Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class. According to Mary Ann corley, differentiated
It was also clarified that while on placement the student will be supported by the requirements of Pembrokeshire County Council agency policy, Care Council for Wales (2009), The code of Practice for Social Care Workers, National occupational Standards for Social Work and relevant social work books for guidance. (Unit 2.2.4) The learning agreement was drafted by me and the student with a clear plan setting out our expectations, learning objectives, dates and times when the supervision will be held and professionals details who are involved during the placement. This document may be altered at any stage with the consent of all the parties and will be followed formally within the first week of placement. (Unit 1:1.4) The student has agreed to adhere by the agency policy while on the placement. I critically reflected on the practical working arrangement during the placement, which looked in to the caseload the student can have and the complexity of the work which will be subject to review.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
Accordingly, in cooperative classrooms, the students are expected to help each other, to discuss and argue with sharing their ideas.it helps to assess each other’s current knowledge and fill in gaps in each other understands. According to Johnson and Johnson (1989) and Colburn (1991) described cooperative learning as one which promotes positive interdependence, face to face promotive interaction, individual accountability, social skills, group processing, shared leadership and responsibility for each
The program is designed to teach students about life skills such as responsibility, accountability, leadership and initiative. The learning environment is designed to be student-led. This means that within each classroom, the various roles that teachers serve are now entrusted to the student. Students control the flow of transitions, answering the intercom calls, greeting visitors, passing out papers, and ensuring that their classmates are on task. I fully intend to implement these strategies into my classroom.
Australian government, education authorities, tertiary education institutions and all Australian know and recognise about the opportunities and challenges that were mentioned in these researches. Hence, the curriculum can be changed and amended to cope these issues and prepare for young Australian people in the future jobs. Improving the knowledge, skills for young people through schools can be the best way. For example, as the FYA report mentioned, Young Australian need to have skills about digital, finance and skills to innovate, adapt and navigate the complex careers in the future (p. 2). Hence, the research suggested, mandatory computing or digital technologies could be considered to implement in curriculum from primary school instead of from year 9 as the recommendation of Australian curriculum, and ensuring access to digital infrastructure in all schools and communities (FYA, p, 30-32).
When teaching number sense there should be multiple posters and visuals around the classroom accessible for students at all times. Positive energy and constructive criticism so that students are not afraid to learn, whole class participation and group activities where all are involved, are more ways of developing better understandings. Teachers should have knowledge of what is being taught, of the teaching strategies, such as questioning, grouping, planning, assessing, and general factors that may impact the learning. Lastly, teachers need pedagogical content knowledge of the ways of representing and formulating the subject so that is it comprehensible to others, knowledge of what makes a specific topic easy or difficult to learn, and the preconceptions that students of different ages and backgrounds bring with them (State of Victoria, department of Education and Early Childhood development,
By incorporating the Myers-Briggs Type Indicator, faculty can layer this assessment with Socialization and Jablin’s Model of Organizational Assimilation (1987, 2001) to help develop and increase student retention/involvement in the classroom. By analyzing students sense-making (Weick, 1995), faculty can have a greater appreciation of what their students are thinking when they first begin class. Faculty will also have a better opportunity of addressing student concerns such as cultural accountability and meeting their educational needs in a communication style that is effective and understandable to each
By adding visual aids to lectures, teachers can cater to more than one type of student at a time (Tileston 11). Providing students with nonlinguistic organizer, such as mind maps, helps students to organize and memorize information (Tileston 58). Lectures, with added visual aids, allow teachers a method to convey a large amount of information while also appealing to different types of learners at once. Lecturing is an example of explicit instruction which is based on teacher-directed strategy. This can include lecturing, questioning, practicing, and even a demonstration (Tileston 67).
They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
The central focus of this lesson is two-fold; the review and comprehension of Dolch Pre-Primer Sight Words and the incorporation of the concept of informational text. This lesson will reinforce the students’ comprehension and recognition of the Dolch Pre-Primer Sight Words through generalization and repetition. The pre-assessment of the Dolch Pre-Primer Sight Words will record each student’s level of mastery. Activities throughout this lesson segment will reinforce the Dolch Pre-Primer Sight Words in fun multimodal means while providing differentiation based on student needs. The standard for this grade specific task is NY ELA Common Core Reading Foundational Skills Standard K.3.c: Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words.
As assessments scores are recorded, I will know whether the lessons are on the right level or whether I teach all the topics effectively. I will also learn what areas students need to work on, which points need reviewing and whether I should spend more or less time on this material with the next course students. It is also important because I will have an evidence of students’ learning journey. It is required by funding body to regularly inform about students’ progress. The class profile form will show if the students achieve the outcomes and goals.
This resource directly combines the development of a year one student with the structure of the Australian Curriculum while taking into consideration the EYLF framework development foundations. Year 1 content regarding shape development from the Australian Curriculum states that a child will start to recognize and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). This resource will enable students to develop their knowledge of shapes by pointing out their significant features allowing the student to work out which shape is most suited to the description, although each student will have their own cards to match, they will be able to work together to help each other successfully connect each shape to their
Additionally, a teacher 's desk at the back or side of the room re-enforces respect of learning because the teacher must remain standing, near the student, to communicate effectively with the student. The closer the teacher is to the student, the more respect of student reflected. These are two simple examples of how classroom layout improves