Chapter 11 Reflection: Describe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two?
As you know, I teach Voyager, so 8 of my 10 lessons are whole class. However, even when I do whole class there is a bit of differentiation going on. If a student has a problem understanding vocabulary, I will make sure that student gets more attention in that area. If a student has an issue with a particular strategy,I will give them extra material in that area. But I will admit, with the Voyager Program I have certain limitations.
ReplyDeleteJack Sague
Differentiated Instruction is something that many of us have already practiced in our classroom.However,it was named as it is known today. As a special educator I often differentiate on a one to one basis to reach those students who failed to get during whole group instruction.One way that I did that was to determine which learning style that that specific child responds to it might be visual or kinesthetic activities whichever that suits him or best.
Delete• I see a need usually after a given assessment based on their results. It might be that I have to re-teach a certain skill to a group of kids who did not get it the first time. I might differentiate according to mastery level after a unit. Most times, I have them grouped according to their abilities. Other times, I might have to tutor a kid individually because he or she is not getting it in a group setting. Yet other times, I might allow some kids more time to complete a task, while I push another group to finish it within the allotted time. I always have an independent research project center for my advanced kids. It all depends on the group. I always see a need to vary how students get access to what needs to be learned. Just to give you a brief example, our class was once working on onomatopoeia. I introduced the lesson with a comic book to captivate them. After completing a short activity in their workbook, I gave them three choices for their extended activity. One activity was to work in pairs to come up with as many sound words as possible without using their books or the computer, and use at least five of them in a sentence. The next was to fill in a sensory chart. For this activity they had to go on line to search for the words. The third activity was to make a comic strip and use sound words in the bubble speech. The need to differentiate what I teach to my students is the process. The need to vary how they get access is the variety I bring in to teach the content.
ReplyDeleteIn a classroom where students are reading on different levels there are times when you have to differentiate what you teach. I have done this when I am teaching reading comprehension. I will have the students work in groups and based on the groups I determine the level type questions they will have. The students are all answering the same questions; however, I use different vocabulary in the questions and the vocabulary is driven by the student’s level. I have also guided students and I do this by different computer programs that we use at my school. I can control what the students have access to and when they can have access to it. This is helpful, because I set the program to how many attempts the student has at a question. I have it set at two tries than after that the question is locked and they have to come see me. This is good, because it allows me to meet one on one with students and see what they do understand and what they are struggling with. The students love this, because they all work at their own pace, and then as they call it, they get Ms. Bailey’s Time.
ReplyDeleteMerrissa Bailey
Teaching FCAT strategies can become redundant for my students after a while. I have not done much differentiation this year as an interventionist and I did notice that the learning environment for the students started becoming dry. Thus, I am now exploring different ways to present my lessons. I do know that my students responded better when I was more visual with certain lessons that I taught and would like to explore more kinesthetic ways to teach my lessons this upcoming year.
ReplyDelete-Jessica Collado
When I have students who already passed the FCAT sitting in my classroom, I need to come up with something different they can do so that they don't feel left out. Making them going through FCAT crunchtime for example when they already passed the FCAT makes them react against it for having to do the same of those who haven't passed it. When I have new students arriving a few months after the school year started, I have to make sure they don't feel left behind. I may sure in both cases I picjk assignments that are up to their readiness level.
ReplyDeleteIn my classroom, I see the need to differentiate when I give an assignment, whether it is an oral or written assignment. After an assessment, I always review how many students missed the same question(s). I would address the questions the following day, and the kids that missed the question(s),I will have independent dialogue with them to ask why they made their choice. Honestly, they have logical reasons why the choice was made. Then it is my job, to make them understand the correct choice. From my dialogue and assessment, I can immediately identify the students that will benefit from differentiated instruction. I will group them according to the similar mistake(s) they made. My interpretation of that approach is that their thought process is similar. Students having access to what I want them to learn will be solely based on the student’s readiness and learning profile. I distinguish between the two by knowing my students, their readiness and learning profiles.
ReplyDeletePatreece Perry-Pelt
My ESOL students, levels 1 and 2, are grouped together in the Developmental Language Arts class. I have, in the same class, students who just arrived to the country with students that have been here for one or two years. The English proficiency level is sometimes huge! The content of the lesson is differentiated according to their proficiency level most of the time. I also provide students with supplementary materials like documentaries, the internet, audiobooks, hands-on activities, etc. that support different learning styles. In addition, their assignments are different considering their proficiency, background, preferences, and learning profile. I use different grouping patterns that allow students to work with students that have the same level or mixed levels, same or different interests, different talents, etc. It all depends on the content I want them to learn and the product they need to come up with.
ReplyDeleteClaudia Ocampo
Teaching to the ESL popualtion is a mix bag you always need to keep in mind all the differences in the class and ask "Did I reach them using this strategy. I usually do whole class for the introduction of the topic or subject....use background knowledge and previewing the text then we breakup into various groups and they get their particular asignemnt or project. I work around asking questions, observing and in some cases assessing. Other times I might work with a particular group to bring them up to speed. What is hard are those constant arrivals and getting them up to speed.
ReplyDeleteEfrem Figueredo
In my most recent experience, as a magnet middle school orchestr teacher, differentiation happens mostly in the area of differentiation of process, and rarely content or product. This is because of the particular way that a performance class works (everyone works on the same music and performs in the same concert). Differentiation happens when students need help with the process of learning their instrument/music. In general, those with the greatest amount of physical skill on their instrument will be able to split off into sectional rehearsals, and some students can assume the leadership role. Students with lower ability on their instrument, or those with poor music reading skills, require varying amounts of small group and individual help with rudimentary skills and help going through the process of applying instrument and music reading ability to the ability of learning a piece of music (interpreting it.....higher order thinking skill) independently.
ReplyDeleteI have students who, in spite of having high abilities, have poor ensemble skills, meaning they cannot focus of the set of skills needed for all orchestra members to play together. This is often because of "being in their own world", which often happens when musicians play. This is when it looks like they are zoning out. In fact, their are (hopefully, lol) quite focused on their OWN playing, but not how they fit with the group. When I see a player who isn't fitting in, I determine if they need further group rehearsal or if they need small group/peer tutoring, or one on one mini-lessons with the teacher.
I differentiate what I teach 24 hours a day in my class! All my students are working on different grade levels and in different subjects. I know my student very well as I have access to all sorts of data on each one. Based on their level, I adjust how I teach them and how much extra one-on-one teacher/student attention they need.
ReplyDeleteHow they get access to what I want them to learn doesn’t really apply to me because I have no say in what they are learning. I only facilitate and check their work. The computer program is called E2020 and the students work individually on their computers to complete assignments. I have extra resources in my class room for them to use if needed, such as: various grade level text books, maps, resource books, etc.
Susan Castleman
Again I'll use this year's class as an example. I had fluent readers, emergent readers and non-readers. I had to differentiate otherwise my non-english speakers would just look at me like I was talking Chinese. I would start by introducing the skill and objectives to the class as a whole. Then I would have the non-english speakers go to the computer to work on imaginelearning.com which is a program designed for ESOL I students. This program showed them basic words, letter sounds, letter recognition, etc. While they were on the computer, I would do a read-aloud or some other reading strategy with the rest of the class. Once I got them going and working on their assigned activities, I would then work with the non-English speakers focusing on their phonics and phonemic skills.
ReplyDeleteDifferential Instructions were initiated when I observe that some students were mot as engaged as others. In other situations students were not completing the task. In response to my observations, I presented an Inventory Profiler to help program a curriculum program to match interest, and abilities. I modified ways for students to access information. Students’ needs were met, but some modifications were used, for different purposes.
ReplyDeleteMatching preference to learning styles was the most unique way of assuring that students maintained their motivation, in what they learn and how they learn. Varied support system was also vital, and used according to students’ preference. Some of the provision in the support systems was study buddies, peer and adult mentoring. In addition to support students learning in content area, note taking organizers, and highlighting in text for supplementary materials were used to help students to learn.
Barbara Harris
When I taught the Edge B reading class, there was a need to teach different students different things because I had some non-readers, low readers, on-grade level readers, and advanced readers all in the same classroom.
ReplyDeleteAfter I read the passage/article/story during whole group, the small group assignments were always different for students. For the non-readers, I would sit with them, read the questions to them and they would explain their answers to me. I would grade them on comprehension, rather than grammar or spelling.
For the low readers, I would have them work on activities focused on vocabulary related to the whole group reading.
For the on-grade level and advanced readers, I would have them answer the higher order thinking questions as well as the essential question for the week.
I give students access to information that they need to learn in several ways. Whole group lecture, small group activities, hand outs, having students take notes from the lecture or the promethean board, sending emails, and through song lyrics.
