Differentiated Instruction - Assignment Example

Differentiated Instruction *What do you find convincing/ not convincing in the research presented on the website for the need for differentiated instruction? The website presents differentiated instruction as a response to kids’ uniqueness as learning individuals (“How to Differentiate Instruction”). It is a technique that aims to be considerate of each student’s needs. The suggestions stem from research and innovative teaching experience. Indeed, learning is best maximized when respective learning styles are taken into consideration. The site mentions brain-based research, learning styles and multiple intelligences as significant methods. I particularly agree with Howard Gardner’s multiple intelligences and the different learning styles. Indeed, students have varying ways of absorbing and processing information. In facilitating the class, there is a need to be sensitive to the varied ways in which students can absorb and apply information. Similarly, various techniques, activities, and visual aids are effective in reaching out to all of the young minds inside the classroom in the most maximum way possible. As for the brain-based research, it is interesting to find out that there are discoveries linking the brain and how students learn. However, I find the content lacking to make it quite convincing. In my opinion, the information should be presented in a more concrete way. The methods in which the outcome of the said research may be applied should be expounded. For instance, the relationship between the anatomy of the brain and progressing learning could have been poignantly considered through meaningful examples. It would be more informative if several scientifically-based frameworks in furthering learning were specified. Regarding the authentic assessment, I find that there is nothing much new about its description. As what the site stated, “not enough” can be said about it. Hence, I think that this specific technic has no distinct advantages that made it quite convincing. Furthermore, it portrays students as having to measure up to the curriculum. Though this is what seems to be the most common practice of a number of institutions, it seems that it does not really respect the student as a learning individual. *What does your own teaching experience tell you about the need to differentiate? In what ways do you feel you already differentiate? As I reflect on my experience as a teacher, I can remember faces of some students who do not seem engaged in the lesson proper. I felt like they are uninterested. Some were perhaps totally clueless of what their classmates are talking about. I have also observed that several children were more active when it comes to certain kinds of activities and topics. For instance, some children do better when it comes to group work whereas some to be more at ease at individual tasks. There were also many situations when a concept is much more understandable with the aid of colorful visual aids such as multi media. Furthermore, I have noticed that there are students who can express themselves better at writing than in class recitations. The diversity of interests and learning styles, and competencies in the classroom made me realize the importance of differentiated instruction. In order for me to be able to have a meaningful communication with my students, I have to make the topics relevant to them. For them to understand, I have to present topics in ways that are interesting in their respective perception. As a teacher, I have to respect the uniqueness of each mind I am supposed to hone. Thus, to differentiate is indeed a need. I feel that I was somehow already into differentiated instruction when I realized that I have to consider each student when I am teaching, I tried to extend my methods and references as much as possible. I particularly researched on the different learning styles and multiple intelligences. Several tests were available to determine a student’s learning preferences. These were helpful in confirming and guiding my approach to each child. I was also able make use of the multiple intelligences test. With this, the students had an activity wherein they were able to express their intelligence in the medium that they chose. To be able to cater to the different learning styles in the class, I have been utilizing visual aids, kinesthetic and musical activities, and puzzles. Regarding authentic assessment, I feel that this is already apparent in the educational system. Since we all adhere to a curriculum and average scores, students are expected to achieve a certain mark to be able to pass. This mark signifies that the student has at least learned something significant from his school experience. In relation to this, I have tried to discuss with each student their grades after every term. I have been showing them their scores, weaknesses, and strengths. Then I asked them how they prepare for lessons and evaluations. At least in this way, I was able to give them several study techniques based on their preferences, personality, as well as life style. *What did you read about, maybe something you knew a little about or something that was completely new, that you would consider trying in your own teaching? Try to identify three ideas (these can be anything from general principles to specific instructional strategies). Describe it and explain why and how you would try it. A. “Teaching up means raising the ceiling for all students… One tip for achieving this is to plan the most learning activity first- one that would challenge the most advanced learner in your class. Then modify that activity for students who are currently at lower readiness levels” (Tomlinson: “The Differentiated Instruction Model). I agree that for maximum learning to ensue, tasks should be a little bit difficult for them. When there are opportunities, I try to do this in my students’ tasks. Naturally, I think of students’ readiness