Differentiating Instruction

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Athens State University *

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Psychology

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Feb 20, 2024

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1. What is differentiated instruction? a. Differentiated instruction is an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students. 2. Describe at least four significant ways in which differentiated instruction differs from traditional classroom instruction. a. Differentiated instruction aims to reach each student while traditional instruction addresses the group as a whole. b. Traditional instruction is designed to meet middle level learners while differentiated instruction allows teachers to create lessons that reach all learners with all different skills. c. In traditional classrooms, all students receive the same assignment. When teachers use differentiated instruction, students are not required to perform the same tasks but rather, the students are given assignment choices to better fit the student’s learning styles. d. In differentiated classrooms, teachers use continuous formative assessments to find out where students are and what level of the material they understand. In traditional classrooms, teachers use summative assessments. 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. a. Teachers should familiarize themselves with three important aspects of their students: their readiness, interests, and learning profile. To assess readiness, teachers can administer a pre-test or utilize a KWL chart to gauge students'

existing knowledge and areas of unfamiliarity. In terms of interests, teachers can distribute surveys that evaluate students' hobbies and preferences. Alternatively, students can be encouraged to write an essay about themselves, providing valuable insights into their interests. Lastly, to understand students' learning styles, teachers can simply observe them in the classroom or employ a questionnaire that addresses their preferred methods 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.  The practices mentioned here do not exhibit differentiation as the instructor primarily relies on lecturing for instruction, does not allow students to retake failed tests, assigns zeros for missing assignments, forms student groups based on previous year's achievement test scores, rewards bonus points for classroom participation, and administers a test every Friday. b. Describe what Ms. Hasbro can do differently with each of them.  Delivers instruction primarily by lecturing  Ms. Hasbro employs the strategy of flexible grouping during classroom activities and assignments, ensuring that she frequently adjusts the grouping styles to cater to the varying skill levels and interests of her students.

 Does not permit students to retake tests they have failed  Ms. Hasbro has the authority to permit students to take a test again, and if they can exhibit their comprehension of the material, they ought to be granted complete credit.  Records zeros for missing assignments  The grades for missing assignments should be recorded as failing, but it is important not to assign them as zeros. This approach demonstrates that the student did not meet the required level of proficiency for these assignments, without distorting the student's overall achievement with a greatly reduced grade.  Groups students at the beginning of the year based on the previous year’s achievement test scores  Ms. Hasbro ought to employ pre-assessments as a means to familiarize herself with her students and gain insight into their proficiency levels. Utilizing pre- assessments, along with regular formative assessments, will serve as valuable tools for enhancing and refining her instructional methods.  Gives bonus points for classroom participation  Ms. Hasbro ought to distribute bonus points solely when they pertain to the subject matter currently under

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evaluation. As an illustration, a bonus query on a quiz could serve this purpose.  Gives a test every Friday 5. Instead of making a habit of only testing on one day, Ms. 6. Hasbro should give frequent formative assessments to 7. see how well her students understand the concepts that 8. she is teaching, especially if she notices that some of her 9. students are struggling.  Instead of solely relying on testing on a single day, it would be beneficial for Ms. Hasbro to incorporate regular formative assessments to gauge her students'

comprehension of the taught concepts. This approach becomes particularly crucial when she observes that certain students are facing difficulties. 10. 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.) a. During my time in high school, I enrolled in a government class that primarily consisted of fill-in-the-blank notes following individual chapter readings. This monotonous routine persisted every single day, with weekly tests scheduled for Fridays. To enhance the class's differentiation, several elements could have been implemented. Firstly, the teacher could have employed diverse forms of group instruction, such as small groups or flexible grouping. Secondly, they could have incorporated more engaging and interactive lessons to captivate the students' interest. Thirdly, the teacher could have offered a variety of options for students to learn and showcase their knowledge. Fourthly, utilizing assessment results to adapt instruction as necessary would have been beneficial. Lastly, modifying assignments to cater to the students' needs would have further enhanced the class's differentiation.

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