EDUC_6602_Module4_Journal1_H.Nieto
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Feb 20, 2024
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EDUC_6602_Module4_Journal1_H.Nieto Heather Nieto
Walden University Design\, Curric\, Instr&Assess-Spring 2024 Dr. Nathan Sparks February 2
nd
, 2024
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Weekly Reflection
This week I gained some new insights as to what differentiated instruction is. Differentiated instruction is the personalized instruction of individual students based on a variety
of factors (Tomlinson, 2010 p. 15). These factors include the need for a place where the students feel safe and cared for, a curriculum that focuses on understanding, an ongoing assessment that informs instruction, instruction that is as diverse as the students and responsive to them, leadership, and flexible classroom management, in addition to a personal connection (Differentiation Central, n.d.). It is meeting students where they are and how they learn, in a way that encourages them, by someone who knows the child’s interests. Differentiated instruction focuses on all children at all ability levels (Stanford & Reeves, 2009 p. 3). It is not just aimed at lower-level learners, gifted learners can benefit from a curriculum that is rigorous and challenges
them in a way that promotes learning and fosters engagement—it is for everybody. Differentiated instruction comes in various forms and consists of numerous strategies that
can lead to student success. Some of these strategies of differentiated instruction that could easily
be implemented in any classroom setting include: providing relevant images, videos, checklists, chunking of information, using manipulatives, technology, graphic organizers, discussions and conversations, providing background knowledge, and so many more (Stanford & Reeves, 2009 p. 7). They could be implemented by providing students individually with supplemental materials or by students with technologies that give students their choice of differentiation. The relationship of the student-teacher helps to engage and encourage student progress and fosters and promotes students' freedom of choice—it empowers them to receive the instruction differentiated to them for their success.
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Websites and Technologies
In differentiation, technology has been innovative and instrumental. There were a few websites and technologies that were useful in differentiating instruction effectively. Many resources provide differentiated instruction in the classroom. Online classrooms like Canvas
is allows students to see assignments and teachers to post assignments, videos, materials, and any other form of communication and discussion. It has a feature that can be used for student choice, and it makes learning equitable for all students. This can be used to communicate with students and for students to chunk and checklist their assignments. Another digital resource that supports differentiation is Microsoft 360
to differentiate processes, content, and products for students
. The multiple resources that Microsoft offers can also be used in different ways to support the personalized instruction of all students. For example, Outlook can be used
to
communicate and share documents—this allows for private and easy communication. This can support ESOL newcomers who struggle with public communication and have had success in reaching them and getting to know them. Several other programs within 360 include Word
, which can be used for written communication that can be shared digitally and/or printed for paper hands-on work. This can be used to snip important information, create outlines to chunk large projects for students, and/or provide class notes and checklists. Another popular application that can be utilized is PowerPoint/Sway, because it allows for mu
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media and visuals to be shared in a format that is creative and engaging for content and process. It also provides an opportunity for students when they use this to be innovative and creative when being assessed for the product of their learning. Video streaming applications like Teams (or zoom) can be used to provide additional support. It
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can be used to differentiate content and process because it allows for communication and a creative way and allows for teachers to provide instruction remotely. This can be used on digital learning days to provide additional support for students who struggle without a person in front of
them while teaching or be used for students to go back and review class information. Another useful tool within Microsoft is Forms it is a great assessment tool and check-in that provides teachers with instant answers to specific questions. It is created for check-ins and pop quizzes that can be pushed out instantly to help guide instruction. It also helps to anonymously do check-
ins with students to get to know them. Some students struggle to raise their hands when they don’t understand or when they know they will be called out—it can be used for conducting anonymous climate checks. Whiteboard can be used
similarly
. It has many functions; the teacher can push out quick checks and watch students do their assignments virtually so they can do instant corrections—it is especially helpful when students are making similar mistakes, they can instantly guide instruction and reteach without having to call specific students. It has a Post-
it note feature that allows for collaboration and instant checks. This is like an open discussion form that allows for students' creative freedom. Other online learning websites that provide differentiation for student learning include BrainPop
, Kahoot/Booket/Jeopardy, Breakout.EDU, and Nearpod
. These are all great tools; that provide visuals for students and provide an assessment to help guide instruction. The platform has games and even and is engaging. It is great for audio and visual learners. They allow students to engage in critical thinking and challenge the students to think outside of the box.
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A very important resource for ESOL learners is Google Translate is
great for ESOL newcomers to provide them with the content in their language and for them to translate their work into English. It helps determine if, despite the language barrier, they understand the concept. This also helps with collaboration and communication that breaks the language barrier between ESOL students and English speakers. Rationale
In the final lesson plan, the problem I intend to tackle is increasing student engagement with differentiation. I intend to use the strategies within this course to meet the needs of all students while engaging students and fostering the love of learning. Using a guided setting focusing on grouping and engaging students with technology and providing data-driven instruction. I selected the teaching and differentiation strategies that fit the personalized instruction of the students. Essential Questions
By the end of this course, I hope that as an educator I gain an understanding of how curriculum and instruction can be differentiated to meet the needs of all students. I also hope to better understand how to innovate instruction to continuously reach students in an ever-evolving setting
. The most important question—
How do you combat the expectations that come down from a county and school level that do not provide the proper differentiation for students and the pushback you receive from others when you know your
students
?
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References
Reutzel, D. R., & Cooter, Jr., R, B. (2019). Teaching children to read: The teacher makes the difference (8th ed.). Boston, MA: Pearson.Chapter 9, “Evidence-based Reading Programs
and Tools” (pp. 370-402)
Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and universal design for learning TEACHING Exceptional Children Plus, 5
(6), 1–9
Tomlinson, C. (2010). One kid at a timeLinks to an external site. Educational Leadership, 67(5), 12–16.
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