...2.2.3 Benefits from Differentiated instructions A mixed ability class can only be effectively taught if the teacher accepts that every lesson can not be whole class teaching with lessons controlled from the front. Teaching mixed ability class will work if all students are allowed to experience success and to learn as individuals. Here are many benefits to differentiated lessons beyond the individualized learning that takes place. As it is “an individualized method of meeting all of the students’ academic needs at their level (Servilio, 2009, p.7), the biggest advantage to differentiated instruction is that it connects with all students and provides a number of options for students to understand and achieve the lesson. This can be done based...
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...Integrating Differentiated Instruction and TRIBES Table of contents Inspiration for Inquiry 1 Inquiry 1 Hypothesis 2 Tribes® 2 Evidence from Literature 4 Critical Analysis 7 Conclusion 9 Application 10 Reflection 11 References 14 Integrating Differentiated Instruction and Tribes® Inspiration for Inquiry Ventana Ranch Elementary School is completing its second full year of existence in the Albuquerque Public School system. An educational model known as Tribes TLC®: A New Way of Learning and Being Together was selected for the school by the principal (Gibbs, 2001). One of the conditions for employment at this school was to attend a twenty-four hour basic training course and then implement the process daily in the classroom. This process centers around four tenants known as agreements: Mutual Respect, Attentive Listening, Appreciations/No Put-downs, and The Right to Pass. These agreements are not only applicable to the classroom; they are also applicable school wide. The outcome of the process “is to develop a positive environment that promotes human growth and learning” (Gibbs, 2001, p. 21). The Albuquerque Public School District (APS), responding to President Bush’s No Child Left Behind Act (NCLB), is mandating that all teachers differentiate instruction in their classrooms in order to help all students learn and succeed in their school careers. . Even with this mandate...
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...Common Core State Standards and Differentiated Classrooms KaTayla Evans Instruct Strat for Differentiated Teach and Learn EDU 673 Alan Belcher 9/11/2017 Standards for Mathematics The common core standards for mathematic is a skill that children will need from kindergarten all the way up in till college and career. The common core mathematic is divided into two set, mathematic practices and mathematic content. Mathematic practice is a standard that student are engaged into and they grow in maturity from kindergarten through high school. Also with mathematic its purpose is to help with learning and engaging the content in a meaningful way, the goals are most likely to change the mindset of student and as well as the teachers. Mathematic content...
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...ABSTRACT The purpose of this study was to determine if differentiated instruction had an effect on student achievement. The researcher sought to answer two research questions “Does differentiated instruction have an impact on student achievement?” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables...
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...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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...relationship between Differentiated Instruction and Standardized Testing Outcomes” Tiffany R. Williams Argosy University June 14, 2012 Theoretical Framework Once the literature review was engineered, it was determined that there was sufficient research provided on differentiated instruction and standardized test outcomes. The theoretical framework consisted of different philosophies and theories on differentiation instruction, meeting the individual needs, and how differentiating instruction and standardized testing outcomes coexist. Differentiation is described as an educational strategy that cogitates that students’ learning profiles are different and that their highest learning capacity is reached when educators accommodate curriculum and instruction to meet individual needs. Other theorists have perceived differentiated instruction in their own ways and the purpose of this literature review is to validate the research study by aligning it with the findings of each point discussed. Literature Review Introduction Education is said to be the process of receiving systematic instruction; the delivery of knowledge and information between a student and a teacher; and the level of cognition. Before the embodiment of education that involves curriculum and assessments mandated by the government, it was merely a system that was in the hands of the state, parents, and church. During this time, schools focused on literacy and assessed students on the basis of how fluently...
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...Differentiate Instruction Theory There are so many individuals that have different abilities, experiences, and learning styles. Differentiated Instruction is a theory that will help teachers be successful in having all students be successful at learning at their fullest learning style ability. “Differentiated instruction gives a variety of options to successfully reach targeted standards.” (Gregory G.H. & Chapman C., 2007) This type of instruction will help the students meet where they are and offer challenging, appropriate options for them to achieve success. (Gregory G.H. & Chapmen C., 2007) This instructional method is based on research that was created by Russian psychologist, Lev Vygotsky (1896-1934). “Sociocultural theory, drawing on the work of Vygotsky (1962), and later Wertsch (1991), has significant implications for teaching, schooling, and education (Tharp & Gallimre, 1988).” (Subban, P.) The four elements that teachers can differentiate are the following; the content, the process, and/or product as things that are differentiated in a classroom. With this ongoing assessment and flexible grouping it will ensure that this instructional approach can be successful (Readingrockets.org). “The content is what is taught. The way a learner interprets, adapts, and finds ownership is the process. The product shows the learner’s personal interpretation and what they know.” (Gregory G. H. & Chapmen C., 2007) Some examples of differentiating in a classroom is using...
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...learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs. Explain how the differentiation of tasks or activities supported the English language learners' content learning and language development. Differentiating tasks or activities enables and supports ELL students in many ways. Using differentiated teaching strategies gives ELL students the leverage that is needed to be successful. In the case of the aspects of quantity and quality for example, the same reading task can be assigned to the whole class, but students do not have to do the same number of questions or exercises. The ELL students are given a choice and can choose to do one or more tasks; it is important for them to progress at their own pace and interest. Explain how the differentiation of assessments allowed the English language learners to demonstrate knowledge in various ways. Differentiation of assessment allows ELL students to demonstrate their strength and their weakness. Differentiated assessments should focus all students on the same essential learning...
