Differentiated Instruction - Individual Exploration

In English 493 we are learning a lot of helpful tools when teaching reading to adolescents. For this assignment we were able to explore differentiated instruction on our own, and then come to class to discuss our findings. I found my reading, “Differentiating for Tweens” from http://www.ascd.org.  Although my focus will be high school students and this article explains strategies for teaching middle schools students I felt it was still beneficial for preparing for any group of students.

“Of all the states of matter in the known universe, tweens most closely resemble liquid. Students at this age have a defined volume, but not a defined shape. They are ever ready to flow, and they are rarely compressible. Although they can spill, freeze, and boil, they can also lift others, do impressive work, take the shape of their environment, and carry multiple ideas within themselves…” I felt this quote represented differentiated instruction because it explains that students are capable of acquiring content and growing their knowledge when they are provided effective and diverse ways of learning.

In this article I felt that Strategy 2: Treat Academic Struggle as Strength was a beneficial strategy for teacher candidates especially myself because I am working with reading support students. A suggestion for this strategy are modeling asking difficult questions which teachers may not know allowing teachers and students to work together to find an answer. A second suggestion is positively pushing students to explore their underdeveloped skills without fear of grade repercussions.

I also found that each of the strategies built on to each other allowing a teacher to follow a series of steps to ensure the students are developing their knowledge in the classroom. As teacher candidates we cover a variety of aspects of the classroom, which this article explores their relationship to differentiated instruction: developmental needs, formative assessments, multiple intelligences.

·         Strategy 1: Teach to Developmental Needs

·         Strategy 2:  Treat Academic Struggle as Strength

·         Strategy 3: Provide Multiple Pathways to Standards

·         Strategy 4: Give Formative Feedback

·         Strategy 5: Dare to be Unconventional

 

Found From:

Wormeli, Rick. "Membership." Educational Leadership:Teaching the Tweens:Differentiating for
            Tweens. Ascd.org, n.d. Web. 23 Oct. 2013.