This paper will focus on the six principles of differentiation. Differentiated instruction has six main principles, which it is based on. Differentiation is tied to assessment and target teaching.
This paper will focus on the six principles of differentiation. Differentiated instruction has six main principles, which it is based on. Differentiation is tied to assessment and target teaching.
This paper will focus on the six principles of differentiation. Differentiated instruction has six main principles, which it is based on. Differentiation is tied to assessment and target teaching.
Loredana Perrone MAT 674: Differentiated Instruction Professor Connie Wallace National University August 6, 2015
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Abstract This paper will focus on the six principles of differentiation located on page 4 of Best Practices Differentiated Instruction by Linda D. Ventriglia, Ph. D. I will reflect on these 6 principals then rank them with explanation. Finally, I will take the principle that I ranked as number one and explain how I will use it in a standards-based content lesson in my Spanish class.
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Differentiated instruction is defined by Diane Ravitch as a form
of instruction that seeks to maximize each students growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice it involves offering several different learning experiences in response to students varied needs. (ASCD). Carol Ann Tomlinson goes a bit further and explains that In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. They accept and build upon premise that learners differ in important ways[and that] teachers must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity (1999, p. 2). Differentiated instruction has six main principles, which it is based on. 1: Differentiated instruction is a blend of whole group small flexible groups and individualized instruction, 2: Differentiated instruction gives all students access to the core curriculum and to grade level content standards, 3: Differentiated instruction acknowledges students diverse learning styles and provides multiple modality learning opportunities, 4: Differentiated instruction focuses on the quality of instruction, rather than the quantity of assignments, 5: Differentiated instruction addresses the three curricular elements of Teach, Practice, and Apply, 6: Differentiated instruction is tied to
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assessment and target teaching (Ventriglia, 2013, p. 4). With each
teachers personal teaching philosophy, and beliefs about education, these 6 principles can and will be ranked differently. The following paragraphs will tell and explain my ranking of these principles from the most important (1st) to the least important (6th). The principle that I would rank as 6th is Differentiated instruction is tied to assessment and target teaching. Although I belief that assessments are an important part of differentiation, as a teacher I must be able to teach my students. If I am unable to teach my students then the assessments will not do me any good except tell me that I am not doing my job. The other principles must first be met and understood in order for assessments to have actual meaning not only to me as a teacher, but to my students, their parents/guardians, the school, the district, and even the state. The only time that assessments would be ranked higher on my list is when they are pre-assessments at the beginning of the year, when I would need to know how my students learn, and what level they are at, however if I cannot use that information correctly and effectively to differentiate, it is still a tool gone without good use. The principle that ranked 5th is Differentiated instruction focuses on the quality of instruction, rather than the quantity or assignments. While I believe quality is always superior to quantity when it comes to assignments, the main focus for me in regards to
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differentiation is how the material is taught and not so much focus on
assignments. Although assignments are a way of students showing how much they have learned, part of differentiation is knowing that not all students do good on homework, and we must know that there are other methods, besides assignments, that students can show what they have learned. Keeping this in mind, I know that on assignments I will be looking for quantity. It is better for me as a teacher to go into depth on a smaller amount of topics, than just giving my students a shallow understanding of a plethora of topics. I feel like the more in depth I teach, the more knowledgeable my students will be and have a deeper understanding, compared to only knowing a little bit about everything. The 4th principle for me Differentiated instruction is a blend of whole group, small flexible groups and individualized instruction. Ventriglia states that they key is that groups need ot be flexible. Students are continually grouped and regrouped to target their readiness levels (2013, p. 5). Being able to group students will work magic in anyones classroom, and will allow students to learn and preform at their maximum potential. However, while grouping students is an important part of differentiation, before students are grouped I believe there are other essentials, therefore this principle ranked 4th on my list.
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The top 3rd principle is that Differentiated instruction addresses the three curricular elements of Teach, Practice, and Apply. This concept is separated into: Teach [the content]what students learn through direct instruction, Practice [as the process]how students master skills and concepts through practice opportunities, and Apply [as the end product]how students demonstrate and apply what they have learned by recreating and transforming knowledge (Ventriglia, 2013, p. 12). This element, to me, encompasses all aspects of differentiated instruction, however, before all of these points are adequately met, there are other steps to do. This is why it ranked on my top 3. The second most important principle is that Differentiated instruction gives all students access to the core curriculum and to grade level content standards. This to me is an important aspect of education in general. All students have the right to equal access to education and materials, even if it is through various methods and learning opportunities. This right of students allows them to be exposed to what they should and need to know. As teachers, if any of this is missing in a students life then it is our duty to make sure they achieve these goals in order to be successful. Just because students are different, whether it be because of learning disabilities, socioeconomic status, location of school, etc. they all must be given access to what they should be learning.
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The principle that ranked first on my list is Differentiated
instruction acknowledges students diverse learning styles and provides multiple modality learning opportunities. This to me is the very first step in differentiating. We must know that not all students are the same. Education is no longer one size fits all. Differentiated classroom instruction adheres to the premise that not all students learn in the same way (Ventriglia, 2013, p. 10). Multiple studies and science has proved that just as all students are individuals, they have their own way of learning as well. We must not only understand this, but understand how our students learn. The teacher in the differentiated classroom understand that students process information and use their creativity in different ways. She or he is aware that students learning is affected by the match between their learning styles and how standard-based content is presented (Ventriglia, 2013, p. 10). Differentiated instruction in itself is a science that as teachers, we must master for each individual student in order for us to be the best teachers we can be, which in the end will make our students work to the best of their abilities and be successful in their education. One way I would use my first ranked principle would be in a standards-based content lesson that addressed Content standard 1.1a: students address discrete elements of daily life, including: Greetings and introduction (California Department of Education, 2010, p. 1). Once I taught my students what introductions are, how and when to
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use them, and basic introduction language in Spanish, I would have my
students introduce themselves to the class. The first ranked principle on my list is based on a premise that, in my opinion, is based on the fact that each student is an individual with distinct needs. Having students introduce themselves allows me to get to know them, which in turn allows me to understand what their strengths and weaknesses are, and what they need additional support it. It will also allow me to know what kind of learner they are and how to have them better learn the content. Additionally this will also expose my students to the diversity in my classroom, and they too will learn that each person is individual and has strengths and weaknesses. This will contribute to my students supporting each other and will prevent there to be discrimination in my class because one student is struggling with something or another.
References:
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ASCD. Differentiated Instruction. Retrieved on August 6, 2015 from
http://www.ascd.org/research-a-topic/differentiated-instructionresources.aspx California Department of Education. 2010. World Language Content Standards for California Public School: Kindergarten Through Grade Twelve. Retrieved on August 6, 2015 from http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.p df. Sacramento, CA. California Department of Education. Tomlinson, Carol A. 1999. The Differentiated Classroom: Responding to the Needs of All Learners. Danvers, MA. ASCD. Ventriglia, Linda D. 2013. Best Practices Differentiated Instruction: The Rule of Foot Applying The Common Core State Standards. 8th Ed. United States. Younglight Educate.