Differentiation Module
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Liberty University *
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Jan 9, 2024
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docx
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Differentiation Module
Leslie McDaniel
School of Education, Liberty University
EDUC 221: Content Area Reading and Differentiated Teaching and Learning
Katelyn Rigg
October 9, 2023
2
Differentiation Module
1.
What is differentiated instruction?
Differentiated instruction is an essential teaching approach used by teachers to cater to the
diverse learning needs of students. This approach helps teachers adapt their curriculum and
teaching methods to ensure every student can learn effectively. It is a framework that is
designed to cater to a range of students, including those who are average learners, English
language learners, struggling students, students with learning disabilities, and gifted and
talented students. Differentiated instruction strategies involve different class management
techniques, grouping students, assessing readiness, and teaching students in their zone of
proximal development.
Teachers who use differentiated instruction must be creative in their approach to ensure that
every child receives effective teaching tailored to their individual learning needs. This
approach ensures that students are not left behind or bored in class but are challenged to their
full potential. Students who receive differentiated instruction are more likely to be engaged
in learning, have higher motivation, and achieve better academic outcomes.
Word Count:
157
2.
Describe at least four significant ways in which differentiated instruction differs
from traditional classroom instruction.
When it comes to education, differentiated instruction distinguishes itself from traditional
classroom instruction in multiple ways. The most notable difference is its focus on catering
to the individual needs of each student, as opposed to solely focusing on the teacher's
objectives. This approach entails utilizing various methods for teaching, such as lectures,
modeling, interactive activities, and visual aids. This is in contrast to conventional instruction
methods, which typically rely on a single approach that may not be effective for every
student. Furthermore, differentiated instruction provides a diverse range of assignment
options, instead of mandating that all students complete the same assessments.
It also
encompasses both formative and summative assessments, unlike traditional methods that
may only use summative assessments that could be inadequate for some students, even if
they comprehend the material. The last is one that is important to me, success is measured by
academic growth instead of good grades or mastery of the material.
Word Count:
155
3
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.
As an educator, there are numerous approaches to better familiarize yourself with your
students. One of the most essential methods is by evaluating their preparedness through formal
and informal assessments, including reviewing their academic background, examining their past
work samples, allowing them to provide self-evaluations, and conducting a KWL (Know, want to
know, Learn) exercise. By utilizing these resources, you can gain a comprehensive understanding
of each student's strengths and weaknesses, enabling you to tailor your teaching style to
guarantee their success.
It's essential to recognize that every student is unique and requires different instructional
approaches that suit their learning style. Therefore, it's crucial to provide personalized support to
each student, depending on their needs. Creating a positive and inclusive learning environment is
essential to achieving this.
In addition, it's vital to ensure that your classroom is a safe and welcoming space. This can
be achieved by promoting mutual respect between students and setting clear expectations for
classroom behavior. By fostering a positive classroom culture, you can encourage students to
engage in class discussions, share their opinions, and take ownership of their learning.
Building a strong teacher-student relationship is critical for facilitating your students'
academic growth. By implementing these strategies, you can establish a foundation of trust with
your students, enabling them to feel comfortable asking questions, seeking guidance, and taking
risks in their learning.
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225
4.
Ms. Hasbro has taught high school Spanish for ten years. She would like to start
differentiating instruction and needs to make some changes. For each of the criteria
below, provide an explanation of why each of Ms. Hasbro’s classroom practices listed
below is not a differentiated practice, AND include a description of what Ms. Hasbro
can do differently with each of them.
Use complete sentences. Each response should be a minimum of one complete sentence.
Ms. Hasbro delivers instruction primarily by lecturing:
Why is it NOT Differentiated Practice?
What She Can Do Differently!
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By only lecturing at least a 1/3 of her
students will not get anything out of her
lecture and there is another 1/3 that will only
get part of it. By using only lecturing MS.
Hasbro is not meeting all of her student’s
needs.
Ms. Hasbro should use multiple methods to
deliver instruction. Lecture along with pictures or
graphics would be differentiation. She could also
use lecture and demonstration of what she is
teaching considering she teaches a Spanish class
Ms. Hasbro does not permit students to retake tests they have failed:
Why is it NOT Differentiated Practice?
What She Can Do Differently!
Some students just do not do well on tests.
That does not mean they don’t know the
material.
She could have an alternate assessment option.
The best option for differentiation in a Spanish
class would be an oral test option.
Ms. Hasbro records zeros for missing assignments:
Why is it NOT Differentiated Practice?
What She Can Do Differently!
It is very defeating for a student to see. For a
student that typically makes good grades a
zero can drop their average so significantly it
could drop them below passing.
For differentiation, she could instead record a
grade that indicates that the student is not
proficient, like a 50 instead of a zero.
Ms. Hasbro groups students at the beginning of the year based on the previous year’s
achievement test scores:
Why is it NOT Differentiated Practice?
What She Can Do Differently!
If a teacher is grouping student that did well
of last years assessments together and the
students that did not do well is unfair to say
the least.
When students with different abilities work
together in groups, they can learn more and
develop important social skills. This is especially
true for students who may be at risk or have
learning disabilities.
Ms. Hasbro gives bonus points for classroom participation:
Why is it NOT Differentiated Practice?
What She Can Do Differently!
5
It's not a good idea because it might make
some students feel uncomfortable
participating in class, leading to unnecessary
shame.
To encourage students, it's better to give extra
credit for completing bonus assignments or
activities instead of just participation points.
Ms. Hasbro gives a test every Friday:
Why is it NOT Differentiated Practice?
What She Can Do Differently!
Some students just do not do well on tests. If
Ms. Hasbro only gives one attempt at the test
this is not fair to students that are struggling.
Ms. Hasbro should allow multiple attempts
without penalization. If the student has mastered
the content they should receive full credit.
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. Explain the change and provide support and reasoning
for making this change. (Make sure to include at least one each for content, process,
and product.)
Description
: It's been a very long time since I was in High school but a couple of teachers come
to mind that definitely did not employ differentiation in their classrooms. I am not even sure that
was a thing back then at all. But if I had to pick one I would pick my world history teacher who
did not bother to teach instead he wrote the daily notes on the boards (There were two in every
classroom when I was in high school) and made us copy them while he left the class so there was
no opportunity to ask questions. He then gave a test at the end of the week. I failed this class in a
significant way and left me feeling very defeated.
1.
Content Change
- First at the very least lecture instead of only writing everything out.
He could have provided instructional scaffolding for those of us who were struggling to
understand the information.
2.
Process Change
– Any interaction would have been beneficial but tiered activities would
have been good to address the differences in learners in that class. Graphic organizers
would have been a good tool for struggling students to develop a better understanding of
the material.
3.
Product Change
– Had he taken any time at all the get to know his students he could
have divided us into groups based on our needs and tiered the assignments for each group
based on ability.
4.
Product Change: On assessments, he could have differentiated them by giving alternative
methods to demonstrate understanding or knowledge.
6
This particular teacher was at that time at least 100 years old or so we thought and he
clearly did not care whether we failed or not. I am honestly not sure how he was able to
keep his job. But like I said in the beginning back in the 90’s RTI and differentiation had
not even been thought of and unfortunately a lot of students suffered and were not
successful in school. There are so many things when I look back that I wish I could
change but those things make me want to do so much better for my students.
Word Count:
361
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References
IRIS | Challenge
. (n.d.). IRIS. Retrieved October 4, 2023, from
https://iris.peabody.vanderbilt.edu/module/di/challenge/#content