It is very important to observe my students as I provide information in the various ways. Observing which ways work best for which students really help me to decide which methods to use when. It is trial and error and having conversations with students to find out what they think also.
The need for differentiated Instruction first occurred when children in my class were really struggling with reading, writing, organization, time management, social skills or all of the above. I have faced up to 3 different instructional levels all in one class all in one school year.
ReplyDeleteI varY information by creating file folders filled with various graphic organizers, visual aides, and sentence starters for different types of thinking (cause and effect, chronological, compare and contrast, to name a few). You can quickly pull out one of these in a pinch. If a student finishes a differentiated assignment with time left, then assess if it was too easy, and add a step. If a differentiated assignment is too difficult, break down the directions even more, give them one-on-one time with you, or remove a step.
DI is about students getting what they need. Approaching all learners the same academically doesn’t work. Teachers have to start with, where the child is in his learning process in order to authentically meet his or her academic needs and help each one grow. It sounds overwhelming but it can and should be done!
-Blanca Gonzalez… HAPPY FATHERS DAY EVERONE!
I teach self-contained grades 6, 7, and 8. I have to differentiate my math class by grade level and math level. I introduce multiplying numbers with decimals I have to recheck to make sure all the students understand what the assignment is by calling on individuals to demonstrate by working a problem on the board. Students who cannot perform when called upon are assigned math problems with less complexity. The students assigned into groups according to their math level.
ReplyDeleteLarry Williams
I teach the advanced (gifted) group and their are times I see the need to differentiate when it comes to comprehending certain text or novels. While every student may read with fluency, not all of them comprehend or understanding the text. The best way to get my student the best solution or access to what they need; I place them in groups as we dissect the text or novel (through many activites) and while doing this the student who once lacked understanding or comprehension easily get it.Karen Smith
ReplyDeleteI teach the Intensive and Developmental Language Arts in middle school, ESOL levels 1-4. In the Developmental classes, the students are grouped by ESOL levels 1 and 2 in one class and 3 and 4 in another class (some classes I had were a mixed group ESOL levels 2, 3 and 4). Students are assigned to a group according to my observations and their learning profile. There are times when I have to work with a student individually especially if the student is new to the school and/or country. I match the content to learner readiness, interest, and learning profile that work for my students. My goal is to provide DI that will meet students individually to support forward progress.
ReplyDeleteMaria Santiago-Parreno
As a Reading Coach working with small 4th and 5th graders in an intervention setting, I find that differentiating instruction goes on all the time. It starts just in giving directions. Some of my students can understand what is expected when I say it orally, for others I have to show them more, and still others I go back and restate individually. True differentiation of instruction didn’t begin for me until after the second period of FAIR. Utilizing data, I planned activities that would support their weaknesses and tried my best to group those I could. This was about the time I started taking the endorsement classes so I used what I learned in class and apply it to my students. Motivation and interest went up once I told them I was taking reading classes and would be practicing what I learned on them. I used their work to take back to my class. The next day, my students would ask what my teacher thought of their work. It was a learning experience for all of us.
ReplyDeleteZina Berman
Language Arts is not an easy subject to teach due to the fact that it is on grade level and majority of the students are not on grade level. As a language Arts teacher on a daily basis it was very important for me to differentiate the instruction in classroom to ensure the students are learning. It is very important for the students to understand literature. I had to differentiate content, process and product on the daily basis in order for them to comprehend the subject.
ReplyDeleteThis year, my periods 3 & 4 had a combination of grade levels 6-8; FCAT levels 1-2; ESOL Level 1 and ESE students. There were a total of twenty-two students in the class. My FCAT level 2 students dropped a level. I used the lowest Language (Book A & B) because I could not find any middle ground for my ESOL and level 2 FCAT students. My FCAT level 2 students should have been at least using the Language Level (Book C & D). The program is very explicit and two different levels cannot be taught at the same time. I also had two ESOL level 1 students in my class which I had to give a developmental language grade for; a specific text book was supposed to be used for these students which was not available for me to use. Had I used DI, the FCAT level 2 students would not have dropped a level. The class continuously used the Reading Plus Program and was not given grade level material to practice the FCAT skills. There were 22 students; usually Intensive Reading classes are not so large. It was also a very challenging group. I did assign peer partners as a support system, but the higher level students did not want to work with the lower level students. I had all of the FAIR, and Interim assessment data in order to differentiate instruction based on readiness, interest and learning profile. Often times during the Phonemic and Awareness section of the program, the material was less challenging for the level 2 students. I could have used “The Equalizer” method to challenge those students. Knowing and understanding the profile of the groups, I could have matched their preferred way of learning using overhead or visual activities. The compacting strategy could have been used for the higher level students, Independent Projects for the middle group and Tiered assignments for my lower level groups. Mini lessons could also have been used for the low level students.
ReplyDeleteAudrey Bullock
Differential classes are the solution to reducing chaos, and maintaining structure in the classroom. Structing a program according to students needs is main objective. It is an instructional strategy that can help teachers assist students in their areas of interest, and abilities. What students learn, and how they learn has a connection, and the answer can be found in a different instructional climate. Curriculums of study by titles do not always provide relevant substance or components that address student’s interest, and needs. We can modify the curriculum without changing the basic content. This process entails tailoring the curriculum to meet the needs of a diverse group. Varied support and some accommodation will be used according to students needs. Access to learning resources will vary accordingly. Students access to information will vary according to needs.
ReplyDeleteCarolyn Collins
I’m currently a middle school math and science teacher for the Autistic Spectrum Disorder (ASD) program. I work with low functioning autistic students. My students are visuals learning; and 1/3 of them are non-verbal. I must differentiate my lessons daily. My students’ lessons are aligned with their Individual Educational Plan (IEP).
ReplyDeletePamela Robinson
Chapt. 11 Since my math groups are already differentiated by tiers, I vary my content instruction based on the profile of the student. I use manipulatives to reinforce previously learned skills. Its hard to use concept-based teaching when basic facts have never been learned.
ReplyDeleteIn my class there are times when I need to use differentiated instruction with what a teach the students, for example I may get a Kindergarten student who in the beginning of school year has never been exposed to the alphabet and others who already know the letters and are now ready to go into the letter sounds. I would then have to work with the class in smaller groups to make sure the first group gets the letter recognition before moving on to the sounds. I also use differentiation when teaching one concept to the whole class by using videos, lecture, manipulatives, etc. so that students with different learning styles are exposed to the same information but some may grasp it better when shown visually, auditory, or hands on.
ReplyDeleteThe need for differentiated instruction in the content area is very important in the classroom.We can modify how we give students access to what we want them to learn.
ReplyDeleteBy: Alden
My classroom consists of Pre-K/Kindergarten Profound students who are nonverbal therefore, they receive differentiated instruction daily according to their IEPs. I use many visuals and manipulatives in their learning experience.
ReplyDeleteIn my school we work with our students based on their data from interim exams and baseline tests. The tests show us where the students stand and what benchmarks they understand and or have difficulties with. I tend not to group my real low students all together just because they can learn from my students that do understand the benchmark. They work in groups scattered around. They all help each other. I do take time in my DI and target students who I know do not understand the material at all.
ReplyDeleteLearning contracts are SUPER important. They allow students freedom in their use of class time in exchange for doing responsible and effective work. Contracts combine a sense of shared goals w/ individual appropriateness and an independent work format. They also give the teacher time for conferences and small group or individual work sessions based on progress and needs.
ReplyDeleteAs the ELL counselor, I try to keep the my students informed on the different types of tutoring services that are provided for them throughout the year. Many ELL students do not have access to Computers or tranportation to attend Saturday school so therefore, I try to match them up with teachers who volunteer to tutor after school.
ReplyDelete
ReplyDeleteAnonymousJune 16, 2013 at 2:48 PM
As the ELL counselor, I try to keep the my students informed on the different types of tutoring services that are provided for them throughout the year. Many ELL students do not have access to Computers or tranportation to attend Saturday school so therefore, I try to match them up with teachers who volunteer to tutor after school.
Tony Casas
Chapter 11
Chapter 11: I really liked the way the author chunked out the "Differentiating Content" with regards to student needs on page 73-as Readiness Differentiation, Interest Differentiation, and Learning Profile Differentiation. Also, on page 75, the author highlights the use of varied texts and resource materials which are some of the things I implement as a Reading Intervention with struggling readers. Hopefully, I will get a chance to time manage better; and really put these "chunked" items to work!.....:>}
ReplyDeleteDescribe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two?
