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    Differentiated Instruction

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    Lu Mendoza
    The document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It involves assessing students' strengths and needs, and then designing instruction accordingly. The goals are for continuous student progress and for students to become lifelong learners. Key aspects of differentiated instruction include formative assessment, group work, problem-solving opportunities, choice, varied content, processes, products, and learning environments. The document provides examples of how teachers can gradually implement aspects of differentiated instruction, such as using learning stations or online materials. It concludes that differentiated instruction takes more effort but benefits students by allowing them to learn at their level and with motivation.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Differentiated Instruction

    Uploaded by

    Lu Mendoza
    168 views5 pages
    The document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It involves assessing students' strengths and needs, and then designing instruction accordingly. The goals are for continuous student progress and for students to become lifelong learners. Key aspects of differentiated instruction include formative assessment, group work, problem-solving opportunities, choice, varied content, processes, products, and learning environments. The document provides examples of how teachers can gradually implement aspects of differentiated instruction, such as using learning stations or online materials. It concludes that differentiated instruction takes more effort but benefits students by allowing them to learn at their level and with motivation.

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    Differentiated instruction

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    The document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It involves assessing students' strengths and needs, and then designing instruction accordingly. The goals are for continuous student progress and for students to become lifelong learners. Key aspects of differentiated instruction include formative assessment, group work, problem-solving opportunities, choice, varied content, processes, products, and learning environments. The document provides examples of how teachers can gradually implement aspects of differentiated instruction, such as using learning stations or online materials. It concludes that differentiated instruction takes more effort but benefits students by allowing them to learn at their level and with motivation.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    168 views5 pages

    Differentiated Instruction

    Uploaded by

    Lu Mendoza
    The document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It involves assessing students' strengths and needs, and then designing instruction accordingly. The goals are for continuous student progress and for students to become lifelong learners. Key aspects of differentiated instruction include formative assessment, group work, problem-solving opportunities, choice, varied content, processes, products, and learning environments. The document provides examples of how teachers can gradually implement aspects of differentiated instruction, such as using learning stations or online materials. It concludes that differentiated instruction takes more effort but benefits students by allowing them to learn at their level and with motivation.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 5

    Profesorado semipresencial

    Aspectos prácticos de la enseñanza de inglés

    Lucía Mendoza

    Differentiated instruction
    Differentiated instruction

    Introduction

    Differentiated instruction consists in accepting that our students are different in many aspects, so they

    learn differently and we have to teach them in a different way. In a class of many students of the same age

    and in the same grade there are many differences between them, all of them have different interests,

    experiences, levels of skills, and many other differences. Despite that, it is difficult for a teacher to

    implement the differentiated instruction in a class of many students but there are many recommendations

    and techniques that would help teachers to introduce it “one step at a time.”

    Development

    “Differentiation means giving students multiple options for taking in information.” (Carol Ann Tomlinson,

    1999). Differentiating instruction means that you observe and understand the differences and similarities

    among students and use this information to plan instruction. According to Julia Link Roberts and Tracy Ford

    Inman (Differentiating Instruction in the Elementary Classroom), the goals of differentiated instruction are

    that “Every student will make continuous progress…” and “Every student will become a lifelong learner, the

    long-term goal for all children and young people.” They state that with differentiated instruction, everybody

    will learn, no matter the age or knowledge. Students who learn in their levels would not feel frustrated and it

    will motivate them to continue learning.

    The principles of differentiated instruction are formative assessment, in which teachers continually

    assess to identify students’ strengths and areas of need and recognition of diverse learners through

    assessments that enable teachers to develop differentiated lessons. Other principles are group work that

    enables students to engage in meaningful discussions and learn from one another, problem Solving that

    encourages students to explore big ideas and expand their understanding of key concepts and choice. By

    negotiating with students, teachers can create motivating assignments that meet students’ needs and

    interests.

    The classroom elements are an important part of differentiated instruction: Content, process, products

    and the learning environment. Teachers need to know what the student needs to learn, the activities in

    which the student engages in order to make sense of or master the content, the culminating projects that
    ask the student to rehearse, apply, and extend what he or she has learned and the way the classroom

    works and feels.

    There are different activities that teachers may implement in a differentiated instruction classroom. A

    great activity is to provide different types of content by setting up learning stations or divided sections of the

    classroom in which groups of students rotate. Each station should use a unique method of teaching a skill

    or concept related to your lesson. For example, students can rotate between stations that involve:

    • Watching a video

    • Creating artwork

    • Reading an article

    • Completing puzzles

    • Listening to you teach

    After that, the teacher can hold a class discussion or assign questions to answer to help students

    process the content.

    Grace Rubenstein gives us ideas to start personalizing our classes in 5 minutes, 5 days, 5 weeks, 5

    months, and beyond. She agrees that our students are different, so they learn differently and in conclusion,

    we should teach them differently. She also states that it is difficult to work with each child differently when

    we are in charge of many students, so she gives us tips to do it gradually, as she says “one step at a time.”

    This author wrote about a group of Teachers at Forest Lake Elementary School in Columbia that

    implemented differentiated instruction gradually: “They started small, and they've grown and honed their

    strategies each year. “ Some of the ideas she suggests to implement in five minutes are read the students’

    files, ask them questions and surveys to know them, use different materials to enhance a lesson. Then, she

    recommends thinking about activities in five days, such as arrange desks into stations, plan

    assignments with choices, use different workshop activities or find online materials for different

    levels. In five weeks the ideas are to make a toolkit, practice procedures for independent and

    collaborative work, share with a teacher and use a new digital tool. In 5 months she states that

    teachers can know the diverse cultures and experiences in the classroom, start a book club, choose

    books on differentiated instruction, and try adding one strategy a month from what you read. Finally, she

    recommends teachers to continue building strategies and tools on differentiated instruction.


    Conclusions:

    In conclusion, differentiated instruction is really important to work with students that are different and

    learn individually. It may take more time to some teachers to implement it in their classes but it is possible.

    It is important that they read materials and books about differentiated instruction that would help them. It

    has many advantages for children because they can learn according to their level and interests, so they

    learn with motivation.


    Webliography:

    • https://www.teachthought.com/pedagogy/what-is-differentiated-instruction/

    • http://www.readingrockets.org/article/what-differentiated-instruction

    • https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/

    • https://www.edutopia.org/stw-differentiated-instruction-replication-tips

    • http://www.prufrock.com/Assets/ClientPages/pdfs/TSG_Diff_Elem_Sample.pdf

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