D IVERSITY IN D IFFERENTIATION I NSTRUCTION Callie Sloan.

DIVERSITY IN DIFFERENTIATION INSTRUCTION

Callie Sloan

I observed a Kindergarten class at Roopville Elementary.

The main subjects I observed was Math and Language

Arts. There were 17 students in the class, 9 boys and 8

girls. All of the students were Caucasian. I observed the

class over three days equaling 21 hours.

This was my first placement and I learned many things

from the supervising teacher. The first thing that she

explained to me was how she handled classroom

management.

-Red Light Clips

-Recess Time Deduction

-Daily Notes Home in Agenda

-Prize Box

The next thing my supervising teacher had taught me was

how she assessed all her students.

-Assessing Low, Medium, and High during Language Arts

-Assessing the class as a whole for Math

I really enjoyed watching my teacher interact with her

students. She makes a point of talking to each student at

least once throughout the school day.

-Personal Life

-Homework

-What the daily leader wants to do

Differentiated instruction is a theory that allows teachers to

face a certain challenge by taking diverse student factors

into account when making lesson plans and exercises for

the class as a whole.

It is also the purpose of Differentiation Instruction for the

teachers to structure the learning environment to address

all learning styles, interests, and abilities.

-How does it work?

WHAT DIFFERENTIATED INSTRUCTION MEANS FOR TEACHERS

TEACHERS DO: TEACHERS DON’T:

-provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills.

-develop a separate lesson plan for each individual student.

-provide appropriate levels of challenges for all students, including those who lag behind, those who are advanced, and those in the middle.

-”water down” the curriculum for some students.

4 STEPS IN CREATING A DIFFERENTIATED LESSON PLAN

Step 1: Know your students

Step 2: Have a Range of Teaching Strategies

Step 3: Identify a Variety of Instructional Activities

Step 4: Identify Ways to Assess or Evaluate Student Progress

HOW DO YOU ASSESS IT?

It is always a difficult procedure when the lesson unit

comes to an end and it is time to asses the

students and the teacher wants to make it as fair as

possible.

-Different types of assessments

A fun way to implement Differentiated Instruction into the

classroom is to use “exit cards”. This lets you, as the

teacher, to understand which students are grasping the

subject or need a little more help on it.

-Examples

I think that differentiated instruction is a very important part

of education for the students to be able to learn what they

are expected to learn each academic year.

-Why?

REFERENCES

-Willoughby, Jennifer. "Differentiated Insruction." Glencoe/McGraw-Hill. 2005. Web. 31 Mar. 2012. <http://www.glencoe.com>.

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-Williams. "Creating a Differentiated Lesson." Worksheets, Lesson Plans, Teacher Resources, and Rubrics from TeAch-nology.com. Teachnology, 2008. Web. 31 Mar. 2012. <http://www.teach-nology.com/>.

(Slide 9)

-Watson, Sue. "Special Education." About.com. About.com, 2010. Web. 31 Mar. 2012. <http://specialed.about.com/>.

(Slide 10)

REFERENCES CONT’D

-Harris. "Seat Sack Educational School Supply Teaching Organizers." Sack School. 2007. Web. 31 Mar. 2012. <http://www.seatsack.com/>.

(Slide 11)

-Snowman, Jack, R. R. McCown, and Robert F. Biehler. Psychology Applied to Teaching. Belmont, CA: Wadsworth, 2012. Print.’’

-Hardin, Carlette Jackson. Effective Classroom Management: Models and Strategies for Today's Classrooms. Boston: Pearson, 2012. Print.