Differentiated Instruction: Making Informed Teacher Decisions

A final way differentiated instruction prepares students from the 21st century workplace is through direct instruction. Whether students go to college or enter the workforce, students will be required to receive information directly from one, or many, people and think critically about it. Whether it is sitting through a lecture in college, or a meeting at work, students will need to have the ability to take in information verbally and apply it to their area of study or expertise. In my classroom, I try to begin a lesson and end a lesson with some form of short discussion or lecture. I believe that it helps to either set up, or bring closure to, the information we are covering. For example, at the beginning a lesson this week I spoke for about fifteen minutes introducing the struggle for equality that African-Americans faced in the early 1900s. This short lecture helped lay the groundwork for the next two days and assisted in giving my students context for the upcoming hybrid stations.

An assessment is when you gather evidence for feedback. It’s being keenly aware of what students know and understand and having appropriate evidence of this understanding. Assessments can be broken down into three different categories: Diagnostic, Formative, and Summative. Diagnostic assessment happens before learning. It’s when you identify the student’s knowledge and any misconceptions. This helps determine on what you need to review or where to begin your teaching. Formative assessment happens during the learning. It’s like a “coach”, where you listen and look for specifics. The goal is to improve students’ learning rather than simply measuring it. Summative assessment happens after the learning process. As a teacher, you’re like a judge, you render an opinion. It’s important to offer a grade that accurately reflects the students’ learning. These three types of assessments are used to determine how the student is learning, how to improve their learning, and accurately reflect their learning. The last term in our goal we need to understand is Standards Based Classroom. This is based on the mastery of the students’ learning and that all students are guaranteed the same right to learn the common curriculum. As teachers, we are responsible to deliver the material to expand the students’

One of the subjects that the Common Core standards focus on is mathematics. “The Common Core Standards for mathematics require that all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives.” (No author given) These standards were put into place stating how much knowledge a student should have, depending on what grade level they are in.

Ongoing assessment is important for teachers to do with children for many reasons. First, to see where they are with what they are learning. To see the strengths and weakness of what they know or don’t. This helps the teacher plan the curriculum to meet the needs of the children in the classroom. Including the families in this assessment allows the families to feel like they play a role in their child’s learning and are more willing to help their child meet their learning goals.

Assessments and evaluations play a key role in providing developmentally appropriate activities and learning opportunities. Lesson plans should be well thought out and based on the particular group of children in your care. In order for lesson plans to be effective, teachers must use observe and assess their students. The information gained from observations and assessments can be used to plan for the class as a whole and for children individually. Once activities are implemented, teachers should evaluate the outcome and success through observations. Evaluating children’s learning is a great way to determine whether an activity should be used again or changed in any way.

For each student, their assessment, lesson plans, and curriculum developments will be different too. Some have concluded that we all learn the same way. Not so, what will work for one will not work for the other. Assessments are considered as a common thread in the transition process. Assessments are used for collecting data on students needs, interest, and preference relating to their future.

For ongoing assessment, student understanding assessed through the use of observational checklists, anecdotal records and analysis of contributions to class discussions. Students are given opportunities to demonstrate their knowledge, skills and understandings through a range of assessments and ongoing feedback to children on their learning. Students produce a variety of work samples, including designated assessment activities. These should be evaluated to determine students’ level of achievement and understanding.

They are so many different teaching strategies that are useful and effective but I agree that differentiated instruction is number one! It is very important for educators to have differentiated instructions in the classroom because not every students learns the same way and this will get the students involved. This teaching technique will give the students multiple options to express their learning. While they are expressing their learning, they will be able to uncover deep layers of the concept they are learning. I think when teachers give instruction and certain duties to the classroom, the student feels wanted and gets excited when they have something important to do.

Assessment is an important part of instruction, as it determines whether or not the goals of education are being met. “Are students understanding the lesson?” “Do I need to re-teach?” Assessment affects decisions about grades, placement, instructional needs, and curriculum.

Differentiated instruction is a tool used in the classroom to accommodate all types of children in the classroom to make it inclusive. There are three levels of differentiation that are normally incorporated into a lesson. The first type is for gifted or talented children. This instruction normally has the material that is more challenging for the student. This material may involve reading or a worksheet. The second form of differentiation is for ELL students. These students sometimes need additional help in the classroom to keep pace. A few different ways to help these children in the classroom is by offering additional instructions with pictures to help the child better understand or in group work pair the student with children who are helping

Differentiated instruction has been around in classrooms for quite some time now. It is a philosophy that not all students are the same. All kids learn differently and some students may be ahead or below their actual grade. Differentiated instruction helps this issue by teaching us that this problem can be achieved no matter what the road blocks are up ahead. Nowadays, teachers are pressured and even mandated to meet certain standards. It can be hard to meet both these standards and the needs of all students consecutively. DI is there to help the teachers set each student up with their own progress learning goal and to promote the growth and success that each student will make.

The only way for a teacher to really know if students have met the lesson objective is by assessing constantly throughout the lesson. Through a diverse teaching strategies and differentiated instruction to meet all students needs this is possible. Mrs. Wiggins shows evidence of caring for her students by making connections and telling them to be proud of their answers. However, Mrs. Wiggins needs to improve the manner in which she assess students for understanding. Throughout the lesson students were being told to repeat the answers that were prompted by either the teacher or another student. There was little to no evidence of students being challenged and asked to assess their learning and understanding. It is suggested for Mrs. Wiggins to

Teaching is so exciting, and you have to love it to become one. My passion is Special Education, teaching in the public school system, elementary grades K-5. The strategy that sticks out the most is Differentiated Instruction. Differentiated instruction” is an approach that suggest adapting instruction to the readiness, skills, abilities, interest, and learning styles of your students” (Kronowitz, 2012). Today’s classes are more diverse with diverse learners.

“Differentiation is not just a set of strategies; it is a way of thinking of thinking about teaching and learning. Strategies are tools that help us to accomplish the goal of differentiated instructions. Differentiated instruction means tailoring instructions to meet individual needs. Teachers could either differentiate the content, process, product or the environment, and the use of an ongoing assessment and flexible grouping make this successful approach to instruction.” _ Carol Tomlinson. Differentiated instructions strategy helps to teachers to respond to the diverse needs of students, and this is guided by three basic principles. The first principle focuses instructions on the most essential principles and skills. This is because teachers have the skills to identify the instructional goals and outcome for students. The second guiding principle helps Teachers to recognize and attend to the differences in their students. They do not attempt to a one side fit all approach to instruction. And thirdly, assessment and instructions go hand in hand. Teachers pre- assess their students to understand their starting point and continue with ongoing assessment and make adjustment as needed.

The assessment process is one that an educator often contemplates while planning a curriculum, implementing instruction, and after the assessment. Creating an assessment that helps students continue their learning should be the main goal. One way to help foster an assessment environment of continuous learning is to provide students with authentic assessments that they play an active role in. Performance assessments that give students authentic tasks to complete help teachers assess what students know and are thinking (Laureate Education, Inc., 2010). It is important that students are able to demonstrate their learning in a way that suits them. In order to do this, assessments should be aligned with the standards and should be