ReplyDeleteRonnica Nix
Chapter 11
As a teacher we should facilitate as much as we teach. Getting to know your students and being able to identify with their learning styles, strengths and weaknesses. By the time we are in October, I pretty much have a feel for my students' abilities and weaknesses. So I differentiate my instruction based on those who I know are really struggling, and those who may be struggling, but have the capability(with extra intervention, and autonomy) can pull themselves up by their "bootstraps". The more independent strugglers are definitely going to have more "responsibilities".
Sometimes my students will gain access by homework, or independent time, while others will gain access through direct contact with myself. The students I deem to be more independent, whether high or low, I can have them gain access to what I want them to learn cooperatively, as well as independently.
Differentiation needs to happen by addressing the needs of your students. Differentiating content for student needs can be done in two ways by adapting what we teach or to modify how we give students access to what we want them to learn. Both of these ways can be used at different moments when you need to differentiate content.
ReplyDeleteMost of my Elective art classes are mixed grade level classes (sixth, seventh and eighth grades). Also, some 7th and 8th graders take the class for a second or third time because the class is not offered by level. So, do I need to differentiate what I teach and vary how students get access to what I want them to learn? Absolutely, in an ongoing basis.
ReplyDeleteEven within the same grade level, readiness and interest vary tremendously. Even though I can assume they are all interested in art since they chose it as their electives, the interests within the art is extensive. Some eighth graders take the class because they are interested in building a portfolio for High school auditions, a few might be interested in learning about artists and art History, and others are only interested in drawing. Getting them interested in various aspects of art is one of the main challenges.
Differentiation is utmost importance as we all know that all our students come in with so many different levels and forms of learning. In order to reach all of them, we must come up with ideas that can bring material to their level in a fun and meaningful way.
ReplyDeleteOn the other hand, it is important that teachers recognize that there are times in which he/she must adapt a lesson in order to help students understand it better.
There are times when the teacher has to differentiate the content in order to meet the readiness of his/her students. Students who lack the prerequisite skills may need to build their background knowledge on a topic to set the foundation for core studies. Similarly, a teacher may differentiate for the opposite reason. Students who have expert knowledge on a topic may not require the frontloading of essential information but can advance to studies beyond basic knowledge.
ReplyDeleteFor instance, a science lesson on force and motion can be differentiated to build the back ground knowledge of students who have little science experience. Their practical experiences can be linked to theoretical concepts so that they have a working knowledge of this physics topic in order to understand the fundamentals of force and motion while on the other hand, students who are well versed in the scientific theory can begin applying their expert knowledge to simulated or real life experiments.
Differentiated Instruction is used in my class strictly on data from baseline, and interim exams and skills that are lacking. This is done so that all students learn what is needed to do well in FCAT.
ReplyDeleteNow, I use varying strategies that include activities with visuals, kinestetics, print, etc depending on what I want them to learn.
Because my subject area is Language Arts, I could probably be disingenuous and say that there is very little difference between differentiating what I teach or “varying how students get access to what I want them to learn.” I can’t say that I never differentiate what I teach, because I am almost always trying to get students to understand the power of language, gain respect for it, and work towards mastery of the language. Most of my teaching experience has been gained at the college level, and it was mind boggling to me as to why students would end up in a university and still claim that they do not like to read. They never told me that they did not like to read X, Y, or Z. Many of them claimed that they did not like to read. PERIOD. With such students, I simply tried to help them get through the course, since they were often paying good money to attend college. So they were given opportunities to rewrite, special time during office hours for individual attention, and some were even loaned some of my books on writing mechanics. Call this differentiation if you wish. My theory about why students do not wish to become masters of the use of language is that they have to endure the misfortune of living in a society that does not force them to master it. So I tell them of its importance but try not to punish them excessively for their limited skills.
ReplyDeleteFor the students who were smart enough to say that they do not like to read Shakespeare or Stephen King, I usually point out that I do not read Stephen King either, but then go on to assert and prove that reading is fundamental to mastery of any topic—math, engineering, even dance or music. So I would encourage these students to read about what they like. Thereby they see the value of language for communication, for research, for conveying ideas or learning about critical thinking.
In a typical language arts class, if the students are indeed interested in learning to think critically and analytically, differentiation in not a problem because the objective is not to master a particular type of reading but the art or skill of reading. As students move up in the study of language, this will change. Students will go on to become specialists, and the reading of individual authors becomes a requirement. But for high school courses or even required writing courses in college, differentiating instruction or varying how students might access what we want them to learn is really not that difficult. I should point out, as I did in a much earlier post, that too often DI in high school is used as alternate work, especially in language arts courses. A student who pastes an image of a super hero to represent a character in a story and then writes some very unimaginative quatrain is not really showing that he has learned a great deal. However, a student who picks a minor theme in a novel could easily demonstrate that the primary skill has been acquired by focusing on the idea and discussing how the novelist managed to engaged his attention. This is an example of how DI worked in the past. Language Arts teachers want their students to learn how to read and write analytically. Any good piece of writing would allow for multiple types of responses. So in a well taught Language Arts course, DI takes place almost automatically.
Tony H.
T. Junious
ReplyDeleteI think the obvious time to differentiate instruction in the classroom is when you a.) no your students and/or b.) when the concept that you have taught was not proficient for everyone.
Again I vary how my students get access to what I teach based on their academic and learning levels. Because I teach SPED everything is varied.
Based on what I have read in the chapter, I am going to start trying to differentiate some of my lessons based on students interest. I think this will be beneficial to both my students and me because they appear to be som unmotivated.
We can adapt what we teach our students based on academic needs. This is differentiated instruction.
ReplyDeleteInterest differentiation of content is beneficial to gain student engagement. A reading lesson that I differentiated by interest allowed the students to access text features from various articles. Instead of having one uniform text, I allowed the students to choose text (article) by interest. The assignment for all students was the same, to analyze the author’s use of text features, but the articles the students read was based on personal interest.
The difference between the two is that in one we adapt what we teach and the other involves how students gain access to what we want them to learn.
As I teach Chinese to my double group every day, I see big difference between the students, especially when I give them the oral test or reading test. However, after I finish the whole group teaching, I will divide them into different small groups and give them the differentiated instructions. If the students have problem to pronounce the characters or sentences, I will make sure that students get more attention how to sound out the characters by PINYIN, and review with them the knowledge we have learned before until they all get it, and then I will help them to read the sentences. If the students have an issue with particular strategy, I will give them extra material in this area and then go over with them and performance I DO, WE DO, and YOU DO activities with them and make sure they grasp the idea of how to learn Chinese if , one day they have to be on their own. But I will say , not every one is good at learning another language, some are good at it and some are slow and some will never make it, but I have tried every way to differentiate to learn.
ReplyDeleteDifferentiate Instructions were initiated when I observe that some students were mot as engaged as others. In other situations students were not completing the task. In response to my observations, I develop different strategies to match the student’s interest, and abilities. After differentiated instructions, the Students’ needs were met. Teaching Chinese, the key is to keep them interested in and motivated. By differentiated instruction, the students are always learning enthusiastically with great interest.
Reading and Mathematics are the times I observed a need for differentiated instruction. During this core time of instruction, first, introduce on level material and concepts to the whole class. Once, I have presented the whole group instruction, I separate my class of nineteen into three small groups. These small groups of six students are to work on the differentiated material. The teaching material varies between Enrichment, On Level and Intensive Intervention. This way all student needs are met according to their level. I distinguish between the differentiated material bases on their Weekly and Bi-Weekly data scores. I constantly monitor the student’s ability which subsequently helps me to determine what students need in order for success.
ReplyDeleteDescribe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two?
ReplyDeleteAll ELLs need special attention as well as a systematic follow up when considering the main English language skills (understanding, speaking, reading and writing) during the instructional time. In the particular case of my ESOL students, who are coming from more than 12 countries, including European and Asian ones, differentiated instruction is the most useful approach in my teaching. It is very common for me to establish DI strategies and activities with two students who are from the same country, whose first language is the same, and who share similar cultural issues. Does it surprise you? Of course not, I say this because having these two students different learning styles, different levels of English competence, and facing different sociocultural issues, just force me to vary my instruction.
It is also worthwhile to say that, even with a single student, teachers have to consider varying differentiated instruction according to benchmarks, mastery of some of these benchmarks and grammatical issues.
By Mr. De La Paz
Sometimes I see students understanding the material when they contribute or when I see them working. Some will not get it still and then DI comes into play. Some will have a practical extension while others will read along and answer comprehension questions. Two computers help with research and those advanced kids will work on their project. Lower level students will look for content clues in the lesson.
ReplyDeleteFrancisco Castro
I can tell when my students are not getting it, sometimes they are not feeling well or they're not having a good day because of personal problems. If I notice this issue continues, DI must take place so they don't fall behind. I assign extra activities so they can catch up and make up the low grade. They appreciate and enjoy the activities because it helps them understand what we are doing.
