case of occurrence of mistakes, there should be quest for solving the trouble and moving to the next level rather than setting blames on others. The teacher has to set an example for others to follow (DuBrin 2012). The students view the teacher as their role model and besides guiding the students on what they have to do verbally; they need to see from their teacher in actions. The teacher needs to understand the students in the classroom and in their lives and consider their welfare. In this scenario, the teacher has to understand the human nature in addition to the essence of honestly caring for the students (Blase & Blase 2006).. The teacher should also keep the students abreast with the contemporary information. In this situation, there is not only need to know how to communicate with the students alone but also the essence of passing communications out to everyone else. The teacher should also impart the sense of accountability among the students (DuBrin 2012). This would ease the work of monitoring and cautioning of mistakes in case the students perceive the idea positively and inculcate it in their actions. In the situation of significant responsibility among the students then the work becomes easier in managing their actions and behavior. The teacher should ensure that the students attain a full understanding of tasks, overseen and finished. Hence, in such a situation communication becomes the most critical tool for execution of the desired intent (Killion 2011). Teamwork should be embraced in every level of operations in all activities regarding class work. Even if there is no need for formation of groups, the students should do their individual work within considerable intervals and foster the perception of class working as a team. The class can also train together as one unit. Lastly, the teacher should take the advantage of the situation and resources and perform a full utilization. After the development of team work among the students, the teacher will be capable of engaging the class fully in variant activities and ensure the desired outcome. Key Players Involved in the Site As elaborated in the previous sections of the research, the site in this case is school. The key players involved in this case are the parent groups, teachers, teacher leaders, school staff, and students (Blase & Blase 2006).. The parent groups have a role of ensuring upkeep of the students whom might be their children or the people they guard. The parent groups are responsible for assisting the teachers in monitoring the students especially during the time when they are off-school. The parent groups should ensure that they aid in observing the habits and the academic prowess of the students as being as desired. The parent groups may also act as the supervisors to both teachers and students. In case there is an issue, they are right to raise the alarm to the teacher or the entire administration (Killion 2011). Students are the epicenter of the school operations and functionalities. The students are viewed by all parties operating within and outside the school. The students are the receivers of all pressures especially from parent groups, teachers and the students themselves. The students are the sole role of determining the performance of the institutions through their own performance. They need to receive teachings from the relevant parties, make understanding out of them and demonstrate their understanding through assessments (DuBrin 2012). The teacher leaders have significant roles in ensuring that the school prospers. The teacher leaders can act as resource providers. They provide help in sharing instructional materials such as books readings and websites. They also act as the instructional specialist and in this case they assist in implementing the effectual teaching strategies (DuBrin 2012). The curriculum specialist aids in understanding the components of various standards and their relationships. Classroom supporters also work together inside the classroom and assist the teachers in enforcing newer ideas. The leaders also facilitate learning chances amongst the member of staff. The leaders also mentor teachers in the school. Lastly, the teacher leaders act as the facilitators for change since they don’t embrace status quo (Blase & Blase 2006). The school staff incorporates all the departments in the school and who have variant roles in ensuring favorable environment and the smooth execution of operations in the school. The school staff incorporates the teachers whose roles are evident throughout this research, the support staff that caters for the other activities apart from learning and addressing all mechanical in addition to technical issues in the school (Lawrence-Brown 2010). Conclusion This research has proved a dire extent of complexity and essence in its ability to tackle the issues on Differentiated Instruction perfectly. The project initially sets a number of objectives to achieve in order to answer the targeted question on the topic. According to the research provisions, it is evident that Differentiated Instruction depends immensely on teachers’ operations on the learners and that the learning outcomes are equally influenced by the other forces around students even though the students tend to be liberated in their individual minds. References Blase, J., & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press. DuBrin, A. J. (2012). Principles of leadership. Mason, Ohio: South-Western. 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. Killion, J. (2011). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council. Lawrence-Brown, D., (2010) Differentiated instruction: inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education. 32(3), pp.34-62 Levy M. (2008) Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. Clearing House, 81(4), pp.161-164 Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD. Read More