Dunlap & Christensen
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School
University of Houston, Downtown *
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Course
3326
Subject
Communications
Date
Feb 20, 2024
Type
docx
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2
Uploaded by ChefMetal9320
Name: Jared Hrozek
Date: 02/12/2024
Differentiation – Dunlap & Christensen
1. Ms. Dunlap uses technology as a tool for learning. In the video, she explains how
the mix of technology and small group instruction helps her students learn. Explain in your own words, how Ms. Dunlap uses technology to differentiate instruction to better meet the needs of the learners in her classroom. Ms. Dunlap expertly uses two separate approaches to teach technology, giving students control in their learning journey. Prior to instruction, she ensures that students understand
the lesson's objectives and encourages critical thinking. She uses blended learning technology to effortlessly merge digital resources with conventional ways, expertly managing small groups to meet assessment standards. Ms. Dunlap accommodates varied learning styles by creating personalized lesson plans based on individual learning preferences, offering timely feedback, and utilizing assistive technologies for special needs students. This comprehensive strategy promotes inclusivity and ensures that every student, regardless of ability, has equal opportunities to learn and achieve in her classroom. Ms. Dunlap's commitment to personalization and support demonstrates her passion to student success and educational justice.
2. Ms. Christensen is working with several small groups in the video. Give at least two examples of how she was targeting different skills with the different groups and explain why working with students in small groups helps to meet diverse student needs.
In the dynamic classroom video, Ms. Dunlap used colored tiles to help her students improve
word pronunciation. She also gathered three youngsters around a table and staged a collaborative exercise in which each child read aloud while their friends assisted. Ms. Dunlap promoted independent attempts at word pronunciation, instilling self-reliance and confidence in her students' language abilities. This interactive and helpful method not only improves linguistic proficiency, but also fosters a cooperative learning environment in which
students actively participate in and encourage one another's learning. Ms. Dunlap's innovative teaching approaches demonstrate her commitment to developing effective communication skills and empowering her pupils to achieve academic success.
3.
Ms. Christensen shares how during “Pride Time” she targets the needs of small groups of students to address their needs. She also explains the instruction and practice that is needed to have the class run so smoothly so that she can differentiate instruction. Share at least two things she does so that she can pull small groups and not have chaos in the classroom. Ms. Christensen made it clear to the student that interruptions were not acceptable during her small group session. To help the students concentrate, she effectively used cards to disguise words and designed additional chores to occupy the rest of the class while reducing
disturbances. The regular routine and engaging activities had a significant impact on the pupils' capacity to respect Ms. Christensen's request, since everyone worked diligently independently. By using these tactics, Ms. Christensen creates an environment that encourages kids to stay on target and respect one other's study space. Her excellent managerial abilities guarantee that each student's learning experience is maximized, resulting in a happy and productive classroom environment.
4.
In the video, both teachers were differentiating instruction so that all students learned. Compare and contrast both classrooms. Using specific examples from the video, explain how the two classrooms were similar and how they were different.
Ms. Christensen keeps a meticulous journal loaded with observations, assessments, and data on student growth. Both she and Ms. Dunlap set clear expectations for students during
autonomous activities. They use dynamic rotation methods and transitional language to smoothly steer students between small group sessions. After completing a reading activity with the final group, Ms. Christensen guarantees understanding through rigorous review and assessment. Meanwhile, Ms. Dunlap uses interactive approaches, such as urging children to repeat instructions, to ensure student involvement and readiness for the day's teachings. Their rigorous commitment to organization and training creates a regulated learning environment in which students can grow and excel. By combining effective teaching tactics with personalized attention, both educators foster a supportive environment for academic growth and performance.
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