ReplyDeleteYes, I am currently differentiating the content in my classroom. I differentiate by readiness, and learning profile.In my SPED classroom, I use highlighted print materials, contracts and varied text,resource materials.
ReplyDeleteIn my first grade classroom, I use minilessons and I reteach a part of my students based on assessment of student understanding. In science, I use visual organizers to help them focus on key ideas. Also, my struggling students underlined or highlighted key words when they are doing word problems in math. Can this strategy be part of highlighted print materials?
ReplyDeleteMy goal when differentiating content is to offer approaches to input information, ideas, and skills that meet students individually where they are and vigorously support their forward progress. Since I am a SPED teacher, I always differentiate what I teach six periods a day in my class! All my students are working on different grade levels and in different subjects. I know my student very well as I have access to all sorts of data on each one. Based on their level, I adjust how I teach them and how much extra one-on-one teacher/student attention they need. How they get access to what I want them to learn applies when they need to complete classroom work independently, group discussions, teacher made quizzes, classes projects, as well as their participation in vocational tasks and community-based instruction activities. I have extra resources in my class room for them to use if needed, such as: various grade level text books, maps, resource books, computers with "internet" connection, etc.
ReplyDeleteI like to use support systems to help my students understand more subjective concepts. I use a lot of the Discovery videos for Science, specially when it is not possibl;e to show them the phenomenon thru an experiment. The computer is a big help also in the classroom. It keeps them more focused and most programs align the instruction with the needs of each student
ReplyDeleteMy classroom is different in the sense that I have to differentiate all day. I have six students. Two in kindergarten and four in first grade. They are all labeled Deaf/Hard of Hearing. They are all at different levels and not one is on grade level. I do whole group with them to give them that regular classroom feel that the regular population has, but I have to literally give them individualized instruction because they each have different needs with their DHH. It takes the DHH almost double the time to learn what hearing students can learn. They miss a lot in conversation and vocabulary is extremely low. Very difficult to explain unless you meet these students. They also have other disabilities that need to be addressed. They are all receiving ESOL, they all receive Speech, some get OT and PT, the Audiologist visits weekly and the counselor, who is DHH, interacts with them every Friday. I incorporate smartboard, computers(Waterford, SuccessMaker, Riverdeep), language masters, FCRR center activities, their curriculum, other center activities purchased, therapist activities, one on one with the teacher and whatever else works for these students.
ReplyDeleteI know that at times some of my students may not understand the topic I am covering, I will noticed the blank stares coming from some of the students. I would pull those students and give the same assignment at different pace, for example I have student that are independent, supportive and participatory at some level. I used the unique curriculum that have lesson broken down into these level. As Tomlinson said we must look at student readiness and learning profile to assess our students. It is effortless to just put things together and expect students to give an answer without scaffolding.
ReplyDeleteI differentiate the content I teach based on test data. I make groups according to data needs. Then I break down the material into smaller units. I use graphic organizers and maps, highlighters, task cards, learning center games, computers, guided reading books and anything else I can find to reteach the lessons.
ReplyDeleteI really see the need to differentiate instruction after I have given an assessment. Assessments let me know who got it, who almost got, and who needs a little more help getting it. When I want students to get access to the same information, but in a variety of different ways besides whole group instruction, I develop centers for them to use. Each center allows students to learn and exercise their understanding of a lesson learned in a different way.
ReplyDeleteI think the key is planning for instruction with accomodations. Accomodations allow for teachers to level the playing field for students. If a lesson has been properly accomodated then many if not all of your studets will be able to grasp the concept presented in whole group (grade level). DI is where the deep learning will occur. When students are taught at their instructional level an amazing thing happens. Students understand, make the concept thier own and begin to take ownership of their learning. As a teachers, centers are key. Allowing my students to explore and reinforce concepts on their own made my instructional time more valuable and effective. That sacred time with the students in the TLC is when I can truly see where my students are, how they process information and what I need to provide them to fill their learning gaps.
ReplyDeleteRecently, during our writing instruction in preparation for the FCAT Writes, it was clear that differentiation was critical in addressing the varying writing levels within our classes. For instance, some students needed essay frames for the basic five-paragraph essay , while others were ready to learn sophisticated ways of organizing counter-arguments. It was apparent that we needed to differentiate. In other instances, we varied the access to how students learned the information. For example, in teaching satire to lower level students, we would often depend on media to illustrate the multiple ways one could create satire since it was rooted in the concrete. Whereas, students at higher levels may only need text to discern the methods authors use to create satire. Nevertheless, everyone would be expected to understand and eventually create satire using multiple methods.
ReplyDeleteWe differentiate instruction based on student needs using data. Therefore, differentiated Instruction should take place everyday regardless of what that student is deficient on that day. DI is not only for the struggling students, its for the advanced students as well (enrichment).
ReplyDeleteWhen I was in the classroom, I sometimes found the need to differentiate WHAT I taught when it came to poetry. Although there were some things I wanted to make sure all students learned, such as various figures of speech, I would use less complicated poems in some cases and more challenging ones in other cases.
ReplyDeleteThe differentiation in access would be evident in that some figures of speech, as well as some poems, would lend themselves to more visual illustrations and some to more auditory or kinesthetic.
Differentiating Instruction by content in my ESE classroom is driven by each individual student’ developmental level as well as readiness to acquire new concepts. For example, a first grader who can do additions up to 12 and other first grader who can only add up to 8. The advanced student will be presented with additions up to 15 and individual practice time on the computer using a specialized software. Now, in order to scaffold learning on the other student, he or she will be provided with extended one on one instructional time as well as a variety of resources such as manipulatives. It might be also necessary to do an informal assessment to identify some deficiencies such as number recognition, one to one correspondence, etc.
ReplyDeleteChapter 11 Reflection
ReplyDeleteAs a teacher of students with disabilities for over 20 years it has always been necessary to differentiate what is taught and how it is taught, due to the fact that our classes contain a variety of grade levels and a variety of academic levels all at the same time. I only wish that I had been aware of the variety of differentiated instruction strategies that are touched upon in the text and this reading endorsement class. It seemed that I was frequently frustrated with the lack of materials and resources and the students were frustrated with the content required and their difficulty maintaining the content presented. Student interest was not ever considered... Yikes! what a huge opportunity was missed... A portion of the frustration is the massive volume of content that is required to be presented to students... and yes very little of this massive amount of content is NOT retained. Very sad! Informal assessment and on going progress monitoring would have been helpful for my students and for myself! With all of the demands placed upon educators and students varying content seems almost impossible, what can be varied is how students access the content. Learning contracts, minilessons and a variety of support systems would have made my classroom much more student and teacher friendly! Matching content to learner readiness, interest and learning profiles would no doubt encourage learners and teachers to work more together to accomplish the goals and standards required.
I see the need to differentiate the way that I teach verbs. Some students do not understand the idea of rules for French verbs. I usually present the concept in a variety of ways through ppt presentations, videos, and lots of modeling.
ReplyDeleteThe key to DI in content areas comes from matching the levels of student complexity with the resources of their needs. In most content areas there are not enough resources for content area teachers to DI. Teachers, Leaders and Resource Personnel must really a variety of strategies to support learning goals. As the math teacher, i have seen that not all students master skills within the expected time frame. This is where DI comes into play. Computer based programs are very important as we are moving more into technology in the classroom. Also the students are engaged one - to - one. Small group/teacher led instruction is beneficial because the teacher can guide more explicit instruction to better meet the needs of the students.
ReplyDeleteChapter 11
ReplyDeleteI have had to differentiate what needed to be taught when teaching acquisition of vocabulary from a story that the students will be learning about. I find many times I need to work individually with some of the students that because of environmental/cultural reasons are not at the level of understanding the vocabulary as the rest of the class. I need to break it down in small group discussion so they can apply the concepts that have already been taught, or homework to practice missing concepts.
Students access the information of what I want them to learn, by preparing the lesson using many different approaches (printing materials, reading partners, audio/video recording, etc.), while students show their understanding through various forms of formal or informal assessments. Knowing the students readiness levels, interests and learning profiles give me the necessary information to teach the content area in a variety of ways.
Chapter 11 Reflection: Describe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two? The content is the input of teaching and learning. It is what I teach and what I want the students to learn. In Differentiating Content, teachers can adapt or modify what they teach, and teacher can adapt or modify how they give students access to what the teacher wants them to learn. With that said content can be differentiated in response to a studentsreadiness level, interests, or learning profile. The teacher can differentiate in any combinations of readiness, interest, and learning profile.With readiness-interest-learning profile differentiation involves matching of material, to build and extend, match a preferred way of learning which will assist the students with skill building. Some of the ways to differenciatin content is concept based teaching which assists students with redicting patterns and using those paterns to think about various forms of life skills. Also differentiate instruction offer minimal dril and practice of facts. Focus on essential and meaningful understanding of transferable learning. Curriculum compacting is designed to help advanced learners maximize their use of time for learning. There are different stages of curriculum compacting 1, 2, 3. Teachers can use various text and resource materials such as: learning contracts, minilessons, support systems like an audio/video recorders, not-taking organizers, highlighted print materials, digests of key ideasm and peer and/or adult mentors. Finally, the teachers need to differentiate content in order for their students to move forward and progress.
