Monthly Archives: March 2016

Synthesis

When I began my inquiry, I did not know much about differentiated instruction. However, through literature, reflections, and observations I can now spot differentiation inside a classroom, and recognize the benefits of it. My first several blog posts focused on reading peer reviewed journals to form an understanding of what differentiated instruction was. In fact, if you scroll down to the bottom of my blog, you will see a lot of definitions of differentiated instruction, and the role of process, product, and content. Later, I began reviewing other sources that suggested how to use differentiated instruction inside of the classroom. These strategies included grouping students based on interest or level. Furthermore, many sources demonstrated the importance of choice, and the role of tiered assignments. By learning about these concepts, and familiarizing myself with what each strategy means, I was able to begin recognizing differentiation inside of my practicum classroom. It was through ongoing reflections that I was able to recognize differentiation, and come up with a list of strategies for myself to incorporate during my 10-week practicum.

Through ongoing observations and reflections, I now have a new and deep understanding of differentiation. I am in no way an expert at what differentiation is. In fact, I am a student teacher that hopes to incorporate differentiated instruction in my practice, as I believe that this is the best way for students to achieve their true potential. I do not see the relevance in providing all 30 students with the exact same quiz/assignment, when 4 of the students are at a lower level, and many other students are above the grade 5 level. Additionally, I hope to use technology in order to differentiate my instruction. There are several strategies that I will implement, such as the use of email and PowerPoint to meet the needs of my students (Kara-Soteriou, 2009, p. 87) Therefore, my goals as a student teacher will be to include several strategies of differentiated instruction. In doing so, I will be able to learn, first hand, what works, what does not work, and what I can improve on or change in my practice to meet the needs of my students.

To conclude, I wish to share a quote that I found during my inquiry research. “Every teacher who has entered a classroom has differentiated instruction in one way or another” (Levy, 2008, p. 162). However, not every teacher has gone above and beyond the everyday practice that entails differentiation. My research project has become a narrow focus on strategies to implement differentiation. Take a look at these strategies, read blogs and articles that highlight the key features of differentiation! These initial steps will broaden your perspective on differentiation. By opening your eyes to practices that meet the needs of diverse learners, you, in turn, will become a better teacher!

References:

Kara-Soteriou, J. (2009). Using technology to differentiate instruction across grade levels. Computers in the Classroom, 86-90.

Levy, H. M. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. Clearing House: A Journal of Educational Strategies, 81 (4), 161-164.

Differentiated Instruction Strategies for my 10-week Practicum

Since January, I was able to observe students on a weekly basis and learn many strategies on how to implement differentiated instruction. This past Thursday was my final visit before my long practicum, which begins at the end of March. On Thursday, I took the opportunity to discuss with my school advisor the strategies that I am hoping to implement. Some of these strategies include:

  1. Giving students a deadline on when to complete their work. However, providing some students – those that are at a lower level – with additional time.
  2. I will be asking students to complete 3 large projects over the course of my 10-week practicum. Students will be provided with rubrics that meet THEIR needs. I will not provide students a general rubric, but instead, will personalize it for the students that are at a lower level, and even those that are at a higher level.
  3. In addition to providing students with various rubrics, I will also provide students with choice in what they wish to hand in. Therefore, not every final project will look the same.
  4. Although this one may be a bit tricky, I am hoping to have mini student conferences at least once or twice during the course of the 10-week practicum. This will allow me to better understand their needs, and make arrangements for students that are not yet meeting expectations.
  5. Differentiating quizzes! During my weekly visits, I observed 4 students that require personalized quizzes. Therefore, I will continue to do this during the 10 weeks at my practicum school. Some ways to differentiate it include: including word banks for fill-in-the-blank type questions, providing these students with different questions, and front-loading the students prior to the quiz!
  6. Make connections to the real world! By doing this, students will be able to find interest in the subject content.
  7. Use technology to meet the needs of diverse learners! I will incorporate the use of PowerPoint and other programs to engage students. Furthermore, I will allow students (and parents) to keep in contact with my via email to differentiate instruction. These emails may be extra resources/support that students may require.

Observing the Benefits in Differentiation

As discussed in previous posts, differentiation can occur in many ways. However, the most effective way to differentiate instruction is to modify the content, process, and product. In my observations, I recently saw the use of differentiation by the alteration of a quiz. All 30 students were given a quiz on Thursday. By changing the content of the quiz for four students, they received an alternative quiz in which they could demonstrate their understanding. After giving students a good amount of time to complete their work, they were asked to hand it in. I took the opportunity to mark their quizzes and determine if the differentiation of the content was effective for those four students. From my observations, it was clear that the students that struggled to grasp the concept really appreciated the modified quiz. They received high B’s and A’s, which is a great motivation for the four of them. At the very end of the day, I handed back their quizzes and got to see the expressions of the four students (and the others in the classroom). Many, were ecstatic about their given mark. If the students that struggle grasping the concept were given the exact same quiz as their peers, they would have probably scored lower than a B, as demonstrated in previous assignments. However, by differentiating their quiz, they are able to show their understanding of the concept in an assignment that meets their needs. It would be unfair to provide all 30 students the same quiz, when not all of them are at the same level. Therefore, I am glad I received the opportunity to witness this, as it has provided me with insight on how to differentiate quizzes for those four students, and in addition, it has allowed me to see the benefits first hand in differentiating.