Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
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
Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills.
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
This means that an effective teacher ought to show that he or she is knowledgeable in the subject that is being taught. According to NC State’s College of Education’s LEAD/SERVE conceptual framework, an effective teacher must exhibit a mastery of the education context . To achieve this, a teacher should take the initiative to make several decisions concerning planning for instruction, developing teaching strategies and evaluating outcomes of lesson plans for effective teaching takes time and effort. “Effective teaching is much more than an intuitive process. A teacher must continually make decisions and act on those decisions” (Cooper,149).
These tasks are built by the teachers to develop the learner’s zones of proximal development. (K-12 Teaching and Learning from the UNC School of Education) Experiential Learning. Experiential learning theories situate experience at the core of the learning process. They aim to understand the manners in which experiences motivate learners and promote their learning. Experiential learning posits that learning is about meaningful experiences that lead to a change in an individual’s knowledge and behaviors.
They have to provide clear directions to help drive this method . Students with learning challenges are less competent in understanding the language that is documented . Therefore, remedial tutors should give students capsular , precise and clear directions to avoid misunderstanding . The remedial teachers need to detail clearly the game plan of each learning activity. If required , they may ask students to recapitulate the steps of excercises so that every student may comprehend the instructions clearly.
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
The purpose of choosing this case study is to investigate and identify the preparation of teachers teaching in the content of knowledge and their standard teaching approaches with diverse students across the curriculum. The researchers also critically examine the issue of the National Association for the Education of young children to support and secure the feelings of ESL students to be competent in their learning. This case study is related to the Practitioner Enquiry topic which is “Teachers’ Strategies in Teaching English in Early Childhood students.” As a practitioner, I feel that it is important for teachers to understand and care for early childhood students. . A key finding that was found to be effective in this study was the support