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1. When thinking about your class and differentiation of instruction what are your priorities, how do you decide who you are going to differentiate instructions for and why
1. I've noticed that I tend to differentiate instruction based on student readiness. It seems the most logical to me because there are benchmarks that students have to reach and differentiating the lessons so that student learning is scaffolded in order to reach those benchmarks makes sense. However, I have also found that differentiating based on student learning styles is also extremely important because some students are not auditory learners and need a visual or kinesthetic approach to learning. I have found that some of my kids who struggled academically did extremely well on tasks that involved creativity.
(Tracy) I find that my student assessments in each subject area have helped me to determine which students I will target for differentiated instruction in the classroom. Based on the outcomes I am able to see the areas in which myb students are weak and strong. I especially get the best results in my reading and writing workshop. The reading logs, conferences and individual student evaluations in reading help me to target certain areas of instruction and apply differnt lab assignments or written extensions which are tailored to each students needs.
My priorities tend to be geared towards raising low functioning students to a higher reading level. However, I do focus on my higher readers attempting to stretch their reading stamina and providing challenging activities at their reading tables to push them into the rhelm of an 8th grade writing ability and an advanced style of reading.
The main reason I differentiate instruction in my classroom is simply because if I don't my kids can't raise their scores in ELA and MATH state exams administered each year. Differentiated instruction is meant to target their areas and challenge them. Some children do much better with the creative assignments like stated.
I agree with you Yoon -
You stated that you do it to scaffold your students and we have to because the stategies need to be tailored so children can reach beyond the levels that they are presently on. (Tracy)
When thinking about differentiating instruction, I consider many aspects. My priorites change depending on the child's need and can change from child to child or group to group. The priority is not towards the lowest functioning children necessary. Sometimes priortiy will lean towards children who are disruptive. I find that these disruptive children are that way because either the work is too hard for them or it is too easy. Differentiating instruction would involve deviating away from traditional lessons to creating lessons that would involve satisfying a child's creative, kinesthetic, academic and emotional abilities.
myra, I completely agree. My students who were "disruptive" tended to be the ones who struggled academically. However, the second they went on the computer to practice letters/sounds and they were visually stimulated, they felt success and also respected me for allowing them to get to use the computer.
Myra- I like the way you addressed differentiation from a different perspective. I tend to think about differentiation from a skill deficit/attained approach. But the idea of differentiating based on behavioral modifications is something to consider. Like giving a job to a specific child that involves more than the task at hand.
I think I usually differentiate activities based on what students strengths and needs are. I like to give students as much choice for projects and learning as possible. As I grow as a teacher, I've found myself becoming more and more flexible with what I am willing to accept. For reading, my students choose a spot in the classroom that is allows them to read with comfort. For some that's at a table, for others it was in a tent with a flashlight.
It's also important for me to differentiate based on student interest. When kids are allowed to find their learning from a place of enjoyment, it makes the activity so much more valuable for them and me.
In my class when I differentiate instruction I do tend to focus more on my struggling group or groups. I base my insruction from the results of the many assessment my students are given. This is from running records, math boxes,acuity, and my own assessments(just to name a few). It doesn't matter on the subject area most of my focus in on those struggling students. If these groups are not identified and focus on they will only fall further behind.
I agree with Myra about having to have to differentiate instruction for the distruptive students. Sometimes that child may want to work by themselves and not do what everyone else is doing.
Children take in and process information differently. If one teaches to the middle the result will indicate a group of students working at their independent level and not necessarily moving up. In order to support each student the teacher MUST assess to identify strengths and areas of need. As a teacher I use formative assessments to decide which group or child gets what. I teach according to each group or child's need. I also use peer expert to support some students.
Sabriya I agree that flexibility is key when differentiating for your class. I myself am terrible at anything that has to do with Art. I do not like to draw and I do not like to express myself through any kind of artistic medium. I hated when that was the only project that was acceptable in class. If I would have been allowed to to the same assignment in my own comfort zone than school would have been a different experience for me.
When I first began teaching differentiation was used to benefit the struggling students in my class. I felt I needed to give them simpler tasks to work on. As I grew as a teacher and got to know my students better I realized how important it is to differentiate and challenge the higher level students and let them guide their own learning (to an extent). Often times we forget about the higher achieving students because we are focused on pushing the lower percentage of the class. This year I had a student who was way beyond any of the students in the class, she was at least 4-5 levels higher and I found it challenging to keep her engaged. I turned to a colleague who taught gifted and talented students and she gave me homework for my students and even took her into her class for certain subjects.
I agree with the thread of comments regarding differentiating instruction. It used to be differentiating was for the lower level students to bring them up to par and that the on level and above level students were doing alright and therefore did not need attention. Raising the level one students was the priority. Now the city wants to see a measurable level of progress that all students are making throught all of the levels. My principle asked that I show differentiation of instruction in my lesson plans for both low acheiving students as well as high acheiving students.
