John KempIRIS Module- Differentiated Instruction- Maximizing the Learning of All Students
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3066
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Mathematics
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Feb 20, 2024
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John Kemp IRIS Module: Differentiated Instruction: Maximizing the Learning of All Students
1. What is differentiated instruction? In order to instruct the diverse group of students in their classrooms, teachers use the framework of differentiated teaching. With diversified instruction, teachers use a variety of grouping strategies in the classroom to help each student's needs be met as well as unique teaching tactics to engage different kinds of learners. Differentiated instruction also includes ongoing formative assessment to gauge student understanding and adjust curriculum to meet the needs of each individual learner. 2. Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction. 1. Peer pairs, the full class, and small groups are just a few of the grouping strategies used by differentiating teachers. Another technique is to divide students into homogeneous and heterogeneous groups. Homogeneous groups are formed from students with similar prerequisites,
enabling them to focus on specific courses or skills together. students with different learning demands or interests in diverse groups. In this approach, every student brings their unique talents
and knowledge to the group. Teachers in traditional classrooms place their pupils in static groups
based on the outcomes of the achievement tests from the previous year.
2. Written exams are the only way to assess students' knowledge, and they are frequently administered on a regular basis by traditional classroom teachers. However, by evaluating students before, throughout, and after a unit of study, differentiated teachers promote ongoing assessment. This makes it possible for them to gather the information required to provide good training. Additionally, differentiated teachers enable students to show that they comprehend different kinds of demands by differentiating student goods.
3. In traditional classes, worksheets are common, and every student completes the same task. However, in a differentiated classroom, teachers vary the tasks that students do in order to impart
new knowledge or skills. Tiered activities are one way that teachers may differentiate their instruction. When teachers tier a lesson, they give students at low, moderate, and high preparedness levels mentally taxing assignments. Despite this, the ways in which the students approach understanding the same subject or basic abilities vary. The assignments provided to the
low, middle, and high groups usually differ in terms of difficulty, depth of understanding, or degree of abstraction.
4. In a typical classroom, teachers often report one grade, which stands for success, progress, and
habits. Development is equally as important as performance in a differentiated classroom because it acts as a barometer of success. It is the duty of educators to communicate to parents and students the progress made by each student. Differentiation is used by teachers to award various grades based on performance, progress, and habits. They don't award marks based on anything other than performance; instead, they provide information on habits and development in
other ways, such in the notes part of the agenda or report cards, in letters or emails sent home, or by bringing it up during parent-teacher conferences. 3. How can teachers get to know their students? Make sure to include the three characteristics of students that are important for differentiating instruction and give at least two examples of how teachers can learn about each. To use diversified teaching, teachers must ascertain three things about their students: their learning profile, interests, and preparedness level. A student's level of preparation is determined by their knowledge and skill in many courses. Instructors can ask students to complete a KWL chart to identify what they know, don't know, and would want to learn more about, or they can utilize a pre-test or diagnostic to determine the preparedness of their students and then evaluate the results. Teachers also need to make an effort to find out what interests their students. One way to accomplish this is to have students fill out a questionnaire about their interests and pastimes. Another tactic is to have students write autobiographical journal entries. Instructors should also get familiar with their students' learning profiles, which describe how each student learns new material and skills most effectively as well as the elements of the learning environment that they find appealing and unappealing. Instructors can find out about this by just watching their pupils in class or by asking them to complete a questionnaire that will best identify their favorite method of learning.
4. Ms. Hasbro has taught high-school Spanish for ten years. She would like to start differentiating instruction and needs to make some changes. a. Explain why each of Ms. Hasbro’s classroom practices listed below is not a differentiated
practice. Delivers instruction primarily by lecturing:
This is a teacher-centered, whole-group education technique that is commonly employed. It does not take into account the various learning preferences of pupils or their ability levels. Does not permit students to retake tests they have failed:
It's likely that students only need more time to fully understand the subject if they fail an exam on their first attempt. Since every student learns differently and this evaluation approach does not address this specific student need, it is not a differentiated practice.
