MODULE FOUR

Module Four Tonya Williams Texas A&M Commerce

This paper was prepared for Introduction to Teaching ELED 300, taught by Dr. Laura Isbell

MODULE FOUR Part One

After reading chapter eight in Learning & Teaching Research Based Methods, by Don Kauchak and Paul Eggen, I learned the importance of differential instruction. Differential instruction is a teaching concept in which the teacher plans for the diverse needs of the students. The teacher is flexible, when a student needs additional assistance, she will attempt other ways of grouping before one on one is provided. There are several principles of differential instruction. Our textbook focuses on four principles of differential instruction: proactive, student centered, assessment based and blend. These principles make up the ingredients of a perfect representation of what a differential classroom looks like. Being proactive is an intricate part of a differential classroom. It is important for a teacher to be aware of all the different individual needs, such as learning styles, background knowledge, language proficiency, and motivation. These are just a few of the areas to be considered when preparing lessons so that problems in the class are handled before they arise. By anticipating student needs the teacher is able to make the best of the time allotted for lessons so that each student is getting the maximum of each potential learning situation. Student centered classrooms focuses on the students needs and interests with the teacher becoming the facilitator. This principle takes more time because it is essential that the teacher know her students as individuals, what interests them and what their learning styles are. Student centered classrooms promote motivation and a higher-level learning.

MODULE FOUR Assessment is the third component discussed in the book for a differential classroom. Assessments provide the teacher with essential information. On a specific

topic it will allow the teacher to know what the student already knows so she can plan the lesson accordingly. It is important to administer pre-assessment. This tells you what the student already knows and the background information needed when the teacher introduces a new concept. Assessments are also given during the lesson so the teacher can gage the effectiveness of the lesson. Finally, an assessment is given after the lessons to ensure the student understands the concept being taught and to determine if further instruction is necessary. Blend, the fourth component, entails using whole groups, small groups and working individually with students. There are benefits to administering all of these in a classroom and a teacher should not limit herself to using just one. For example, a teacher could have a majority of her classroom in small groups while also having a peer to peer and helping an individual student all at the same time. A differential classroom is a wonderful concept. Taking the time to be proactive, creating a student centered classroom, using assessments throughout the lesson and using a blend will ensure that the students individual needs are being met. It will also promote an environment that every child learns in and a satisfied teacher knowing she has accomplished her goal.

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Part Two My mentor is a fourth grade teacher at Stenson Elementary. She has been teaching for several years and is very experienced. When asked what her thoughts were on a differential classroom, she replied Utopia. She has twenty-eight students, which seven are English Language Learners at various levels. Her class also includes lower level to gifted level students. She states that she does the best that she can but her ELL are very needy and it is difficult to tailor lesson plans to meet each students individual needs. She shared her well laid out plans neatly in a binder and stated that her goal is to follow her plan but most days are about being flexible and just doing the best you can with what you have. She states assessments are key and using whole groups, small groups and individual work are necessary. The only time she is able to do the small groups are in literacy circles and those are set up according to ability. They are provided several books at their level and then they have to decide which to choose to read. She does use technology to assist in math. Although difficult she does strive to have a classroom as close to a differential classroom as possible. I to will strive to have a differential classroom. Being proactive, having a student centered classroom, using assessments and using a mixture of whole groups, small groups and individual time just makes sense. Last semester I was able to observe a teacher that did this effortlessly. Her classroom was a perfect model of a differential classroom. I know with everything else that if I put the additional time in at the beginning that it usually pays off in the end. I will get to know each child as an individual, learning about

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their interests and by using assessments to learn which style of learning is most effective. By doing this I will be proactive. I will administer assessments before, during, and after units. Before to know where they are and how much background information is needed. During to guide me as I teach. After to ensure that the concept is understood and to know if I need to provide additional assistance to the student or students that needs additional help. I know I will be required to be flexible. But I am determined that I will provide each student what they need and in a differential classroom I can make that happen.

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References

Kauchak, D., & Eggeb, P. (2012). Learning & Teaching Research-Based Methods (sixth