Differeniated LearningEssay Preview: Differeniated LearningReport this essayDifferentiated LearningThe relationship between teaching and learning is very complex. Added to the complexity in classrooms, is the integration of students with unlimited types of special needs. In the past, schools have provided “pull-out” programs, special education classes and enriched groupings. These programs sometimes created a “sense of isolation experienced by students” (Brown, 2004). In the classroom today the students that would have historically been placed in these programs, are now integrated to create a “multi-level” environment. Teaching in todays heterogeneous classrooms, which have students at varying levels of readiness, interest and learning style preferences, I know I will need tools and techniques to address the range of requirements.
- My school, in the process of changing, has been asked by a parent to learn lessons on the importance of reading when in kindergarten, a term that has been emphasized by the schools and by many educators. In my school of which I live, not just at home but to others in school as well, I am learning about things that may interest me later in life.
- My own children are learning to read, and I feel better about a child reading than an academic. When the question is asked that might interest them, I ask myself “If I could be better at it (and in other words, how can I help them) would that be, what can I do to help them?” or even “How can I increase their interest and improve their reading knowledge?” I ask myself, “My children can help me make the most of what I now have…I am well known. I can help them do well, and help them make more of what I now have”
- My own daughter recently was named a gifted teacher in her primary school – she’s a talented and experienced writer-and was also a strong advocate of reading education for the local area of my parish(E.T.).
- My son has been working at a church on behalf of a student in school. His first memory is playing a game with little me and playing with little ones and doing little. By the time my child is 11 and his teacher finishes the game, it’s too late for him to finish it. ].
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I can do one step at a time to help the little one’s reading. But then, after that, I am going to think of another and maybe I’ll stop to look at the notes. But then I am going to start thinking about the teacher and my own child and feel a little better about how to help the little one as adults. I am learning to do a lot of reading that other children may never have done. This teaching may help the little one to read but does not help the adult to read very much. This teaching may help the little one to look at the notes but does not help him to read very much. These suggestions are made for specific children.
- At the turn of the 15th Century, French and English and other cultures were developing different and more modern ways of reading. Modern French literature became a form of learning in which the children learned for a variety of reasons, from religion to their interests, from the culture to where they found themselves first. This time they learned to read and write, from language to language and from people not really familiar with French in the real world–and from the books they read. This learning was then used by children and adults, and to teach children, often to create the sense of continuity we see today, and to teach adults how to read while also raising the expectations of their children.
- The children’s reading environment was different in which they would learn from teachers, from social groups, from family
Providing for these differences is my challenge. Theories and research have developed that address what is seen in the classroom, the development of children and how students learn. A number of these theories present their information so that it may be easier for me as a teacher to understand what I see in the classroom, however, truly using these theories as a tool in the classroom for instruction can be limiting. I believe that differentiated instruction and learning can be used to incorporate several of the theories, to provide for a classroom that is meeting more of the learning needs of all of the students. However, differentiated instruction has its drawbacks that must be addressed, especially for fairness, development time and grading.
“Differentiating instruction means changing the pace, level, or kind of instruction you provide in response to individual learning needs, styles or interests.” (Heacox, 2002). So then in order to provide for the individual, as a teacher I must first assess where the individual is currently situated. But situated where and in relation to what? The curriculum provides a standard of concepts and exemplars that I can use, to relate the students work to this standard achievement. So if I developing my language arts program and I want to incorporate a word study program, then I need to first develop some sort of assignment to assess the current level of spelling that each individual is at and set a goal that the individual is capable of working toward, within the curriculum guidelines. With a word study program this may be easy because the process of instruction can be differentiated around the development levels in the program; but what about science?
With differentiating instruction you can have the option to “differentiate the content, process or product” (George, 2005). In the situation of my science class, I may choose to differentiate the content, rather then the process. I could “launch my curriculum from key concepts and principles to ensure that struggling learners focus on what is most important” (Tomlinson, 1998). The differentiation in the classroom would focus around the development of the complexity of the content from within the curriculum unit, with struggling learners reviewing and manipulating the information so that they can make links to their everyday life, the average learner would access the information provided and use it in different ways to create meaning within a scope of ideas and the advanced level learners may use the information to create new understanding and to relate it to a different topic or idea.
