Angela Tarver

11/06/14
ELED 300
Dr. Isbell
Module 4 Writing
Intro
Differentiation is a teaching concept where the classroom teacher plans for the diverse needs of
students. Differences are studied to shape curriculum and learning materials are altered depending on
the modifications made to a lesson plan. Differentiation does not have to be limited to those who are
falling behind in the lessons, or those with misunderstandings. It can also be aimed at meeting goals of
those who are gifted or abnormally advanced. Appropriate instructional strategies for gifted learners
can include the same strategies as those who are on a lower level. It depends on the needs of the
students in class, and either way a multitude of planning will be involved to adjust for each individual.
Principles
The first principle of differentiation is establishment. Establishing expectations for all students,
as well as consequences, and modifications for positive or negative reinforcement. An effective teacher
considering differentiation understands, appreciates, and builds upon student differences. The teacher
adjusts content, processes, and products in response to student readiness, interest, and learning
profiles. A key point of differentiation is the goal that students and teachers are both collaborators in
learning. The main principle of differentiation is flexibility. This ties every principle together, because
flexibility encompasses planning, understanding, growth, and continued success for an effective
classroom.

Differentiation in the classroom

My mentor teacher uses differentiation in her classroom by pairing the student who may not be
as advanced as another with one who has a complete understanding of the assignment. She explained
to me why this is beneficial for both parties; it reinforces what one student knows while helping the
student in need to learn. She also uses trial and error. She always tries to enhance her lessons and
modify them as the years go by. My mentor teacher explained to me when teaching writing she has the
students who are still developing the writing skill trace over in highlighter until they feel confident
enough to write on their own. She also said when they are learning sight words, they do a repetitive
story or read aloud to practice them. For example, they did a story by singing who took the cookies from
the cookie jar and placing a cookie with a childs name in place singing, I took the cookie from the
cookie jar. Who me? Yes you! Not me! Then who? This song incorporates their sight words, whole
group involvement, and repetitive practice.
How I will use differentiation?
I love the way my mentor teacher used differentiation in her classroom, so I hope to use it in a
very similar way. In my classroom, I will learn about my students and design my curriculum and lesson
plans around them. Before starting new units of study, pre-assessing my students knowledge will help
me to identify the areas of misconceptions for which I can modify instruction. This all goes back to
planning. An effective teacher takes ample time to plan and create a schedule that best fits his or her
classroom. For example, in my future kindergarten classroom I will try to copy my mentor teacher in
handwriting. After they have traced a dotted outline of a letter, and tried to write on their own, I can go
over areas of improvement with a highlighter for them to trace.
Conclusion

Many hours of planning go into a differentiated curriculum for a successful classroom. Chunking
and allowing for right answers through open ended questions allows for feedback and manageable
classroom direction. Flexible pacing and goal setting are important because no two students are the
same and time goes by very fast. There is a fine line between having set goals with flexibility. An
effective classroom incorporates many types of teaching strategies for differentiation. An effective
teacher establishes a relationship with each student to plan for these different types of teaching
strategies for differentiation.