Final DJT1 TASK 2
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Western Governors University *
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English
Date
Dec 6, 2023
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docx
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7
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1
Differentiate Instruction
Jessica Snyder
Student ID# 010979375
English Composition 2 Western Governors University
Lisa Wellinghof
July 15, 2023
2
Differentiated Instruction
Research shows that Diferentiated instruction is what teachers should apply in their
classrooms because it will allow students to be more present in the classroom, as well as in
their academic goals and achievements, allows each student to feel comfortable in diferent,
diverse classroom settings, and gives students and teachers ample opportunity to be
successful and promote personal growth through education.
Diferentiated instruction means the ability to take instruction and apply the concepts
to meet each individual needs. Diferentiated instruction is what teachers in classrooms
should teach because they can reach each individual needs and their academic potential. By
doing small groups, one on one instruction allows students to be more present in their goals,
and academic progress by allowing each individual student to promote growth and
confidence in their learning. (Tucker, G.
(2023, June 15).
To be able to have students present in the classroom means to have them engaged in
their learning. This style of teaching allows students to learn at diferent speeds, as well as
to their abilities in learning. By doing this style of learning each student and teacher can
pace their program such as reading, language, math, and take it as slow or fast as each
student needs. This coincidence with IEP and 504 and doesn’t replace their goals set through
the IEP or 504. Just another addition to learning techniques. To engage students in learning.
This article explains what diferentiated instruction is and how to use it in the classroom.
(Gayle, G. (2011)
By doing this these teachers and students communicate by going over their goals for
what they are working on. According to (Gayle, G. (2011) this concept allows students to
understand the material in a slower or faster way which works best for the students. When I
claim it will make the students present in the classroom, diferentiated learning helps them
be more accountable. And acknowledge how to make learning fun and interesting. With this
approach the instructions are based on each student's needs, wants, preferences, strengths,
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and weaknesses. In this e-book, Mr. Gayle talks about how diferent techniques can be used
by diferentiated learning is successful for students and teacher success in classroom.
Students’ academic goals and achievements McCarthy, J. (2023, April 20) states
information and techniques on how to implement in the classroom and allows students to be
successful and present in the classroom by understanding the outcome of each students
individual goals. Some of the goals that students would bring to the table with This article
talks about how applying diferentiated learning to all students can help all students be
successful in the classroom. This includes students of all diverse learning. Allowing all
students to be successful in their learning and their academic goals. (McCarthy, J)
According to (
Tomlinson, C. (2019, September 25)
she explains diferent ways to
implement diferentiated instruction to allow students to be engaged in the activity and or
lessons. With each student they may have their own goals with their academic progress.
This allows each student to be able to achieve their goals, whether it is a student with IEP or
504 plan or just a student that needs a little more instruction to gather the information they
need to be successful in the lesson that the teacher or teachers are trying to implement. You
can do this by small groups, projects, and just their learning environments. (Tomlinson, C)
Being comfortable within a diverse classroom, each student and teacher can
demonstrates that teachers can provide support and teach students at their many levels of
their educational needs. (Pozas, M., Letzel, V., & Schneider, C.) This allows each student to
feel supported and comfortable in all classroom’s settings. Having a diverse classroom
consists of students with IEP and 504 as well as students needing an extra recourse for
academic challenges example would be a student that is in the second grade but can
comprehend and read at a kindergarten level. With small reading groups set up in the
classroom or a small group setting students and teacher will be able to make major strides
by the small group setting, allowing a more one on one instructional learning, or even a 4-5
group setting. This also includes students that are highly achieving as well.
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According to Ziernwald article, they talks about how a study was done on students
that are in a diverse classroom. How Diferentiated instruction impacted their learning
whether each student was gifted or not. Diferentiated Instruction (DI) impacted their goals
and achievements in positive ways. Some of those ways include promoting positive
feedback instead of negative, when completing tasks, projects and overall classroom
assignments. (Ziernwald, L., Hillmayr, D., & Holzberger, D.)
Together teachers and students’ personal growth depends on how they perceived and
understanding of applying diferentiated learning to all students can help all students be
successful in the classroom. This includes students of all diverse learning. Allowing all
students to be successful in their learning and their academic goals.
(Sertel, A., & Huma, N.
(2022) This is done with students being able to lead a small group of peers, and each peer or
student will lead some part of the task., or group project. This allows students and the
teacher to feel accomplished and proud of their work. In return this allows each student
personal growth when being able to be proud of their accomplishments and outcomes.
When teachers learn and grow as individuals within their classroom as well as
personal growth. They will feel more confident and successful in teaching diferentiated
learning. In the study of this article shows that training teachers in diferentiated instruction,
how was their comfort level in teaching and how to help implement for systemic change
within and across the education world. They asked 117 teachers what their thoughts were
and how they themselves implemented the change. There were more positive relationships
between all students and teachers. This results in better communication between teacher
and students. (Bogen, E. C., Schlendorf, C. P., Nicolino, P. A., & Morote, E.-S.)
In conclusion diferential instruction is the ability to take instruction and apply
concepts to meet each induvial need. Research shows that Diferentiated instruction is what
teachers should apply in their classrooms because it will allow students to be more present
in the classroom, as well as in their academic goals and achievements, allows each student
5
to feel comfortable in diferent, diverse classroom settings, and gives students and teachers
ample opportunity to be successful and promote personal growth through education.
Reference
1.
Gayle, G. (2011).
Differentiated Instruction Electronic Resource
.
Differentiated
instruction
. Corwin. Retrieved July 3, 2023, from
https://ebookcentral.proquest.com/lib/westerngovernors-ebooks/detail.action?
docID=1640973
6
2.
Tucker, G. C. (2023, June 15).
What is differentiated instruction?
. Understood.
https://www.understood.org/en/articles/diferentiated-instruction-what-you-need-to-
know
3.
Tomlinson, C. (2019, September 25).
What is differentiated instruction?
. Reading
Rockets.
https://www.readingrockets.org/article/what-differentiated-instruction
4.
McCarthy, J. (2023, April 20).
Using differentiation to challenge all students
. Edutopia.
https://www.edutopia.org/article/diferentiation-challenge-all-students
5.
Sertel, A., & Huma, N. (2022). Diferentiated Instruction: A Study on Teachers’
Experiences and Opinions.
International Online Journal of Educational Sciences
,
14
(2),
374–386.
https://doi.org/https://iojes.net/?
mod=tammetin&makaleadi=&makaleurl=c1bb3bed-868a-4586-a1c6-
795b6c7dee55.pdf&key=56772
6.
Bogen, E. C., Schlendorf, C. P., Nicolino, P. A., & Morote, E.-S. (2019). Instructional
Strategies in Diferentiated Instruction for Systemic.
Instructional Strategies in
Differentiated Instruction for Systemic Change
,
v18 n2
, 18–22
7.
Ziernwald, L., Hillmayr, D., & Holzberger, D. (2022). Promoting high-achieving students
through differentiated instruction in mixed-ability classrooms—a systematic review.
Journal of Advanced Academics
,
33
(4), 540–573.
https://doi.org/10.1177/1932202x221112931
8.
Pozas, M., Letzel, V., & Schneider, C. (2019). Teachers and diferentiated instruction:
Exploring diferentiation practices to address student diversity.
Journal of Research in
Special Educational Needs
,
20
(3), 217–230.
https://doi.org/10.1111/1471-3802.12481
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