DIFFERENTIATING FOR AND ANTICIPATING STUDENT NEEDS

Differentiating for and Anticipating for Student Needs.

Differentiating lesson plans is a powerful tool for teachers to meet student needs. It ensures the achievement of lesson objectives and the engagement of students.

As I reflect on working on this activity I realized that no two students have the same learning method, level, and ability.

Research base emerges that not all children learn in the same way. In order to lead the whole class to a targeted objective, differentiation helps to engage students from who and where they are. The difference among students comes from their backgrounds and cultural links. As its result, students differ from three important ways, learning profiles, interests, and levels of readiness.

Even though the history of Differentiated instruction (DI) goes back to the days where one room school used to hold all age range of students together after the education system transitioned to grading school, it was assumed that the same grade students learn similarly. However, it was revealed to be false when achievement test was introduced in 1912. Later, in 70’s the Individuals with Disabilities Education Act (IDEA) passed congress, and it ensures that children with disabilities had equal access to public education. Educators used differentiated instruction strategies to reach this student needs. The passage of No Child Left Behind in 2000 further encouraged differentiated and skill-based instruction.

By identifying different learning profiles, interests, and levels of readiness, teachers see many ways not only to focus on the same key principles for students but also to pace and rate towards understanding of individuals. It makes teachers to shift their thinking from just completing the curriculum to use time and resources flexibly and creatively to assist student needs and to maximize the learning potential of each student in classrooms. Accommodating differences and sameness nourishes a learning environment in which all students can succeed and benefit.

The Importance of Identifying Learning Profiles, Interest and Levels of Readiness.

Student interest can be a powerful motivator that teachers can take advantage of within a differentiated classroom. Planning activities and discussion which are built around students' concerns and life experiences allows the curriculum to become more meaningful to students. (Bosch, 2001; MacGillivray and Rueda, 2001; McBride, 2004; Tomlinson, 2000b, 2001a). Allowing student interests within the learning community ensures that even marginalized students find a place (Lawrence-Brown, 2004). Most students, even struggling learners, have aptitudes and passions, providing an opportunity within the classroom for them to explore and express these interests, mitigates against the sense of failure previously experienced by these students (Lawrence-Brown, 2004).

students, even struggling learners, have aptitudes and passions, providing an opportunity within the classroom for them to explore and express these interests, mitigates against the sense of failure previously experienced by these students (Lawrence-Brown, 2004).

Reading through the article written by John McCarthy on Edutopia regarding ways to plan for differentiated instruction. The basis of the article was that with so many things that teachers already have to do, how do we make time to plan for differentiated instruction. His argument was that teachers are armed with the tools to differentiate and must really focus on The Learner Relationship (below).

Levels of Readiness are considered as the point of entry of each student. It requires extra supports, materials, and tasks for all learners with different levels. By identifying learning needs, teachers can help students to make productive choices about the ways in which they will learn best. It empowers teachers to prioritize tasks to enrich learning experience of specific students, IEP students can focus on mastering essential skills while advanced students may be challenged through independent tasks and projects.

WAYS TO DIFFERENTIATE INSTRUCTION

It makes sense to provide different learning approaches for students to achieve the same goals. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom. Wilson found lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content and teaching others are much more effective ways to ensure learning retention. According to Tomlinson, teachers can differentiate instruction through four ways:

1) content,

2) process,

3) product, and

4) learning environment.

Retrieved from “What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom” – Cathy Weselby.

Two methods I could use to learn about students’ profile, interest and level of readiness (Using external and internal database collection):

An external collection of data for students’ survey and learning profile card. At the beginning of the school year, parents and students are expected and required to provide detailed information to the administration and teachers. Using this as a teacher, I will gain information and useful message that can help me to classify my students by learning profiles, interest, level and readiness.

Internally within the same school, as students move from one grade level to another, data from previous teachers of students will be helpful, more pragmatic and easier to obtain and access. Using results from DRA, MAP, report cards, comments and recommendations from previous teachers provides a better view about students and I would be able to step up from this point to classify student’s readiness, interest and level.

THE STUDENTS FOR WHOM DIFFERENTIATED INSTRUCTION WOULD BE APPROPRIATE

Since my school is a private and has a limited accommodation for students with learning disabilities so that I have very little experience and possibilities to meet students with disabilities, especially a student who has a physical disability. However, I have recognized and known some students have learning disabilities such as ADHD, dyslexia, emotional disturbance. Some other aspects more often be considered in my classroom of the international school are:

1) each student’s language background since according to their language background learning can be different

2) Student’s personality and learning styles which related to introvert vs extrovert, through visual, auditory, and kinesthetic learners. ELL students usually perform well in my math classroom, most lessons in math don’t require high English proficiency so the ELL students feel less burden than other classes.

However, for different learners, I will apply different processes and products. For some specific lessons, having knowledge of mobile learning and technology I could use mobile devices provided by myself as the school is not equipped with assistive technology. For ADHD or dyslexia, I will assign active roles like portfolio and material distributors and collectors. It helps to ensure movement in control and to eliminate potential distraction. Effective teaching is not only about what we are teaching but how we teach and how students are engaging.

Teaching math, and especially for the standard which has to do with addition and subtraction of money, in order to differentiate the content, I often use the most powerful tool, visual approach with video and PowerPoint presentation with pauses for interaction. This is a good way to allow for student reflection. Another way I could differentiate instruction will be to create different working stations where students will be placed in groups depending on their level. I can put students together to make three different workstations. The first station will be to work with the students that can create word problems involving addition and subtraction of money numbers but need that extra help in not skipping over any numbers and will apply the keys words needed to form a word problem question, this group is generally with the ELL students. This set of students may not have the extra support at home in learning numbers in the English language. The only help they may get is the few hours a day we work together in the classroom.