ReplyDeleteI always differentiate the way I present my lessons. Most of my students lack basic background knowledge and vocabulary so before starting a new story I ask several questions to see how much they know. I bring pictures and play videos in order to assist the visual learners. Unfortunately, teaching 3rd grade and teachng an ETO school we do not have enough flexibility to differentiate the way the lesson is presented. Differentiation occurs during small group of D.I. Assessing the student is done through many different ways. The students are given the formal, FCAT style, weekly assessment. As the story is read, I informally assess my students orally to see if they are understanding the material.
ReplyDeleteTeaching students with emotional problems is a popualtion that can be difficult at times to reach. You can teach one way one day and they get it and are happy with what the have learned and there were times were the next day I would use the same strategy and it would not work, so on those days I would tell myself, lets try it another way. As a teacher I always had to keep in mind all the difference learning styles as well as the diferent students with the different emotional problems that they each brough to the classroom setting. One of the things that worked for me as a teacher was developing learning centers. I also used some computer programs. With the population that I taught the key work was always ACCOMMODATION!
ReplyDeleteA prime example of when I need to teach different things to my students would be based on who got what, or rather the necessary remediation. This I think is one of the easiest to identify by exit ticket or assessment, pulling students who need X to work with you and then students who need Y. What doesn't come as automatic to me is when teaching the same material in a different way. Especially when it comes to Reading/Language Arts there are certain texts that everyone just needs to read. The difference being how I may need to scaffold and support students through it. I may start the text whole group, allow a group of "fluid comprehenders" to continue reading on their own. Have another group continue in the form of a partner read, and lastly remain with those who need the most support to complete the task. The latter that was described, I just need to be more intentional about.
ReplyDeleteIn my classroom, my students have mixed abilities, so in order to reach them all, I will differentiate throughout the entire lesson. For example, I know that I have a lot visual learners, so I will always open my lessons with the video or incorporate some type visual representation throughout the lesson. For my auditory learners, I like to give a lot of instructions verbally, have them working in pairs/groups, and having them do turn and talks throughout the lesson. For my tactile learners who learn by writing or drawing, I incorporate note taking throughout the lesson. In addition, I use academic vocabulary notebooks, where students have to write the word, draw a pictorial representation and write their own definition. Lastly, for my kinesthetic learners, I will provide hands on activities for them to complete in groups and individually. I distinguish between the learning modalities depending on the needs of my students.
ReplyDeleteDescribe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two?
ReplyDeleteWhile teaching GED, I differentiate the lesson of the day based on levels. When I first started we only had one book for both the ABE (low level) and the GED Ready (high level) students. I would supplement the lesson with easier to understand delivery methods (videos and small group instruction) so that the ABE students would gain as much from the lesson as possible. The GED Ready students did not require as much since the lessons only serve as a review for them.
There are times that I vary the lesson with each group because I try to help students learn through different activities. If we do the same thing every night, students might be bored and tend to fall behind. I like incorporating videos and interactive tutorials for them to use when learning a new unit. I try to stay away from lecture style lesson deliveries.
By varying what I expect from them at the end of each lesson, students get the opportunity to express themselves in different ways and tap into their learning profiles. Some might draw a picture of the concept presented that day while others reflect through a journal entry. Others might use the information and apply it to an event in their lives.
The sky is the limit when you allow students to have choices.
This question refers to the way in which we differentiate in a classroom; we do it either based on the student’s interests or the students readiness. I have seen in my Developmental Language Arts through ESOL classes; in which in have same level yet, different grades, that most of the time I differentiate taking into account the interest of my students by levels; that is to say, I reach differently the sixth graders compare to my eighth graders. For example, when we do the bell ringer, I usually have them write a journal entry. I have had to write a journal entry for the sixth graders in a totally different way, due to the fact that what interests my sixth graders, could be a little boring or to childish for my eighth graders. Regarding differentiation by readiness, I have noticed that girls and boys in that particular class, do show different readiness levels. So, in many occasions I give different assignments to catch the girls and others that will engage the boys.
ReplyDeleteBased on my experiences, I usually have them in group after I give the assignment I sit down with each group because most of the time they don’t understand what the teacher said the first time. I make sure that they do know what it has to be done. Other times, I introduce the lesson by a conversation or a question and from there I try to do differentiate. I’m ESOL teacher I always doing differentiation. the difference between What I want them to learn and what they learn is huge .Nobody knows until you sit down and ask questions about the assignment sometime We as a teacher assumed that they will understand but the true is that you find out once you try to dig in and they do know it.
ReplyDeleteChapter 11 Reflection: Describe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn?
ReplyDeleteIn class we watched a YouTube video: The Three Questions based on the story by Leo Tolstoy; I must say this story covers the basics to determining when, I as a teacher, see a need to vary how students get access to what I want them to learn. “When is the best time to do things?” When should we differentiate? The simple answer is “now,” when we determine the need. “Who is the most important one?” The most important ones are all students presently in my class. And, “What is the right thing to do?” The right thing to do is whatever is needed in order to help my students succeed.
As Sonya, the heron in the book said, “To know the best times to do things, one must plan in advance…” Administering Learning Profile inventories early on is crucial. And as Gogol the monkey said, “You will know when to do things if you watch and pay close attention.” So observing my students and finding out their interests will help me decide which ways work best for which students. This takes much trial and error.
There are times when I differentiate the content in order to meet the readiness of my students. This includes on the one hand, students who may lack proficiency or the pre-required skills needed for the task at hand; I at times may decide to modify the curriculum without changing the basic content. And on the other hand, students who are more advanced may need to move on to more challenging and interest-based assignments beyond basic knowledge. DI becomes the solution to reducing chaos, maintaining motivation, and retaining structure in my room.
Henceforth, “if ever I feel uncertain about the right way to act,” I must recall the lesson learned in The Three Questions children’s book: concern yourself with, the when, the who, and the why?
Student readiness and interest are pretty strong indicators of how students learn and how teachers should go about creating lessons and instructing their class. Cognitively my students are at various levels. Some love music, some love videos, some love books and magazines, some prefer to work independently at desk or computer, others love working with peer or groups. I do my best to incorporate the learning styles, interest and readiness of my group. If not I don't get everyone's attention. For example the majority of my students understand true false when answering questions. But I have some that are more comfortable with thumbs up/thumbs down. So instead of true false on written exercises (which I read aloud for everyone) I insert thumbs up/thumbs down pictures. For more complex lessons I add extended activities usually on the computer where students can self check. I allow them to choose their projects. The majority prefer creating PowerPoint. Lessons have to be revamped often to make sure that individual student's needs are being addressed.
ReplyDeleteDescribes some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two?
ReplyDeleteDifferentiating what I teach is something I have to do often, mostly because my students' readiness levels are so diverse. I have students that can answer comprehension questions about passages they read, while others are barely identifying letters and their sounds.
Providing access to lessons is something that I also have to consider when planning. I have to consider this because I have students that can acquire concepts by reading and others that will only learn if I present the inform to them auditorily. The latter students are basically non readers who absorb by listening all the information I provide them with.
I can distinguish the way I present lessons by considering my students' readiness levels and learning styles.
There are various times in teacher's classroom that students do not grasp the content of a lesson being taught in class. I remember I was teaching a phonemic awareness skills to my Sped student many of them were not successful in demonstrating g the expected behavior at task. Therefore, I had to use a kinesthetic approach until the majority of them gets it.
ReplyDeleteAs an ESE teacher we have to be aware of differentiating at all times , the make of our class has students with different learning styles and abilities Some lessons can be taught just by lecture, after delivering lesson you have to make sure the class has an understanding of the material a redirect and adjust the lesson and the activities to make sense for the students who did not get the lesson from the lecture.
ReplyDeleteLet's say I'm working on vocabulary with the class. I differentiate what I teach with my lower level students from higher by giving the same assignments to both groups but remediating the level of difficulty to match their proficiency. When it comes to access to content, I find it most appropriate to monitor and modify assignments with my ELL students. For example, I will work on teaching the entire class on Vocabulary/ Words & Phrases, but the handout for my level 1 ELL students is sometimes different from what I use for my level 2 ELL students so that I can better match the assignment to their English proficiency.
