Instructional Adjustment to Accommodate Different Learners in the Classroom

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No two students are identical in their learning styles, methods or processes and thus differentiation in instructional techniques is a necessary tool in the teacher's skill set. Even as teachers need to be identify differences in learning styles and abilities, those we teach also need to be aware of the importance and diversity of each other. As with most classroom environments the learning abilities and styles are not homogenous in nature. This requires adjustment for those that are struggling to master the concepts presented. This can be done through both guided practice and independent practice. For the purposes of this task the following learning objective is used for a high school level US history class: Learning Objective: Students will be able to describe, in a brief essay, at least five significant historical events surrounding the December 7th, 1941 attack on Pearl Harbor, Hawaii and its role in the entrance of the US into World War II. Students will receive direct instruction through the use of class discussion, an online multimedia presentation, and video. The students will then, as guided practice, complete a time line of the events surrounding the attack on Pearl Harbor. For independent practice the students will be required to write a brief essay identifying at least five of the significant historical events surrounding the attack and their role in the entrance of the US in to World War II. Students with Difficulties For students needing additional assistance during guided practice, a partially completed timeline will be provided along with a guide as to where to find the information to complete the timeline. The teacher will also continue to monitor the work of all students and make other ad... ... middle of paper ... ...istance, it is important to remember that each student has individual needs and that some changes in these adjustments may be needed on a case by case basis. Works Cited Borich, G. (2010).Effective teaching methods: research-based practice(7th ed.). Upper Saddle River, NJ: Allyn & Bacon. Hofmeister, A., & Lubke, M. (1999). Research into practice: Implementing effective teaching strategies (3rd ed.). Logan, UT: Utah State University Safer, N., & Fleischman, S. (2005). Research matters: how student progress monitoring improves instruction. Educational Leadership, 62(5), 81-83. Schumm, J.S., & Vaughn, S. (1997). Are they getting it? how to monitor student understanding in inclusive classrooms. Intervention in School & Clinic, 32(3), 168-171. Slavin, R. (2009). Educational psychology: theory and practice(9th ed.). Upper Saddle River, NJ: Allyn & Bacon.

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