Differentiated Instruction Shirley P. Davis AET/525 September 23, 2013 Dr. L.M. Portugal Differentiated Instruction Differentiated instruction is a method of teaching in which the instructor offers multiple approaches to meet the diverse needs of each learner in a classroom in order to unlock the highest potential of the individuals. Differentiated instruction helps instructors assure the success of diversified learners “by taking diverse student factors into account when planning and delivering instruction” (Willoughby, n.d.). The instructional module on “Mapping out Close Reading” originally addressed to language arts teachers, is differentiated to address a diverse audience with multiple backgrounds and learning levels. Two modifications have been made to accommodate diverse learners in each of the following areas: content, instructional strategies, the end product, and the environment.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
The learning technique, Aural, is the specific technique that will be further discussed and differentiated between the others. The preferred learning technique based on the questionnaire resulted in Aural. Aural is a learning preferences that involve hearing and speaking. Taking information from others include using emails and cellphones. This learner would respond best from lectures, group discussion, radio, email, using communication.
The modernist perspective is based on the idea that all text has meaning behind it. Reading is an organized set of cognitive processes that a reader uses to decode words and the meanings behind those words while reading. Historically the modernist perspective believes meaning is located in text, cognitive awareness is a result of reading comprehension, only competent readers can access the true meaning of what they’re reading, and text can be evaluated for precision. In this instance, reading instruction is administered with precision and only competent students will accept the skill and use it proficiently. Reading practices for this perspective teach students how to decode text and understand the words where students are able to fluently read text instantly.
I believe that students also need to learn about effective communication strategies primarily in school so that they can find ways to work together with their teachers and peers to find academic success. The successful methods of communicating that is learnt in school can be carried out in communicating with others out side of school as well. Within the classroom I encourage
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
Promoting Inclusion Equality And Diversity Within Learners Theory 3 As a tutor my aim is for the students to gain competence in and a full understanding of the subject. In order for students to do this it is important for the tutor to be mindful of the issues concerning equality, diversity and Inclusion. In terms of equality and diversity the relevant factors we must be sensitive to when teaching are disability, sexual orientation, gender, ethnicity and race, age, religious beliefs and economic and social needs of the students. The diverse backgrounds and experiences of individual students are what make teaching so exciting and challenging. The tutor needs to employ a number of strategies to promote inclusive learning to ensure that all the students are involved in the learning process.
Above is a quote said by Hans Asperger. This quote simply shows that no one person is the same, and everyone has their differences. In a school environment, students all learn at various levels and styles. For the students that need the extra assistance special education programs are in place to aid them. When it came to the evaluating students that may need extra assistance, for my year the only method used was the discrepancy model.
Students will be trained to communicate appropriately and effectively and enhance positive person/soft skills to succeed in society. Multimedia presentation and public speaking skills coupled with efficient reading skills and collegial collaboration will help prepare students for their future careers. | 14. | Mode of Delivery : Lectures & Tutorials | 15. | Assessment Methods and Types : i) Mock Meeting 15 %ii) Report 15 %iii) Visume 10 %v) Final Exam 60%