ReplyDeletethere are always times in the classroom when I have to differentiate to teach my students, for example this past school year I had a level 1 students in a class of levels 2, so most of the time I had to work with him in a one on one basis to help him and guide him through the assignments, another way is to pair the students that are struggling with the advanced learners but not always because that doesn't work all the time for the advanced learners because our goal is to move them forward too.
ReplyDeleteChapter 11:
ReplyDeleteWhen it comes to teaching, all students learn differently. I am a spanish teacher so I see the need to differentiate when I have spanish and non spanish speakers, ESOL, Low and high grade level students. They all learn differently, and understand things in there own way.
A lot of times in my classroom I see the need to differentiate what I am teaching to my students. Also, there are many times I see a need to vary how students get access to why I want them to learn.
ReplyDeleteEven though there is a difference between the two situations, at the same time I think that differentiated instruction may be the answer for both.
Implementing a differentiated instruction is adapting the content and modifying the way students may access the materials that will help them into the process of learning, so they can obtain readiness.
In order to help students to accomplish readiness, it is very important to differentiate the content and the learning activities according to the students interest. This approach will include a variety of ideas and materials to build on or extend students interest.
Also, to accomplish students readiness a teacher have to make sure that they have different avenues to access those materials and ideas that match they ways of learning.
There is a variety of strategies available that may help the students to obtain gain and accomplish readiness. The mayor challenge for a teacher in a DI classroom is to select the ones that work well for him or her and more important for the learners.
Chapter 11: I always face the need to differentiate in my class because I teach Spanish as a second language and I have in my classes both Spanish speakers and non Spanish speakers, as well as different genders and cultures. So I have to match the content to my students readiness, interests and learning profile. My goal is to offer my students different approaches that meet students individually where they are and support their progress.. I have to adapt what I teach or modify what I really want them to learn according to each student readiness, interests and profile.
ReplyDeleteChapter 12: It is essential that students find all the activities we do in the classroom sense making, without it, students can either lose the ideas or confuse themselves. Every single activity has to be sense making, so they can help the students to progress from their current point of understanding to a more complex level of understanding. The students can process better and make sense of ideas and information when they find the classroom activities interesting and high level of thinking, when they have to use a given skill to understand a given idea, A good differentiated activity is the one that offer more than one way to make sense of what is important. Sense making strategies help students process and own ideas and information in ways that work best for them.
ReplyDeleteCharter 11 : I can adopt what a teach based on academic needs, this is differentiated instruction. For example in my class some students handle a lecture best when they used linking visual. Some students comprehend reading if they read aloud. Other prefer read in silence. In my classroom learning option are available base in his knowledges of varied learned needs.
ReplyDeleteIn my classroom, I always see the need to differentiate my instruction. This is based on a couple components. I do give my students a learning profile and an interest profile at the beginning of the year. This provides me with information that allows me to see how a certain student learns, and what interests they have. I think the real indicator of when I feel I need to differentiate is due to readiness and data. Once those students take their first baseline, FAIR, and TRE test, it gives me information on what their specific weaknesses are, and automatically I go into targeting mode. I also try and differentiate the content for each group, using a wide array of things accessible in my classroom. From their textbook, to reading plus, to the voyager magazine library, to things I pull off the internet, I do my best to provide different content for my students.
ReplyDeleteI see the need to vary DI. Sometime I feel as if I have it
ReplyDeletedown " pat " when I'll realize the class has reached a standstill where students no longer are engaged. This varies according to the time of the day , semester, levels, gender, etc. Using readiness, interest , learning profiles to a student's capacities will keep them more interested. It's a mistake to spend, for example, 1 month memorizing categories . Instead focus on concepts such as patterns which will help them understand and make connections. DI is powerful because it focuses on concepts instead of facts. Compacting ( 3 stages ) helps advanced learners maximize their times. Learning contracts will aid in the shared goals , w/ individual work formats.
When I am working with and instructing my students I differentiate most of the time because I feel that it is important for students to learn and understand how they learn best. Students do not always understand that each person brings to a lesson something different because we all learn in different ways. It is important to vary the way we teach by readiness, interest and student profiles. It is also important to hold steady sometimes, because the group as a whole may need to refocus and review a topic. The difference between meeting the need to differentiate and varying access is that with differentiation instruction students understand that they learn differently; are learning how to connect, make patterns, predict and relate it to present and future knowledge. With varying access students learn how to use and access various learning resources and materials according to the task at hand, such as manipulative , videos, graphic organizers, peer and adult mentors. Also, most importantly students need time to digest key ideas and relate these ideas to their needs.
ReplyDeleteThe time differenciated instruction is most obvious to me is when I study the data obtained from assessments via classroom and district. When working with students individually or in small groups, you can see the need for varied measures/degrees of instruction. Although I can recognize the need for students to be taught at a different level, I have not been as successful in the past to meeting those needs and closing those learning gaps as much as I would have liked. Having taken this course, I have a stronger foundation for D.I. and how it should work in the classroom. I know I will be much more successful in the future and yes, competent in providing the varied instruction that is needed to close those learning gaps and build greater levels of confidence in my students.
ReplyDeleteWhen you differentiate what you teach, you are matching the content to a student's learning profile, interests or readiness. When you differentiate how students access knowledge, you are matching the process to a student's learning profile, interests, or readiness. Differentiating what you teach or the process in the learning centers makes my job easier. Organizing it in a way that makes sense to you and your students. Data analysis, happening daily or weekly, guides this process of creating the learning centers. Informal observations, as well as formal observations, help guide my teacher center; for example, using whiteboards would show what skills are the student's strengths and weaknesses of the skill. In the area of multiplication, I would differentiate process. For example, I demonstrate many ways to show multiplications, to find your answer, and prove you answer based on the varied levels of readiness. Advanced learners tend to want to use the traditional algorithm and understand the process to find their answer. The struggling learners would be shown arrays and tic tac toe visual to break down the steps of multiplication. I tell the students to chose the way that suits them as long as you gain the same product to answer the real world problem. How you get there is your journey, the quote i use for my students.
ReplyDeleteThinking back on this past school year with my ELL students, the way that worked best for me was to provide support to pair students - one that already has the concept to help another student that still needs to complete.the.concept. For example, a new arrival ELL (L1) receives help from a higher ELL (L2) to learn classroom routines. Another time is the introduction of vocabulary to a new arrival ELL student.
ReplyDeleteThere is always a time when a teacher needs to vary how students get access as mentioned above. With my students, on occasion, I have given the overall class the same text and given the students different vocabulary graphic organizers to complete individually.
I distinguish between the two by speaking with and asking the students.key questions and ideas about the vocabulary.
Every day I need to differentiate and vary lesson plans. Students today ( 21 st century ) are very high tech and seem to get bored easily if lessons are not taught via the Internet. Being aware that students process by encountering ideas via Technology can make a difference. How we give access to content, process, , product can be changed to match student needs. A combination of readiness, interest, and learning profiles can vary on a daily basis, weekly, etc. Instead of focusing on memorizing facts, focus on principles and concepts. Focus on meaningful and essential understandings to create more relevant lessons.
ReplyDeleteI differentiate the activities in my classroom daily. This past school year, I had a Kindergarten student who came to me reading and another one who did not know how to hold the pencil correctly; in addition to all the levels in between. It is not easy, but my teacher's natural instincts kick in, as my target is student's achievement. There are two different ways to differentiate content, first by adapting what we teach and second by adapting how we give students access to what we want them to learn. In my classroom I have differentiated both ways. I have adapted what I teach by using different resources for the different learners and I have adapted how i teach it by providing extra support, such as partner reads.
ReplyDeleteOne of the times I most often see the need to differentiate what I teach students is when I am introducing new vocabulary. Some students learn best when we simply review the words and their meanings orally, others require the support of visuals and examples, while other students do best with manipulative activities that they can work on with a partner. Sometimes, I do see a need to vary how students get access to what I want them to learn. Every child learns differently and has different learning needs. For instance, I have found this year, more so than in years past, that quite a few of my students prefer to work alone as opposed to with a partner or in a group. Additionally, I recognize that the use of technology and kinesthetic activities in my classroom have been a tremendously beneficial tool for keeping my students engaged. I distinguish between the two by first, ensuring students learning needs are met in my instructional plans by providing sufficient support through differentiation (e.g. highlighted print materials and curriculum compacting). Second, by providing students with various avenues to arrive at the targeted learning outcomes according to their readiness and by learning profile.