Records zeros for missing assignments:
A single missed assignment can have a significant impact on students' averages; as a result, their grade will not accurately reflect their accomplishments but rather their one instance of assignment noncompliance.
Groups students at the beginning of the year based on the previous year's achievement test scores:
Test scores from prior years shouldn't be used to grade students since they don't fairly represent the knowledge and skills that students have gained this year. The only resources utilized in differentiated instruction to ascertain students' prior knowledge and to guide instruction are pre-assessments.
Gives bonus points for classroom participation: Since grades are based more on student success than participation in class, awarding a student extra points in this case would suggest that
their score does not accurately reflect their understanding of the material. Gives a test every Friday:
Formative evaluation is a crucial part of individualized training. This
suggests, however, that tests should be given to students only when required and with the goal of
identifying what they understand and do not understand, rather than just for the sake of testing. Exams being held on a single day of the week is problematic because, should a student struggle with a topic during the week, it will not be addressed until the Friday test, depriving them of the essential classroom instruction to pass.
b. Describe what Ms. Hasbro can do differently with each of them. Delivers instruction primarily by lecturing: Ms. Hasbro is able to use student-centered teaching strategies such as small groups or pairs. She can also use flexible grouping, which involves mixing up the groups to accommodate students' interests and aptitude levels, while they work on projects and assignments in class.
Does not permit students to retake tests they have failed:
Alternatively, Ms. Hasbro can let pupils repeat an exam; if they can show that they have grasped the material, they ought to get full
credit.
Records zeros for missing assignments:
Grades for incomplete assignments should be below failing; nonetheless, Ms. Hasbro shouldn't issue zeros for these assignments. This shows that the student was unable to do these tasks at the necessary level without significantly decreasing their mark, which would have given an inaccurate impression of their overall performance.
Groups students at the beginning of the year based on the previous year's achievement test scores:
Instead of depending solely on the results of these tests to begin awarding marks, Ms. Hasbro may utilize pre-assessments to get to know her students and help her understand their ability levels. She should employ pre-evaluations and frequent formative assessments to improve
and refine her education. Gives bonus points for classroom participation:
Bonus points should only be awarded by Ms. Hasbro if they are directly related to the idea being evaluated (for example, a bonus question on a
test or quiz), or else she shouldn't provide any points at all.
Gives a test every Friday
: As opposed to making it a practice to just administer tests once, Ms. Hasbro need to provide several formative assessments to see how well her students understand the material she is teaching. This is particularly valid if she notices that a few of her kids are struggling.
5. Think back to a class you took in high school. Describe both the class and how the teacher typically conducted it. Describe five elements that you would change to make it more differentiated. (Make sure to include at least one each for content, process, and product.)
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Every day, my ninth-grade geometry teacher just handed out brand-new worksheets to the students. He made us do these worksheets alone before we went over the challenges as a group on the whiteboard. We had assessments covering the content on the worksheets every two weeks.
There were no assignments that appealed to different learning modes, no projects, no group work, no technology. Even the students who completed the worksheets and gained some information were disinterested in the material and bored in class. If I were to change these five elements, it would become more unique:
1. Both those who succeed in math and those who struggle with it are common in this discipline. I believe that using tiered material would be a great method to change the classroom that was previously discussed. This would enable every student to work at a level that is suitable and demanding for them, regardless of their current level.
2. To move away from worksheets and let all teachers separate the process element, learning centers might be a fantastic idea. Even while learning centers are usually found in primary schools, they would have been beneficial in my high school geometry class as well. Teachers may effectively target students' interests, learning profiles, and readiness levels with a variety of activities offered through learning centers. 3. Another way to diversify instruction is to give manipulatives to students who are having difficulty understanding a subject. I think manipulatives would be especially helpful in the math environment I mentioned since they provide students with physical items to use in gaining a conceptual knowledge of geometry.
4. Every two weeks, my geometry instructor delivered tests. Never did the products differ from one another. One good approach to let pupils show off their expertise would be to differentiate the products they provide.
5. Flexible grouping is one of the methods I discussed for differentiating instruction in the classroom. While working alone is important, students can also benefit from group, small, and pair collaboration as they can reinforce topics taught by their professors and share knowledge.