1. I've noticed that I tend to differentiate instruction based on student readiness. It seems the most logical to me because there are benchmarks that students have to reach and differentiating the lessons so that student learning is scaffolded in order to reach those benchmarks makes sense. However, I have also found that differentiating based on student learning styles is also extremely important because some students are not auditory learners and need a visual or kinesthetic approach to learning. I have found that some of my kids who struggled academically did extremely well on tasks that involved creativity.
ReplyDelete(Tracy) I find that my student assessments in each subject area have helped me to determine which students I will target for differentiated instruction in the classroom. Based on the outcomes I am able to see the areas in which myb students are weak and strong. I especially get the best results in my reading and writing workshop. The reading logs, conferences and individual student evaluations in reading help me to target certain areas of instruction and apply differnt lab assignments or written extensions which are tailored to each students needs.
ReplyDeleteTypo - my and the word different
ReplyDeleteMy priorities tend to be geared towards raising low functioning students to a higher reading level. However, I do focus on my higher readers attempting to stretch their reading stamina and providing challenging activities at their reading tables to push them into the rhelm of an 8th grade writing ability and an advanced style of reading.
ReplyDeleteThe main reason I differentiate instruction in my classroom is simply because if I don't my kids can't raise their scores in ELA and MATH state exams administered each year. Differentiated instruction is meant to target their areas and challenge them. Some children do much better with the creative assignments like stated.
ReplyDeleteI agree with you Yoon -
You stated that you do it to scaffold your students and we have to because the stategies need to be tailored so children can reach beyond the levels that they are presently on. (Tracy)
When thinking about differentiating instruction, I consider many aspects. My priorites change depending on the child's need and can change from child to child or group to group. The priority is not towards the lowest functioning children necessary. Sometimes priortiy will lean towards children who are disruptive. I find that these disruptive children are that way because either the work is too hard for them or it is too easy. Differentiating instruction would involve deviating away from traditional lessons to creating lessons that would involve satisfying a child's creative, kinesthetic, academic and emotional abilities.
ReplyDeletemyra, I completely agree. My students who were "disruptive" tended to be the ones who struggled academically. However, the second they went on the computer to practice letters/sounds and they were visually stimulated, they felt success and also respected me for allowing them to get to use the computer.
ReplyDeleteMyra- I like the way you addressed differentiation from a different perspective. I tend to think about differentiation from a skill deficit/attained approach. But the idea of differentiating based on behavioral modifications is something to consider. Like giving a job to a specific child that involves more than the task at hand.
ReplyDeleteI think I usually differentiate activities based on what students strengths and needs are. I like to give students as much choice for projects and learning as possible. As I grow as a teacher, I've found myself becoming more and more flexible with what I am willing to accept. For reading, my students choose a spot in the classroom that is allows them to read with comfort. For some that's at a table, for others it was in a tent with a flashlight.
ReplyDeleteIt's also important for me to differentiate based on student interest. When kids are allowed to find their learning from a place of enjoyment, it makes the activity so much more valuable for them and me.
In my class when I differentiate instruction I do tend to focus more on my struggling group or groups. I base my insruction from the results of the many assessment my students are given. This is from running records, math boxes,acuity, and my own assessments(just to name a few). It doesn't matter on the subject area most of my focus in on those struggling students. If these groups are not identified and focus on they will only fall further behind.
ReplyDeleteI agree with Myra about having to have to differentiate instruction for the distruptive students. Sometimes that child may want to work by themselves and not do what everyone else is doing.
Children take in and process information differently. If one teaches to the middle the result will indicate a group of students working at their independent level and not necessarily moving up. In order to support each student the teacher MUST assess to identify strengths and areas of need. As a teacher I use formative assessments to decide which group or child gets what. I teach according to each group or child's need. I also use peer expert to support some students.
ReplyDeleteI agree with Tracey on differentiating instructions to improve ELA and NYS Math Test scores, as well as to challenge each child.
ReplyDeleteSabriya I agree that flexibility is key when differentiating for your class. I myself am terrible at anything that has to do with Art. I do not like to draw and I do not like to express myself through any kind of artistic medium. I hated when that was the only project that was acceptable in class. If I would have been allowed to to the same assignment in my own comfort zone than school would have been a different experience for me.
ReplyDeleteWhen I first began teaching differentiation was used to benefit the struggling students in my class. I felt I needed to give them simpler tasks to work on. As I grew as a teacher and got to know my students better I realized how important it is to differentiate and challenge the higher level students and let them guide their own learning (to an extent). Often times we forget about the higher achieving students because we are focused on pushing the lower percentage of the class. This year I had a student who was way beyond any of the students in the class, she was at least 4-5 levels higher and I found it challenging to keep her engaged. I turned to a colleague who taught gifted and talented students and she gave me homework for my students and even took her into her class for certain subjects.
ReplyDeleteGood comments and interesting discussions. I am learning from all of your posts a great deal.
ReplyDeleteI agree with the thread of comments regarding differentiating instruction. It used to be differentiating was for the lower level students to bring them up to par and that the on level and above level students were doing alright and therefore did not need attention. Raising the level one students was the priority. Now the city wants to see a measurable level of progress that all students are making throught all of the levels. My principle asked that I show differentiation of instruction in my lesson plans for both low acheiving students as well as high acheiving students.
ReplyDelete