ReplyDeleteWorking largely in primary, I consistently differentiated the work in Reading and Math foundations based on student readiness to ensure all the students were met at their level and I knew no gaps were left before moving to the next grade, or the gaps were identified for next year. I utilized explicit screeners and leveled work to ensure the growth was matched to research-based materials. When adjusting access to what is being taught, it was largely used as different options to my whole-group time. The first exposure was largely kept whole-group focused on me for one day and then we moved to varying settings. Some students preferred to research through computer, others through texts, etc. I also allowed students to work individually, in teams or in partners in various settings around the room to complete whole-group level content. This allowed for more student engagement and better overall understanding of the content over time.
ReplyDeleteWhen I had a math class, I would have to differentiate the content of what was being taught with the students based on their knowledge. At one point in time, I was teaching the students integers. There were some kids who did not have an idea of how a number line that included negative numbers actually looked like. They would write the numbers in the wrong order and/or on the wrong side of the zero. Those students had to be taught how the number line worked. Others lacked the basic addition and subtraction skills needed to solve the problem. For these students, simply saying “ok so subtract 7 from 8” meant nothing to them. I had to change the way I addressed this lesson with them. For those students I would go back to drawing sticks and having them understand the concept like that.
ReplyDeleteAs I teach the lesson, I differentiate the content area based on my students’ end products. I usually ask higher order thinking questions on how the students obtain their answers. The approach they use to solve a particular math problem helps me to identify their knowledge level about the topic. Some students would stay blank. From that point of view, I decide who to assign the enrichment activities or who to reteach in small group.
ReplyDeleteIn a classroom where students are reading on different levels, there should be a need to teach by using different instructions in order to help them accomplish their goals. Based on my students’ level of Reading understanding, I may use phonological awareness, vocabulary, fluency, and comprehension by using the same content. The students will use different activities on the same topic. I see the need to vary how they get access to what I want them to learn after an assessment of their product and based on my observation while they are working in groups. As a result, I can immediately identify the students that will benefit from my differentiated instruction. Then I will group them according to their mistakes. Meaning that I may re-teach the lesson one more time to the ones who did not get what I would like them to learn. I will distinguish between the two by knowing my students’ learning profiles.
ReplyDeleteIn my classroom, my students are in 6 thru 8 grades, on ESOL levels 3 an 4 and are reading on different levels so there are times when have to differentiate what I teach. I do this when I am teaching reading comprehension. I will have the students work in groups and based on the groups I determine the level type questions they will have. The students are all answering the same questions; however, I use different vocabulary in the questions and the vocabulary is driven by the student’s level. I have also guided students and I do this by different computer programs that we use at my school. I can control what the students have access to and when they can have access to it. It is important to vary the way we teach by readiness, interest and student profiles. Since having taken this class, I have started to use differentiating by interest and student profile more often. It is also important to hold steady sometimes, and just differentiate by readiness because the group as a whole may need to refocus and review a topic.
ReplyDeleteDescribe some times in your classroom when you see the need to differentiate what you teach students. Describe some times when you see a need to vary how students get access to what you want them to learn? How do you distinguish between the two? A time in my classroom when I needed to use differentiate instruction was to teach a large classroom of 27 students. 27 students who need help in different area of Reading. For example,
ReplyDeleteGroup 1: needed to work on main idea, Group 2: needed to focus on cause and effect, and Group 3: needed to focus on vocabulary.
Differentiate instruction was important because it help identify individual area of weakness for each student.
Every student learns differently, so you want to include the different learning styles into your curriculum. When reading novels like the “Great Gatsby” some students can follow along better by audio recording of the novel. Others student need illustrations to help them visualizes the sense in order to gain a better understanding of the novel.
Differentiate instruction is tailor to the need of the learner, while access to what is learned is a vary of ways students chose to learn to help improve their area of weakness.
I definitely see the need to differentiate what I teach my students. I have students at different levels and readiness. I have about eight ESOL students varying levels from level one to level four. In addition, some of my students came with no Kindergarten readiness. A few of my students are still having a difficult time learning letter naming and letter sounds. Therefore, for these students, I have to differentiate content because in response to a student's readiness level. These students need more Phonemic Awareness instruction and Phonics in order to understand and be able to recognize words and blend words. I have students working on computers, other students working on the teacher-led center, and others working on the independent center. This way allows students to get access to what I want them to learn differently. Some students need the one on one support, and others are able to be independent.
ReplyDeleteMy school culture is very diverse therefore we differentiate to tap into routes that promote efficient and effective learning for students. We I see a need to differentiate usually after students have taken an assessment or after delivering a whole group instruction I realized that the majority of the class did not get it. To differentiate I try to use the learning profile factors to plan my curriculum and instruction that fit my students. Attending to their learning profile provides me with a way to differentiate content, process, and product. For example when introducing ideas I use graphic organizers to show them how parts of the study fits the big picture and also making sure that I use the smartboard to ensure that students can hear and see these ideas. Other times I will assign materials to particular students or they will select from a choice the materials to work with. In this way I hope to take into account common needs of my entire class as well as the readiness and interests of my students.
ReplyDeleteI like to walk around the class and see students product,when I notice they struggle in general,I go back reteach and recall.If they are working in group and I notice that a group is having a hard time doing a particular exercise,I use a different approach and explain to that particular group.
ReplyDeleteI use a lot of visual clues and sometimes I sing a piece they have to memorize to reinforce.
I ask them to get feedback,I make them evaluate their work by giving them a rubric,and is amazing to see how serious they take their role.
My class is somehow unpredictable according to students needs.
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ReplyDeleteI find that most times the need to differentiate stems from the fact that the grade level text I provide is too difficult for many of my students to read, thus they struggle with having any type of meaning conversation about that text. It took me awhile to realize when I first started teaching that focusing on benchmarks and standards was not the issue, they simply could not read the text in order to actually respond to any text-dependent questions concerning the text. I also find that I need to vary how students get access to what I want them to learn when my initial approach is not beneficial and meaningful for my students. In these cases, I tend to include some type of graphic organizer, videos, or research project on the same topic. I normally can distinguish between the two based on my end goals for my students. If my goal is simply to build background knowledge, I can incorporate more videos and graphic organizers. If my goal is to assess whether my students have mastered a skill or not, such as main idea or theme, I know that in order to truly assess whether they understand the skill or not, I need to tailor the text to their level. As was mentioned in the text, “Grade-level texts… are often too complex. Using multiple texts and combining them with a wide variety of other supplementary materials increases your chances for reaching all your students with content that is meaningful to them as individuals.”
ReplyDeleteMy DI groups are strictly based out of the diagnostic I-ready scores that students took at the beginning of the school year. THe groups will have some movement when the mid year exam is taken. The movement is done again that all students learn what is needed to do well in FSA exam.
ReplyDeleteVIvian Marzall
Now, I use varying strategies that include activities with visuals, kinestetics, print, etc depending on what I want them to learn
As a Language Arts teacher, I noticed that my students were struggling in understanding the grade-level text. As Peggy previously stated, students weren't able to respond to text dependent questions because the text was too difficult for them. At first, I though that was not teaching the benchmark effectively but I realized what the problem was once I was discussing the texts with my students. When I provided the students with the same text but at a lower lexile level, the students were able to meet the tasks demands for the benchmark. Thats when I was able to distinguish what my students were having difficulties with in the class. From that point, I was able to also scaffold the text. I would start the standard with the text, as per the pacing guide, but I would find a low lexile level of it. Once the students were able to meet the tasks demands, I would choose the same text but at a higher lexile level, and this process would continue until we would we the text at grade level. I saw that my students weren't having as many difficulties once I began to differentiate the text because I was meeting their needs.
ReplyDeleteAs I am working with my students and I notice they do not grasp the task or the concepts than that gives me the need to differentiate because the concept is too difficult for my students. At times some students are in different levels and their learning goals are different. Students all learn using different modalities. Therefore, it is imperative that the material is delivered in the method the learner will learn. A perfect example is that of today’s class where I was teaching metaphors, similes and personifications. Some students only understood simile because of the key word “as” and “like”. When I showed them a video with games and audio Most of the class got the concept. Using a variety of media appeals to the eye and therefore other senses. Students all are different and as teachers we need to try to help them understand the material. Making sure that the students achieve and obtain the necessary information “input” regardless of the method.
ReplyDeleteI teach Developmental Reading through ESOL at a High School level, and I have students from all grades. Because the classroom is a melting pot, I need to come up with students' readiness level, interests, or learning profiles in order to achieve specific goals. I also consider if materials are appropriate for their grade level, or lexile level. Besides, students who need DI based on their readiness are given accommodations such as dictionaries, more time to finish articles, pictures, videos to built more background, etc. Another way to enhance instruction in the class is using Achieve 3000 ( awesome program). It helps me identify students' reading lexile by an assessment test which places them in their reading level. Then , students are assigned the same articles, but they all have different questions according to their level. They can choose an article of their preference, and all questions and activities are aligned with the FSA test. Moreover, the system is constantly assessing students' progress and tells me when I need to come up with curriculum intervention.
