Allison Lore Mr. David R. Lopez ENG132 12/11/2013 Differentiating Instruction • Introduction One issue facing the quality of education in today`s schooling is Differentiating Instruction, which is simply to change ones teaching methods to help cater to each individual student’s needs. Teachers can differentiate through content, process, product, and learning environment based on the individuals. Differentiation comes from idea about differences among students, how students learn, learning preferences and individual interests. In order to understand how students learn and what they know, pre-assessment and ongoing assessments are necessary. In the past instruction was delivered in a one size fits all method.
Moreover, technology can be said to be in a constant state of flux, and consequently, several authors have indicated the need to have appropriate experimental testing of the interventions. Currently, a number of schools are seeking to improve learning outcomes of the students while employing certain instructional design and technology theories not only to guide but also to enrich the literacy instruction for the students with disabilities. This article hence discusses the common instructional design and technology theories and models relevant for individuals with disability. Response To Intervention Model(RTI) Malhotra (2008)discusses the RTI model along with the Technological Pedagological Content Knowledge (TPACK). The Technological Pedagological Content Knowledge was developed as a form of instructional design framework with an aim of integrating technology, content, and pedagogy for design as well as for delivery of various types of content.
Curriculum and instruction is impacted by assessment, and whether in the design, delivery or data interpretation processes, aligning these apparatuses is most challenging part of being a teacher. Teachers are called to exercise an alignment between assessment and curriculum, use assessment to guide instruction, and deliver assessment that truly evaluates achievement. Two forms of assessment used in the classroom, formative and summative possess important components, that track them into purposeful, designated uses. Even more so challenging as a teacher in using these two assessments is understanding how they work separately, together, and exploring how they might be used with and for each other. To start, assessment is more than just
Differentiation: What is it? Today in education different abilities are being acknowledged on a regular basis. So a common description being used for the “perfect” classroom which accounts for the variety of instruction and activities is a differentiated classroom. This phrase is thrown around and many teachers may not understand how a differentiated classroom works. “In a differentiated classroom, the teacher assumes that learners have differing needs.
The main argument put forth in this article is that Nolen believes that “we need to better understand the connections between teachers’ assessment practices and students’ motivation and engagement in terms of the social systems in which they exist.” (Nolen, 320). She goes on to discuss the significance of formative assessments providing feedback and how this feedback can be used to measure the gap between current and desired performance. This article took into account the “balance of multiple purposes for assessing and providing feedback”. (Nolen, 321). Nolen goes on to state how teachers provide useful information to students in regards to self-assessment but are often just as concerned with student’s emotional issues such as motivation to learn.
In education there seems to be many debates over the meaning these terms. Most do not have “clearly distinctive definitions...Assessment is often referred to as the gathering of data, evaluation is the judging of merits, and grading is assigning values to letters or numbers for reporting purposes” (Assessment Strategies, n.d.). In this paper, I will attempt to further define each and demonstrate their impact on the differentiated classroom. There are many different types of assessments that can be utilized by a teacher to better assist their students and they primarily depend on what information the teacher seeks. Pre-assessments are administered prior to instruction to give the teacher an idea of what knowledge the student possesses.
Findings Motivational Theories Humanistic behavior and learning techniques are viewed from many different positions of psychological theories (Ramirez, 1983). In order for a teacher to effectively apply these psychological principles in their classroom, they must become knowledgeable in the various conflicting theories. Looking at the theoretical aspect of motivation to learn provides background information about the basic nature of different learning processes (Ericksen, 1974). The locus of control in motivation is the subject area where separate theoretical views come into play. People have either an internal locus of control, an external locus of control, or are simply amotivated.
My Philosophy of Education There are many ways to educate, express or unveil knowledge to a student. The student’s education greatly depends on the educator’s philosophy of education. This ideological viewpoint appears to be the one true constant that could be a detrimental development influence in the classroom, no matter what curriculum is designed for the student. The students of today possess distinct and different qualities and beliefs that educators are now realizing and learning to adapt to in the classroom. If educators cannot get beyond the boundaries of social class, religion, race, creed, gender, sex, disability or cultural background, then our focus has turned too heavily upon differences and the labeling of students as special needs or underachiever, thus forming harsh pre-expectations toward students in the classroom.
Providing a way for students to give opinions about their teacher’s performance helps teachers to develop the flaws in their teaching habits. However, the controversy about grading, rating and evaluating is that students do not have enough knowledge on how to properly ... ... middle of paper ... ...inking of students’ education for the future should be a number one priority to educators. Works Cited Barrett, Joan. The Evaluation of Teachers. ERIC Digest 12.
The role of the student The role of the student in formative assessment is twofold ‒ they can be a resource to other students and they can be involved as assessors of their own learning. The concept of student self-assessment is supported by credible research and near unanimous support from the educational community (Stiggins & Chappuis 2005). However, assessment is still largely considered a teacher-centred task done for and by teachers. For example, the commonly cited purpose of formative assessment is to provide information about student learning that guides teachers in adjusting instruction. Although an important function, this simplistic rendition of formative assessment does not take into account the powerful and equally valuable