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).
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).
Preface Education is an important process for children to learn different kind of knowledge or languages that would deeply influence not only their course result but their future. Some students, however, are having difficulties in learning because of their disease or so-called the Learning disability that do not be able to catch up the class as other students. In nowadays education system, we will use various method in supporting those student in learning. Since those students who have Learning disability would stay in the class with other normal students, we called this as Integrated Education. In this essay, I would like to discuss the case of dyslexia and explain how we can help these kind of students by using specific teaching models and skills.
Teachers must work in a diverse classroom which requires the educator to exceed or at least meet the needs of their students. Students will have different personalities, skills, interests and learning needs. New teachers find diverse classrooms very challenging to individualize a lesson plan. Instructing a class of students that are not all identical to each other is rewarding. Teaching a group of different pupils will give a new teacher professional improvement and development.
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.
The study was guided by the belief that educators may not possess a clear understanding of what differentiation is, that the key components for implementation, and the myths that surround the practice of differentiated instruction. In the article, Logan emphasized the contact between the teacher and learner and pointed out that, in the event of training, both the learner and trainer learn. He advocated for differentiated instruction in today’s learning environments, as students are found to be so diverse. In the process of implementing the differentiated instruction, the teacher must create learning profiles by analyzing the profile of every student. However, Logan pointed out that there are various clichés and barriers regarding differentiated instruction.
Between these extremes lies a realm of differing abilities. It is here where the educational structure needs to intervene: by providing pull out differentiation in small groups with specialist teachers who can challenge the accelerated students and with others who can address the lacking skills of the students in need. This separation of students with differing abilities would be for only part of the day, with all students coming together for large group instruction in other subjects, therefore blending ability tracking and whole group instruction to best meet the needs of all students.
Students that can connect personal experiences to the work provided will allow them to better understand the material. This type of experience for a student allows them to get to the right answer by critically thinking. In the educational system, how a teacher teaches their students and how the students learn can be debated through Critical Pedagogy. If a teacher takes on a mainstream approach, they stand in front of a class, present information, and force the student to memorize the information. A dominant approach allows students to create a more meaningful way of understanding the material through outside experiences and to understand it past what one teacher is saying it should mean.
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.
Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.