ReplyDeleteI differentiate by giving the students options. For example in reading after I determined their lexile levels I have them choose their articles to read during achieve 3000 sessions. They practice fluency, comprehension, and other critical thinking skills but they get it within the articles that peak their interest. I use Nearpod in this same fashion giving them different ways to view and learn material. Whether to draw it or multiple choice it, or view a video. I give them access through the internet using their tablets and with nearpod by using varying lessons from the MDCPS virtual library. I distinguish them by one is given to them the other is the seek and uncover . Achieve is uncovering their interest and nearpod is me guiding Andy leading while differentiating. Aww the power of technology. I love it
ReplyDeleteMy classroom is really heterogeneous. I have students from different countries “Hispanics, Hispanics American and Native Americans”. For this reason, is extremely important to differentiate the instruction to help every student. I have an advanced readers, average readers, and non-readers. During the instruction, I use the smart board to listen an article/story with the whole class; I also use a variety of pictures and visuals cards to help them to understand the story/article. I oriented different assignments to work in small group. For the non-readers, I worked with the children to get the correct comprehension of the story. I can ask many questions, and some cases they can answered on their own language (This is in the case they are not able to explain in the second language). For advanced and average readers, I would have some works to get different types of thinking such as: the essential question of the week, different graphic organizers where they demonstrate their understanding (cause and effect, compare and contrast, sequence of events, and so on).
ReplyDeleteDifferentiated instructions help every student to get the same knowledge in different ways, what they need to learn in the process? What is the goal for them? Why is the best method to learn?. It is so important to remember, that the teacher has to model each activity for his/her learners avoiding their frustration. Using, I DO, We DO, and YOU DO is the best way to realize the instruction ,it is the way to go.
Maria Gonzalez
ReplyDeleteWhen I taught a self -contained 2nd and 3rd grade combination class, there was an obvious need to differentiate what I taught students. The easiest way to differentiate that group, for me, was concept based teaching. Whenever the two groups had the same content to cover, I provided students with a whole group lesson that introduced key terms and concepts. I’d then also break them up into groups where they would work in their groups on tasks based on their reading and/or interest levels. For example, during a Social Studies unit on Native Americans, I had my 2nd graders investigate the cultures of tribes from various US regions, and I had my 3rd graders investigate how the landform of that region influenced tribal culture. In addition to using our outdated textbook series, I taught my class how to access primary sources from the library and on online. Although I didn’t know it at the time, I was doing just what Tomlinson suggests about varying resource materials for students.
Through out my years of experience, I've differentiated many times in my classroom. On different occasions I've differentiated based on student readiness, student interest, or their learning profile. For the most part, I try to teach with diverse materials. I avoid using one text for the entire class. Instead, I use multiple texts at diverse reading levels for our units of study. This enables every student to gather information from books and magazines they can truly read. Depending on the topic, I try to provide text in different reading levels. I find that this has worked best for my students. As stated on page 75, "grade-level texts are often far too simple for some students in a given class, and yet too complex for others." By using multiple texts, we as teachers increase the chances for reaching all students with content that is meaningful to them as individuals.
ReplyDeleteMinilessons are my go to way to target content. When I am teaching a lesson, sometimes I get students who grasp the content right away and others will take longer to understand. However, keeping in mind their readiness, interest, and learning profiles I reteach the content with minilessons. It is very effective because it almost resembles a one on one session with a student. The student feels they have my undivided attention and eventhough its a small group, not one on one, they do get my full attention. In whole group, my attention is divided and the goal is teaching the content at a level that the majority understands. This is when the minilessons become a great way to differentiate with students who needs more understanding.
ReplyDeleteElda
It is imperative that I differentiate content for my students. Even though they are in a special education setting, they all vary in their ability to comprehend the content taught. In accounting for their readiness, interest and learning profile I am able to get the students to grasp the concept in their own way. For example, I use the Unique Learning System Curriculum where the lessons ae displayed on the Smartboard. Most of my students enjoy having the stories read to them; one particular student can follow along on the Smartboard as she points to the words that are highlighted while the story is being read. At the end of the story there is a review/comprehension section; some of the students are able to select the correct answer by looking at the picture, cutting it out and pasting them by the corresponding question on the test. Others are able to circle the correct answer and others require complete physical assistance to complete the task. For example, I read the question to them and through Eye-Gazing, the act of using one's eyes to direct the attention to a particular object, the student communicates with their eyes and chooses the correct response. The students require a multisensory approach to learning an understanding content.
ReplyDeleteWhen teaching a group of ESOL students, differentiated instruction is implemented throughout the day. In my classroom, I see a need to differentiate content during reading. In order for my students to get access to what I want them to learn, I differentiate based on my student’s readiness, interest, and learning profile. I use a variety of materials and resources such as the resources embedded in the Reading Wonder series and the i-Ready “Tools for Instruction” to meet the needs of my students with content that is meaningful for them to enhance their learning. This allows my students to be challenged at their level.
ReplyDeleteThe times that I usually see the need to differentiate what I teach is during independent practice. At this time my partner and I make it a point to walk around the class to survey student understanding. For instance, in having my students work independently to complete a graphic organizer on point of view we realized that we needed to differentiate their readiness and interest. and their learning profile. Some students were not only unable to pick out the correct character's actions, but had no idea why the actions would lead to the character's point of view. With these students we knew we needed to select the below grade level readers and review what point of view was and how it changed according to what the character said and did. Other students were given a graphic organizer that had a picture of the main characters, speech bubbles for each character and an emoji key on the bottom to help with writing the character's point of view.
ReplyDeleteThe more independent students were given the option of the selecting one of two stories read during the week and identifying one thing the character said that helps them identify their point of view.
It's unfortunate that varying student access to what I want them to learn is not easily done. Pacing guides are a suggested pacing, but us extremely difficult to be altered as students need to cover material that is relevant for testing.
At the beginning of the year the first thing I do is to give a pre-post assessment based on teacher made test. Of course,I also use the I-ready results from window 1. Once I know their needs I placed them in the small groups, where I can teach, guide, support and use the strategies for them to cover any skill that student did not demonstrate or mastered. I have 14 years teaching Kindergarten and consistency, repetition and practice is the key for me. I see gradually the results in each child. Differentiate Instruction is the key. It requires time and planning, but you see great results. Having activities in groups, keeping the records or binder of each students,
ReplyDeletecontinuously work with the small groups, and applying strategies differetiate the instruction in their learning profiles; strengths, challenges, learning styles, intelligence preferences, culture and gender. Also working with them in their interest and readiness will impact the student's learning experiences.
At the beginning of the year the first thing I do is to give a pre-post assessment based on teacher made test. Of course,I also use the I-ready results from window 1. Once I know their needs I placed them in the small groups, where I can teach, guide, support and use the strategies for them to cover any skill that student did not demonstrate or mastered. I have 14 years teaching Kindergarten and consistency, repetition and practice is the key for me. I see gradually the results in each child. Differentiate Instruction is the key. It requires time and planning, but you see great results. Having activities in groups, keeping the records or binder of each students,
ReplyDeletecontinuously work with the small groups, and applying strategies differetiate the instruction in their learning profiles; strengths, challenges, learning styles, intelligence preferences, culture and gender. Also working with them in their interest and readiness will impact the student's learning experiences.
In my classroom, I feel the need to differentiate when I teach new skill or standard in whole group and majority of the students do not understand it. This is when their learning profiles and interests impact my lessons when I reteach and put them in their different groups. I can then teach it to them so that they understand and are better able to retain the information.
ReplyDeleteSome students need one on one instruction in order to understand the concepts and others are able to work independently. So deciding how the students learn the material is essential and different class periods, require different activities to keep students on task.
I have learned that differentiation is just common sense. I teach a second grade class with all levels of ESOL students. In order to provide my students with what they need, there is no other way, but to differentiate. For instance, at the beginning of the school year my ESOL 1 students need to learn the language, so I need to start by teaching them the alphabet, letter recognizition, sounds etc. By this point, I have students who are excelling while others are working with sight words and still have the new comers and the ones that are struggling acquiring the language. On the other hand, I also have those ESOL levels 2 or 3 that need help with decoding, fluency and/or comprehension. I also need to keep in mind my ESOL 4/5 who are in need or more challenging work. I have found my self differentiating in different subject areas, not only in reading. Math for example is a subject where even some of my ESOL 1 students get it from my whole class instruction while others still need the extra help, the use of manipulatives and/or the translation to their home language for the new students. The point is to give the students access to what they need using activities that are meaningful for them and will impact their learning.
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