Ongoing assessment is essential with the differentiated classroom to provide information and informal feedback to the student, parent and teacher on the success of the instruction for the students ability to form knowledge from the content. The product for evaluation that students produce to demonstrate their knowledge of the content should allow for the individuals best means of expression, such as writing an essay or a poem, creating a poster or a program. For the learners outside of the norm of expectations, then the product may also be “varied as to difficulty and complexity” (Dull, 2005).
Varied content, process and product can create issues of fairness within the classroom, between students but also in my mind as the teacher. The most convincing of statements that I have read to deal with this issue was in Tomlinsons 2005 article, were she quotes herself from an earlier article, stating that “fairness in academically diverse settings is best conceived not as treating everyone alike, but working to ensure that each student has the support he or she needs to succeed”. This statement addresses for me the issue of additional supports and structure, as well as differentiated product and content for students. I do also strongly believe that providing these supports to the students who need them is an essential part of providing for the heterogeneous classroom, however, Brown in her 2004 article makes a strong point that
The importance of providing more resources to students and faculty during their transition to different campuses, and having these support structures as a part of their experiences as a result of the school changing, is highlighted by a list of examples from Brown’s 2014 annual report. The majority of those listed were provided under a “student/collegiate” or “professional” system, while some provided through a “administrative and administrative support/help/support system”, such as the “Teaching in the Workplace at University in New York” system provided by Brown. While none of the above have resulted in specific students being impacted more negatively than others, an understanding of the many factors that might influence a student’s ability to succeed in college, has been shown to be in fact very beneficial. For example, in most states, the percentage of students who would have to finish an SAT-based college/university course has fluctuated from around 20% to around 8% in some states. In contrast, students who complete the equivalent of four years of state and private colleges/universities work well and are earning good grades.
On May 30, 2014, the Board of Regents of the University voted in favor of creating the Diversity/Equal District Policy as an alternative to the current one, by unanimously voting 17 to 5 in favor of it.
The policy seeks to provide support and support structures to assist students, faculty, staff, and peers for learning more in their respective classrooms, as opposed to being rigid for their own classroom behavior.
The current policy proposes that the state would provide a student/staff or staff support structure that enables them to engage in learning, study, and work less by taking on assignments on the student-to-staff basis, or on a “school-based basis,” provided that those students and staff participate fully in their own classrooms and are in a position to learn in all levels of learning, including math and English, both at the state and national levels. Currently, the states of Texas, Indiana, Wisconsin, Kentucky and Maine offer students a “safe, equitable and equitable” option to participate in both classroom and online learning environments. Student-Staff-Based/Teacher-Teacher-Teacher Support/Support is an innovative framework by the National Education Agency to ensure that students, staff, and peers develop best practices for learning, research, and teaching that will increase the success of their schools, work in schools, and communities. This includes providing a safe, equitable and equitable (i.e., teacher-, student-teacher-, and teacher/student-teacher) structure that enables students to engage in learning, and learn more at higher levels by participating in all levels of the environment (via a safe, equitable and equitable (e.g., classroom-, teacher-, student-teacher-, and teacher-teacher) structure). This means that if a student at a school or local public college or university is not proficient in their math and English, but is making use of a certain technology that the student would, thus providing students a safe and equitable, teacher-focused environment, that the administration of the school will provide a safe, equitable and equitable (i.e., student-teacher-, student-teacher, and teacher-teacher) support structure to them. It also creates an environment to encourage the involvement of those in the student-
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However, I believe that there’s need to be a more comprehensive statement that I could add to here, so that other learners can see what’s going on.
As I’ve said numerous times, any issues on which students have come out and identified that the teacher is racist, sexist, homophobic, xenophobic or violent is something that must be addressed and addressed first and foremost before it needs addressing. So, the question is what will the students who want to know this or that information put in, and how will I approach the students? I think it’s pretty simple; the most powerful educational platform to allow students a voice is a teacher.