Differentiating for the classroom is important to make sure that as a teacher I do not teach to the middle. I teach to meet every student’s need in the classroom. Leslie Wilson stated that “practicing after exposure to content and teaching others are much more effective ways to ensure learning retention.” (Weselby, 2014) In order to create engaging reinforcement, as a teacher a great way of designing good activity stations is to create learning profile cards. You’ll be able to gain valuable information from parents about their child to help design your classroom learning. (McCarthy, 2014) Use the information on how the students learn best to make sure you design learning that will be exciting and interesting to all students. This doesn’t mean that all students will like each station but most students will like at least one or two of them.

A PLAN FOR MODIFICATION FOR THE AREA OF DISABILITY FOR WHICH YOU ARE DIFFERENTIATING INSTRUCTION

For a student with ADHD or dyslexia, it all depends on how the student’s needs of modification. I would discuss and ask support for special education support, a counselor, and his/her parents. Technology can be effective to accommodate the students, as well as unable to provide tools/applications that draw their interests. With visual, or gaming, students show stronger engagement while learning and formative assessments. My school uses Students Support Team (SST) for students with special need. So, for this student I could employ the help of the student support team that consist of the school counselor, parent and teachers that will help student to get engaged in learning.I would use short breaks every now and then to refocus the student’s attention

- works will be broken up into smaller chunks to enable he/she to complete them in a short period of time.

- Use graphic organizers for organizing ideas

- Use checklist to self-monitor performance

The differentiated classroom is designed for teachers to see the learning gaps before it is too late. How do I ensure that I am meeting the needs of all these learners? As a teacher, how can I differentiate instructions so that every student is appropriately challenged and engaged and learning effectively? I will try to begin from the content to the process and to the product and also create a conductive learning environment.

Content: I will begin by thinking about what I want my students to be able to do at the end of the class. With what specific skills will they walk away? This is where my objective comes in: By the end of the lesson students will be able to create word problem involving addition and subtraction of money and also be to provide answer to one question of at least 3 peers.

Every student needs to participate in the Do Now and Mini lesson where I introduce new concepts. But I can differentiate content by letting students make choice of what they want to write based on their level. As John McCarthy points out, “The first step to differentiate for interests is to find out what students care about and like to do. When a topic connects to what students like to do, engagement becomes deeper as they willingly to spend time to think, dialogue, and create ideas in meaningful ways. Making learning contextual to real-world experiences is a key learning technique with differentiating for student interests.”

Process: How will my students learn the content? Students have different learning styles, and knowing them well will help me to know how they learn best. I would have to use different methods and strategies to reach all the students. Discussions, stations, purposeful groupings, think-pair-share, peer tutoring, graphic organizers and checklists are some methods I would consider using. Some students would need more help to reach their goals.

Product: Students can demonstrate mastery of learning in a variety of ways:

Discussion

Written response

Oral presentation

Poster/cards

A PLAN FOR MODIFICATION IF THROUGH MY FORMATIVE ASSESSMENT I FIND THAT SOME STUDENTS ARE NOT UNDERSTANDING THE CONTENT AND OTHERS ARE GRASPING THE MATERIAL QUICKLY

Formative assessment is crucial for differentiate instruction and I feel many teachers experience that sometimes students can react as they understand thoroughly even they are actually confused. As educator’s goals are not a summative assessment but process of learning and student’s outcome, as a teacher I should check student’s learning process as often as possible in a variety of ways so as to accommodate different student’s learning conditions. If I find some students are not understanding the content and others are grasping the material quickly, I will need to analyze the possible problems, as well as reflecting instructions. The reasons and problems can be varied and complex, so observing and getting to know students should be based on their level. I will let those who are learning work independently at stations, or reading contracts, do extra practice, those who are at high level, I will give them more content, challenging and engaging work and enrichment while I reteach those who are not getting it. I would consider using some of these strategies: One-on-one instruction, peer tutoring and flexible grouping for discussions. I would use short breaks every now and then to refocus student’s attention, break task into smaller chunks to enable student complete task in a short period of time. I would use graphic organizers for organizing ideas and also, I would use checklist for self-monitor performance.

Learning Environment: A community of learners is built by setting specific goals and teaching rules and procedures. Creating a collaborative classroom where it becomes second nature for students to work together to solve problems and to find answers would be my goal. This would ensure that everyone in the class is working on being a responsible member of the class therefore I will think of an effective learning environment that is conducive for students.

RESOURCES TO SUPPORT THE STUDENTS FOR WHICH I AM DIFFERENTIATING INSTRUCTION.

Technology Use: Technology integration in a classroom are often very effective as many attractive visuals and approaches draw student’s attentions and motivations. It also meets 21st-century education for technology and information skills. Use of mobile learning will be effective to track the level, and learning of students.

Group work: Different level of students collaborate and help each other.

Game based learning: This strategy will engage students and it’s a fun way of getting students to think and practice the concept and the apply it in their learning.

Student’s centered: Build a good relationship with students, get to know his/her interests, and give options/choices for activities.

Addressing student differences based on interest appears to enhance the motivation they will have toward learning, and this will encourage them to remain committed and stay positive. When we Ignore the fundamental differences, it may lead to some students falling behind,and this can make them to lose motivation. Students learn effectively when tasks are moderately challenging, neither too simple nor too complex.

IN CONCLUSION: Differentiated instruction helps to modify and adapt instruction, materials, content, products, student work/projects and assessment that will help to meet the learning need of each student.