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...instructional designs? DI is an instruction strategy that focuses on content, process, and product. DI modifies and adapts the curriculum based on individual learning needs. The teacher determines individual needs and develops the necessary tools for students to succeed. The student relies on the teacher to make modifications to the learning environment. UDL on the other hand is a curriculum designed approach to teaching. UDL focuses on addressing a variety of learning needs and styles of learning and builds the tools right into the curriculum design. UDL requires the student to develop the resources necessary to be successful and in charge of their own learning. Flipped learning...
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...our scholars make. In order to successfully instruct intentional lessons, it is important to collect data about scholar interests, ability/intellectual levels, achievement levels, and personality types. Through the use of assessment tools like the Common Core Measures of Academic Progress (Common Core MAP), The State of Texas Assessments of Academic Readiness (STAAR), The Student Interest Survey for Career Clusters, The Brigance Early Childhood Screens III, The Millon Adolescent Personality Inventory, and The Myers Briggs Type Indicator (MBTI) Personality Indicator. Interests 1. The Student Interest Survey for Career Clusters assesses scholars interest through the use of a survey where scholars are expected to circle up to seven activities in each of sixteen boxes that describe what they like to do. This is an extensive survey that asks the same three questions in each of the sixteen boxes, however the list of answer choices provided varies each time. This survey takes around fifteen minutes to complete via paper and pencil. This survey is available in both English and Spanish and can be viewed and printed online. The Student Interest Survey for Career Clusters can be administered individually and/or given to a group. The survey can be scored by the scholar or teacher, it does not have to be submitted to the company for scoring. After scoring, the results of the survey will tell the scholars which of the sixteen career clusters, such as Agriculture & Nature, Architecture...
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...Resources for Technology to Differentiate Instruction Reaching and Engaging All Learners through Technology April 2013 Resources for Technology to Differentiate Instruction Technology is a practical, cost effective and flexible way to differentiate instruction. With digital media and electronic tools, teachers are easily able to adapt all aspects of the curriculum for students. They can represent information in multiple formats and media, provide multiple pathways for the learning process and means of expressing knowledge, and provide multiple ways to engage students’ interest and motivation; the three principles of Universal Design for Learning (CAST, 2002–2013). Within each of those three areas, technology can assist in customizing learning to fit students’ needs. A website created by WestEd, http://www.wested.org/cs/tdl/print/docs/tdl/home.htm, provides examples of technology to reach many of the needs students may have. The site was created to help teachers utilize technology they already have and suggest links to additional web resources which are available. It is a great portal; from this site are links to many sites with resources, suggestions, and links to even other sites. For each technology, it gives suggestions regarding how and for whom it might be used in the classroom. The technologies addressed are: digital text, audio, digital enhancement, software, visual, curricular supports, and targeted populations. The information under curricular...
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...Differentiated Learning Articles Articles on Differentiated Learning for teachers and other educators. "Differentiated learning (sometimes referred to as differentiated instruction) is a way of thinking about teaching and learning. It means using a variety of instructional strategies that address diverse student learning needs. It places students at the center of teaching and learning and student needs drive instructional planning. Differentiated learning is a way to enhance learning for all students by engaging them in activities that respond to particular learning needs, strengths, and preferences. The goals of differentiated learning are to develop challenging and engaging tasks for each learner (from low-end learner to high-end learner). Instructional activities are flexible and based and evaluated on content, process and product. Teachers respond to students’ readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. In a nutshell, a differentiated learning classroom is a learner-responsive, teacher-facilitated classrooms where all students have the opportunity to meet curriculum foundational objectives." Source: Wikipedia. Cooperative Learning, NOT Group Work, is the Key to a Successful Future Apr 26th 2007 Teachers learn a variety of different skills and strategies throughout their college education. Once employed, teachers hone their skills by finding out what really works in the...
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...classroom, there are a wide variety of student needs and abilities present. Each student has unique learning styles, preferences, and interests. Although there are many differences among my students, I have also noticed some similarities. Throughout the past few weeks I have noticed that many of my students struggle with comprehension. All of my students have reading goals. Reading accurately and fluently is difficult for them. However, even when a story is read aloud, the majority of students are unable to retell the story or answer comprehension questions. To assist my students with reading comprehension, I have created a differentiated lesson to implement during small group instruction. Differentiate What, How, and Why For this...
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...University EED 364 May 1, 2011 EEI Lesson Plan Student name: Telephone: Website: Implementation Date: |VITAL INFORMATION | |Author |Sherry Pate | |*Subject(s) |Science, Technology | |Topic or Unit of Study |Classification of plants and animals | |*Grade/Level |4th Grade | |*Summary |The students will learn how to classify plants and animals into groups based on their characteristics. | | |Some of the characteristics that students will look for include plants, animals, things, that lay eggs, | | |things that live underwater, etc. Students will be able to visualize and know that sometimes plants and | | |animals can be classified into more than one group depending on the features of the specific groups. | |STANDARDS AND DIFFERENTIATED INSTRUCTION: ...
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...Learning Goals or Standards to be addressed: 6th Grade Mathematics Number Sense 2.0 Students Calculate & Solve Problems Involving Multiplication & Division of Fractions (just a small part of this large standard) K Students will know: the steps to divide and multiply fractions/mixed numbers U Students will understand: when and why they would multiply or divide in a particular situation (makes learning meaningful to students) D Students will be able to: solve problems by multiplying and dividing fractions/mixed numbers. In addition, students will be able to explain the difference between dividing and multiplying fractions (skills, actions, performance) Think about the students for whom you are planning this lesson. What kind of differentiation best meets their needs? Readiness? Interest? Learning Profile? |Differentiation strategy (process, content, product) or Environment |Grouping Strategy | |*use of many differentiation strategies will enhance the cognitive |Groups Based Upon: | |ability of students. | | | |Needs of different students | | | ...
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