Introduction The purpose of this literature review is to examine how differentiated instruction can impact student content knowledge in an urban science classroom. Themes to be discussed are urban students and science education, differentiated instruction in the regular education classroom, differentiated instructional strategies, and benefits of differentiated instruction.
Urban Students and Science Education Urban students are typically in traditional classrooms where they underachieve in academics, demonstrate low proficiency in all subjects, and perform below average in reading and math (Olivares-Cuhat, 2011, p.1). “Some students underachieve because of instruction that is uninteresting and academically unchallenging which leads to
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Anderson (2007) condensed the majority of methods within DI into a single paragraph which makes the entire process easier to understand. He explains:
Teachers may opt to differentiate key skills and material to be understood by aligning them with particular students’ affinities and topics of interest (i.e. geography, music, foods, wildlife, and architecture). Differentiation may be made by the teachers based on what they know about students’ learning preferences (i. e. intelligences, talents, learning styles), allowing students choices in working independently, with partners, or as a team; or providing various work spaces that are conducive to various learning preferences (i.e. quiet work spaces, work spaces with tables instead of desks) (p.
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In fact, McTighe & Brown (2005) have found that achievement gaps have decreased, students have shown an increase in independence and self-expressiveness, and demonstrate their learning in ways that highlight their abilities and passions (pp. 237-239). Meeting students’ needs provides them with a fair and equitable education since each student accesses learning at a level that is appropriate for him or her. This will increase student motivation as well, considering that students are more likely to be engaged in learning that is custom made for them. Dotger & Causton-Theoharis (2010) promote that “when students are allowed to express what they need to learn and we meet that need with our instruction, we see more motivated, interested students who are eager to share their ideas with classmates” (p. 22). Elizabeth Shirley (2012) further suggests that students will benefit when teachers create real-world lessons through the use of themes so they will be highly engaged in the content being taught (p.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Through programs that directly fuel desegregation in schools, our educational systems have become a melting pot of different races, languages, economic status, and abilities. Programs have been in place for the past fifty years to bring students that live in school districts that lack quality educational choices, to schools that are capable of providing quality education to all who attend. Typically the trend appears to show that the schools of higher quality are located in suburban areas, leaving children who live in “black” inner-city areas to abandon the failing school systems of their neighborhoods for transportation to these suburban, “white” schools. (Angrist & Lang, 2004). This mix of inner-city and suburban cultures creates new challenges for students and teachers alike.
When students experience intrinsic motivation, they are more likely to experience deep learning that is retained. This is in contrast to student learning that is based on extrinsic motivation, such as receiving grades or other tangible rewards. Wlodkowski and Ginsberg (1995) note that external motivation is difficult to sustain. In order for students to make sense of what they are learning and achieve intrinsic motivation to learn, teachers need to focus on students’ background experiences, what they bring to the classroom, and importantly, their culture (Wlodkowski and Ginsberg, 1995). Fisher and Frey (2012) suggest a student’s background is important to consider when determining text complexity. Wlodkowski and Ginsberg (1995) offer an intrinsic motivational framework including four conditions: enabling inclusion (everyone should feel welcome in the lesson), developing attitude (offer choices and give students the power to decide what they will do), enhancing meaning (focus on meaning for individual students), and engendering competence (supporting the student based on their background and allowing students to assess their own work). Indeed, in the state of Pennsylvania, teachers are evaluated using the Danielson Framework for Teaching and to be rated as “distinguished” is to have a classroom in which the students are intrinsically
Personalizing learning for students takes the idea of differentiating instruction to fit the needs of your students is vitally important to fostering an environment that makes ...
One important aspect of building this bridge is to understand the various learning styles evident in the classroom. Teachers tend to have their own preferences, or strengths, concerning their styles (Thompson, 1997). According to Thompson (1997), teachers noted for their excellence tended to teach in ways consistent with their own styles but found ways to reach students whose preferences differed. These ways included finding material and activities that spurred the student’s interest, and once the student was engaged, allowed the teacher to facilitate the course material. One method is for teacher’s to create learning centers with resources and materials that promote involving the different intelligences (Giles, Pitre, & Womack, 2003). Giles, Pitre, and Womack (2003)
Urban schools don’t attain significant progress in math achievements “most urban school districts fail to make significant progress in math achievement in the past two years” Hechinger, Wall street Journal, Dec 2009. While exit exams do the least to improve these math test scores “Exit exams do the least to improve the reading or math test scores or already high-achieving students” Hechinger, Wall street Journal, Dec.2009.
As we have discussed in class, the schools in neighborhoods with low economic status are not as good as those in west Los Angeles or Beverly Hills. I grew up in a bad neighborhood and have witnessed the severity of how bad the LAUSD School system is. My experience in the LAUSD system is the main reason why I choose to write about the disparities in education. Speaking from personal experience, for the most part, high school did a poor job in preparing me to be successful in college. The habits of a good student are developed at an early stage, which is why it is critically important for kids to receive proper education as early as possible.
Robinsons says that, “In fact, the real challenges for education will only be met by empowering passionate and creative teachers and by firing up the imaginations and motivations of the students.” (247). The reason why he says that is because most often having a teacher not take a lot of interest in what they are teaching or not having the inspiration in wanting to get students excited for learning. What he means by this is
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
There are many different factors that affect education. One such factor is, socioeconomic status. Children who attend school in a wealthier community receive a better education than those students in poor communities. In poor communities, student’s education is not only affected by a lack of resources, but also from teaching methods and philosophies. Urban and poor schools’ students do not receive as equal of an education as their more affluent and suburban counterparts do.
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
Our subjectivity is heavily influenced by the amount of education that we receive. The effort that people contribute to enhancing academic excellence today is what makes learning possible and effective. Through the proper use of our academic knowledge we can construct society together. Schooling is an evident pathway toward generating social change and it is important that education is properly enforced and easily accessed by all people. Because education enables a person to grasp an understanding of his or her society, we as educated people have a crucial responsibility for contributing to social advancement.