It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level.
Every teacher has used diverse methods to instruct their students at one time or another; they have allowed extra time to complete work, given additional assignments for extra credit, or have simplified assessments for those students that struggle. When teachers do these things to help students they are already implementing some forms of differentiated instruction. Differentiating instruction gives the teacher a diversified and structured method by introducing a set of strategies that will help meet the needs of his/her students according to their diverse levels of learning (Levy, 2008). What is the difference between direct instruction and differentiated instruction? According to Lowe and Belcher, (2012) in the article Direct Instruction and Music... ... middle of paper ... ...n, T. (2002, January 1).
It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006).
Furthermore, catering to her learning needs requires the teacher to vary the curriculum so that she can pursue tasks in greater depth and in a personalised manner. For example, the class is given tiered activities and each student is presented with an individual learning contract with different tasks and activities to complete. Through this approach, the gifted student will not appear different from the class, but rather given more complex tasks in a similar framework as the class cohort (Department of Education, 2013). Thus, this will enable the teacher to create flexible tasks based on objective learning contracts. Conclusion: Word count: 1, 298
Introduction There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
It can be used to help teachers adapt their teaching to improve student achievement. It is imperative for educators to select the proper conditions, pose just right challenges to the child, observe extremely carefully, react-interact appropria... ... middle of paper ... .... Retrieved February 05, 2011, from http://www.readingrecovery.org/pdf/conferences/NC06/Handouts/Jones_Developing_Independent_Problem_Solvers.pdf Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447. Sullivan, S. & Glanz, J.
Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher. To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons. Each teacher contributes their own unique expertise to the planning, instruction, and managing of all students in the classroom. If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom. All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
As a future elementary school teacher, I would like to teach my students how to respect and understand people who come from different backgrounds, cultures, ethnicities, and people with special needs. Children need to be made aware of differences in people that way they can become more tolerant and understanding. Over the past semester we have learned about a lot of different philosophers that all have different ideas relating to teaching children and people in general. Matthew Lipman is the founder of Philosophy for Children, a program many teachers have implemented into their classrooms that teaches children critical thinking and reasoning skills. Critical thinking and reasoning skills are important tools that children must learn.
Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly. Differentiation in Classrooms A struggle for many teachers could be the idea of implementing differentiation in their classrooms. Making twenty-four lesson plans for the twenty-four children in a class is not practical or appropriate. Children should all be learning the same basic ideas in differentiated lessons but how much as well as how a child learns is what will vary (Tomlinson, 2001).
(CAST, 2013, para.1) Together these principles share one goal in providing students with a wider variety of options in their learning. As Educators, whether it’s “addressing individual differences in our students' recognition, strategic, or affective networks, we can provide the best support by individualizing pathways to learning” (Meyer & Rose, 2002, n.p). This report will pay attention to the three principle’s of UDL, by understanding strategies of theories and applying this knowledge to the classroom and diverse student learners through Differentiated Instruction (DI). Classrooms with a variety of diverse students with different needs and abilities require multiple means of delivery in lessons, as well as curriculum planning and design, otherwise known as representation. This recognition network focuses on the what of learning; how facts are gathered, what is seen, heard,... ... middle of paper ... ...0.secure.griffith.edu.au/lag/file/f676844d-d6bf-4616-bd63-01a017a4506e/1/cr1390194012355.pdf Kessler, E., & Whitbread, K. (n.d.).