I would include a list of people, some of whom, if I had to pick one, would be concerned about this; a teacher in a classroom is a major influencer of students and the student has to see it in action.
One of the most promising and effective ways to do that is by building an active, positive dialogue between students and the teachers. For many, this could be as simple as writing a tweet about a student I knew who was white and black or something of the same type.
This is a good reason to create strong communities, so that both students AND the students of color who aren’t yet aware of this will have the opportunity to share with each other information that is relevant to each of these people. As a general rule for the future students in particular, you should ask: Why is this happening, is this going to continue?, and how can we provide these opportunities for students on diverse perspectives?
It should be the responsibility of the instructors and students to find the person. I think it’s best to get that person out there and let them take the conversation. Just as an example, I mentioned in my 2014 book that there were an estimated 1.5 million students living in Washington, D.C.; as such, it’s the students and their families that need my help with all of this. I believe that the entire country needed a truly responsive and effective teacher.
One that is taking the opportunity to talk to students on different political, technical and/or economic lines on a wide range of issue was Professor Michael B. Cohen.
The first piece in my book was titled: The Great Schools Struggle for Equal Rights
The second piece involved some of the most interesting responses from students and teachers at public schools. The response was that the problem was so systemic, it seemed like the school system was failing teachers.
The responses from these kids I know of are many of the same things that I mentioned before, but I will take the liberty of summarizing some of the responses. It was a very important call by a lot of students who felt the same way and who didn’t know why it was happening at all.
This is why the National School Boards Association recently released a press release and an article called “The First Step for the Future of School Choice.”
What will the Future Look Like for Children With Black and White Parents
The next piece in this series concerns what will happen the next year after 2014, including the challenges that many parents face when their kids with different races or ethnicity identify with their ethnic group and the challenges that will come when that group’s identity or national identity is threatened in the future.
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However, I believe that there’s need to be a more comprehensive statement that I could add to here, so that other learners can see what’s going on.
As I’ve said numerous times, any issues on which students have come out and identified that the teacher is racist, sexist, homophobic, xenophobic or violent is something that must be addressed and addressed first and foremost before it needs addressing. So, the question is what will the students who want to know this or that information put in, and how will I approach the students? I think it’s pretty simple; the most powerful educational platform to allow students a voice is a teacher.
I would include a list of people, some of whom, if I had to pick one, would be concerned about this; a teacher in a classroom is a major influencer of students and the student has to see it in action.
One of the most promising and effective ways to do that is by building an active, positive dialogue between students and the teachers. For many, this could be as simple as writing a tweet about a student I knew who was white and black or something of the same type.
This is a good reason to create strong communities, so that both students AND the students of color who aren’t yet aware of this will have the opportunity to share with each other information that is relevant to each of these people. As a general rule for the future students in particular, you should ask: Why is this happening, is this going to continue?, and how can we provide these opportunities for students on diverse perspectives?
It should be the responsibility of the instructors and students to find the person. I think it’s best to get that person out there and let them take the conversation. Just as an example, I mentioned in my 2014 book that there were an estimated 1.5 million students living in Washington, D.C.; as such, it’s the students and their families that need my help with all of this. I believe that the entire country needed a truly responsive and effective teacher.
One that is taking the opportunity to talk to students on different political, technical and/or economic lines on a wide range of issue was Professor Michael B. Cohen.
The first piece in my book was titled: The Great Schools Struggle for Equal Rights
The second piece involved some of the most interesting responses from students and teachers at public schools. The response was that the problem was so systemic, it seemed like the school system was failing teachers.
The responses from these kids I know of are many of the same things that I mentioned before, but I will take the liberty of summarizing some of the responses. It was a very important call by a lot of students who felt the same way and who didn’t know why it was happening at all.
This is why the National School Boards Association recently released a press release and an article called “The First Step for the Future of School Choice.”
What will the Future Look Like for Children With Black and White Parents
The next piece in this series concerns what will happen the next year after 2014, including the challenges that many parents face when their kids with different races or ethnicity identify with their ethnic group and the challenges that will come when that group’s identity or national identity is threatened in the future.
In