What Is Differentiated Instruction English Language Essay

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Differentiated instruction is the interweaving of decisions about students' learning styles, the teaching methodology, the process and the product developed by the students through which they demonstrate understanding of the concepts and content. This course exposes prospective teachers to ideas and approaches behind differentiated instruction so that they are able to have a clearer understanding of how this approach impacts educational policies and practices.

Students will read, view, design and analyze information from a variety of sources and make decisions that may impact their instructional designs and assessment decisions. This is the beginning in the process of applying theory to the 21st century classroom.

Learning Outcomes:

At the end of this section the participant will be able to:

Design lessons and materials based on differentiated instruction theory and strategies

Prepare appropriate, differentiated lessons that correspond with explicit content areas and learning goals at various stages of instruction

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Examine assistive technology and determine how to utilize it to implement differentiated lessons

Analyze content area concepts and student learning styles, strengths and weaknesses to develop lessons based on differentiated instruction principles

Describe major theories of learning that are relevant to the content of one's lesson plans and the selection of classroom materials

Reflect on his/her individual philosophy of education and incorporate principles of differentiated instruction

Online Learning with Full Instructor Facilitation

Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.

Weekly Online Lecture Assignments:

Week 1

Text Reading: Read

Differentiated Instruction: A Research Basis (2006) P. Subban in International Education Journal 7 (7), 935-947 http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/45/34/c1.pdf

Watch Video Clips

Clip 1 http://www.scholastic.com/primarysources/download.asp

Watch the 39 minute webcast clip of Primary Sources: America's Teachers on America's Schools

Answer Questions (Open Ended)

On the Scholastic Primary Sources web page are the slides from the webcast. Look at slides 16 and 35 in particular when answering the following question. Why do 95% of today's educators believe that differentiated instruction is an effective instructional method, yet only 64% actually implement it into their daily instruction?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 2

Text Reading: Read

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/f8/3e.pdf

Rule, A., & Lord, L. (2003). Activities for Differentiated Instruction Addressing All Levels of Bloom's Taxonomy and Eight Multiple Intelligences. Retrieved from ERIC database.

Watch Video Clips

Clip1: http://www.teachertube.com/viewArticle.php?article_id=543&title=differentiated_instruction

Power point presentation on differentiated instruction and multiple intelligences

Clip 2: After reviewing the Chris Van Allsburg author study in this week's text reading go to www.storylineonline.com and view Polar Express

Assignment:

Select a concept in your content area and design activities for each of the multiple intelligences that address each level of Bloom's Taxonomy. Be sure to indicate the multiple intelligence and level of Bloom's associated with each activity you have created. Explain how these activities meet the needs of the learner's in each type of intelligence.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 3

Text Reading: Read 1

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http://www.cast.org/publications/ncac/ncac_diffinstructudl.html#identifying Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum.

Read 2

http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=19&hid=113&sid=9549c6b7-da8c-41e6-83c7-7b86f264c985%40sessionmgr110 Levy, H. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164. Retrieved from ERIC database.

Answer Questions (Open Ended)

Do you currently differentiate content, process and/or product for your classes? If so, please describe how you differentiated the lesson, what criteria you used to determine how to differentiate the lesson and your reflections of that lesson. If you have not differentiated content, process and/or product reflect on one of your recent lessons. Using the knowledge you have gained from this course, describe how you could teach that lesson differently if you were to do so now.

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=kBhQu_-_trE&feature=related Differentiation in Action - 6th grade math class

Clip 2: http://www.youtube.com/watch?v=MrViYnUiiak - a tiered math lesson in a primary grade

Assignment: Compare and contrast the components of differentiated instruction and universal design for learning using a Venn diagram or T chart. What conclusions can you draw about these two instructional methodologies?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Midterm Project Due

Week 4

Text Reading: Read

http://www.eht.k12.nj.us/~jonesj/Differentiated%20Instruction/1%20DI%20Homepage.htm Egg Harbor Township School District, NJ - Differentiated Instruction Home Page - Select DI Strategies then review all of the strategies listed

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=3lzzZbPN-8s - Differentiated Instruction - Some Ideas for the Classroom

Clip 2: http://www.youtube.com/watch?v=XC7rPRl664M&feature=related Differentiated Instruction to Support and Challenge 21st Century Leanrers

(note: the slides change quickly, but clicking on the pause button will stop them so you can read them)

Answer Questions (Open Ended)

After reviewing Egg Harbor Township's Differentiated Instruction website consider how having a resource such as this in your district could impact instruction in your own classroom, instruction within your school and instruction across your district. What impact do you think it might have on the students' learning?

Assignment:

Using the Egg Harbor Township website as a guide, select three differentiated instructional strategies that would be appropriate for your content area. Identify the strategy, describe what is being differentiated (i.e. content, process, product or environment), how students would be grouped for these activities then create formative assessments. Be sure to describe your rationale.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 5

Text Reading: Read 1

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/f8/3e.pdf

Using Blogs to Improve Differentiated Instruction, M. Colombo & P. Colombo (2007) Phi Delta Kappan 10-14

Text Reading: Read 2

http://www2.scholastic.com/browse/article.jsp?id=3753768

Whiteboards: Learning from Great Britain

Answer Questions:

Do you currently use blogs and/or SMART boards with your classes? If so, how do you incorporate them into your content area? How do you feel it impacts student learning? How does this use of these types of technology allow you to differentiate instruction? If you don't use blogs, what factors effect your decision to not use them with your classes? How could you incorporate blogs into your content area in order to differentiate instruction?