randomly when forecasting projects. However, I did not realize that it would be easier to plan if I would first consider the most advanced student. Indeed, this is a great idea since it would make the preparation of activities and questions more organized. For instance, in my English class, I would prepare reading comprehension exercises of varied levels to check if they can determine the main idea. I would then first determine the student/s with the most impressive assessments when it comes to this particular skill. After having a clear definition of how many levels are there concerning the learners’ abilities, reading selections would be chosen. Hence, if there are ten distinct levels, I would have to prepare ten equally distinctive reading selections. Understandably, the hardest exercise would be meant for those who are in the highest level of readiness. This way the dignity of the subject matter as well as the students’ abilities would be respected. B. Carol Tomlinson (14) clearly discerned the approaches of three teachers in her article. Mr. Appleton has a clear understanding of what his students should achieve. However, his class is not differentiated because it still needs engagement. His students may find his style quite rigid and uninteresting. On the other hand, Mrs. Baker’s class is exciting with the various activities that she has prepared. Nonetheless, it is still not differentiated since her approach lacks clarity regarding the goals that should be accomplished. Though her students are interested, they cannot be able to have a clear-cut definition of what should be understood as a result of their activities. As for Ms. Cassell, she goes beyond “covering the text” or “creating activities that students will like”. Ms. Cassell’s approach is truly the application of differentiated education since she makes sure that her students understand, are engaged, and have a well-defined direction of how to help each learner have a successful learning experience. She has organized concepts that may govern her lessons for the whole school year. She has particularly planned the necessary skills that her students need to achieve. Specifically, for each topic, she has prepared certain facts that are essential in understanding the lesson. Furthermore, she has organized stimulating questions and projects utilizing varied techniques that are applicable for different units. With Ms. Cassell’s example, I have realized that most of my technique was like that of Ms. Baker’s. Since I wanted my students to stay motivated, I could have lost track of our actual learning objectives for a number of times. When differentiated is genuinely applied, students’ comprehension is not sacrificed for fun. The games, puzzles, and role plays should be cohesively tied together to produce an understandable output. There should be clear goals that will be met for each learning activity. To put the differentiated education approach in pragmatic effect, I would site an example in World Literature class. The students are studying a story concerning Japanese culture and one of the class objectives is to develop an appreciation for foreign traditions and customs. At first, the class would be asked to undertake the role of a certain Japanese character in the story. Their choice will of course be based on their respective interests. Then to cater to different learning preferences, they would work individually, with pairs, and by groups. They would then have to come up with a journal that depicts their way of life as Japanese. They would have the freedom to choose any kind of related resources. With respect to their divergent multiple intelligences, they can present their journals in different media. I would have to monitor each student’s progress by emphasizing the content as well as the creativity of their results. Secondly, I would prepare “what if” questions that would make them analyze their current situation as compared to that of a similar situation in the story. These questions would be answered in an essay. The questions would also be carefully matched with the students’ abilities. Finally, I would prepare topics that would serve as prompts for recitations. Similarly, each topic would be specifically thought of in relation to individual readiness. C. “…Review groups of mixed readiness and review games with students on like readiness” (Tomlinson 16). When I gave review activities, I have been facilitating it as a class or randomly. I did not group them according to their readiness levels. This article reminded me that it is indeed more helpful if the students are clustered with similar abilities when it comes to games and to have them combine during reviews. A group with differing levels can scaffold each other better. This way, those who are more advanced can help their peers at slightly lower levels. It has also been proven that learning with peers is quite effective. Positive interdependence can better be achieved by various minds having unique inputs. As for review games, the opposing teams or individuals should have similar levels to make it fair and challenging. For instance, in preparation for an exam, I would have my students conduct study groups both outside and inside the classroom. I would then be monitoring their progress and the topics that they have covered. It would also be beneficial to assign students with impressive review skills as study group leaders. Afterwards they will be divided into four or six teams for a group quiz bee. It should be seen to it that the teams against each other have similar readiness. The questions should be chosen and formulated in relevance to the students’ abilities. Works Cited “How to Differentiate Instruction” Teach-nology. Teachnology Inc., 2012. Web. 14 May 2012. Tomlinson, Carol. “The Differentiation Instruction Model”. Differentiation Central, 2012. Web. 14 May 2012. ---. Mapping a Route Toward Differentiated Instruction. Ipswich: EBSCO Publishing, 2003. Print. Read More