Watch Video Clips

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Clip 1: http://www.teachertube.com/viewVideo.php?video_id=177550&title=Using_the_SMART_Board_for_Differentiated_Centers

Using the SMART Board for Differentiated Centers

Clip 2: http://www.teachertube.com/viewVideo.php?video_id=172010&title=How_Has_Teaching_Changed_

How Has Teaching Changed?

Assignment: What is the economic impact of using blogs and white board technology in your classroom and school? Design a budget to purchase the necessary equipment for at least half of the classrooms in your school. Explain whether the cost is or is not worth it in order to go along with either differentiating instruction or the changes in teaching.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 6

Text Reading: Read 1

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1d/54/e0.pdf

Keck, S., & Kinney, S. (2005). Creating a Differentiated Classroom. Learning & Leading with Technology, 33(1), 12-15. Retrieved from ERIC database.

Text Reading: Read 2

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1d/54/e0.pdf

Parsons, C., & DeLucia, J. (2005). Decision Making in the Process of Making Differentiation. Learning & Leading with Technology, 3318-10. Retrieved from ERIC database.

Watch Video Clip

Clip 1: View all slides from Primary Sources: America's Teachers on America's Schools http://www.scholastic.com/primarysources/download.asp

Answer Question:

What is your definition of assistive technology?

Assignment:

Investigate the types of assistive technology currently available to you in your school district. Make a chart indicating the type of assistive technology available and whether it is for teacher or student use. Do you use the assistive technology available to you to differentiate your lessons? If you do, explain your rationale for making your decisions citing information from the slides you viewed. If you do not currently use any assistive technology please explain what factors influence your choice. Also, explain how you might be able to incorporate assistive technology citing information from the slides you viewed to support your choices.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Final Project Due

Discussion Board:

Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time

If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction (weekly submissions) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A faculty member will be reviewing students' answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will attend all instructional sessions, complete all required activities, and field assignments.

Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments and projects:

Midterm Project Due Date: TBA

Final Project Due Date: TBA

Cumulative Project:

Activity: Reflective Journal

Potential Total Points: 100 Points

The purpose of this activity is to reflect on issues and topics of interest that impact curricular practices and assessment. For this purpose you will need to on a weekly basis identify at least one topic or issue that in your opinion are relevant for school curricular and assessment practices.

For each issue or topics selected include a commentary describing: reasons for your selection, ways in which it impacts learners, teachers, and curricular policies. Be sure to include the documentation source for each of the issues selected as per the KDS video presentations.

Submit a summative reflection describing the two main issues and topics that in your consideration are of greatest importance.

Each Weekly Reflection should be 1-2 pages in length

The Summative Reflection should be 3-4 pages in length

Rubric for Activity

Appropriately selects the weekly issues and includes reflections for each issue Includes the source for each issue (8 issues at 7.5 points each = 60): 60 points

Includes an summative reflection 30 points

Use of APA guidelines 10 points

Potential Total Points: 100 points

Final

ASSIGNMENT: Instructional Decision-making Applied Project

Through the application of theoretical concepts and knowledge to practical, real-life situations, learners extend and transfer their newly acquired competencies and reinforce professional and personal skills. The purpose of this assignment is to provide an opportunity for applying personal skills in reflective and evaluative thinking, problem solving, and decision making to instructional situations.

Based on your KDS video-based course and research of the Introduction to Differentiated Instruction identify three to five students in your differentiated instruction classroom. Briefly describe the students' learning styles, strengths and weaknesses. Indicate the need to differentiate instruction. Describe a problem related to setting up differentiated classroom appropriate to your educational instructional setting/work setting.

Submit with a written report, any supporting documents, such as photos, charts, drawings, etc. that may be appropriate, depending upon the nature of your applied project.

In the written report of the applied project, discuss the processes used personally in problem solving, evaluative thinking, and decision making as well as the findings related to the specifically identified problem and its relationship to the research literature. The written report include the following components:

Description of the processes used personally to solve the selected educational problem and make instructional decisions based on one's analysis of the specific situation, as well as educational theory and applied research from a general perspective, as applied in your work setting

Description of the criteria used personally to evaluate the selected educational problem to determine its resolution

Statement identifying the instructional problem or issue

Statement of the problem, providing any necessary background information

Report on findings, citing appropriate research to support conclusions

Summary of reflections on the processes used in making appropriate instructional decisions based on research and practice

The assignment should be a total of 9-12 pages in length and include 3-5 references.

Use APA format:

Use the standard Cover Page and submit to your course facilitator.

All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format.

Add a Reference page that lists items of the authors' works cited in your document. Use APA format for the items.

Scoring Rubric for Assignment

Total Value: 70 Points

Content of Report - Value: 45 points - Discussion of the processes used personally in problem solving, evaluative thinking, and decision making as well as the findings related to the specifically identified problem and its relationship to setting up a differentiated classroom.

Quality of Writing - Value: 15 points - Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students' written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure). 

Format - Value: 10 points - Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students should follow the Writing Format and Style as required by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition.

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