Professional Documents
Culture Documents
Samantha DiMatteo
Marygrove College
Differentiation Practices and Strategies
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approach this with lessons that are easily adjusted to support their needs and challenge
their abilities. I team-teach a number of my classes and sometimes we split the class
into two groups and work on material that focuses on each groups educational needs.
For example, in my classes that are a combination of juniors and seniors the juniors
practiced PARCC problems while seniors worked on practice college entrance exams.
Giving material to students that they find relevant can help enhance their education
experience.
It would be impossible for me to meet the focus of my educational philosophy
without differentiating my instruction. Every student learns in a unique manner
therefore curriculum and instruction must be constantly reevaluated in order to support
my ever-changing audience. One of the best ways I can work to reach all students is
through continuous growth and reevaluation of my teaching practices. As Heacox (2009)
states, Trial and error and experience in the classroom have enabled them (teachers) to
figure out what works and what doesnt work in helping more children learn (p. 11).
The use of KUDos can offer clarity as to the direction I wish my lessons to take and
can serve as a useful instructional tool. Heacox (2009) describes them as a roadmap
for your course, unit, or lesson (p. 8). To implement differentiation into my classroom I
can start by identifying each component of what I want students to know, understand,
and do. Heacox (2009) notes, All academic standards can be sorted into either know,
understand, or do goals (p. 6). Once my goals are clearly established I can work to
create lessons that support my goals. During this process it is important that I
considered my students varying needs and learning styles. McCoy (2008) notes, in
order for us to develop hard working, critical thinkers, with character we must first be
aware of the needs of our students and target those needs with passion and
determination (McCoy 2008). One way that I can identify the readiness, abilities, and
learning styles of my students is through pre-assessments, summative assessments, and
ongoing formative assessments. As Danielson (2006) mentions, hard data and factual
evidence are difficult to refute (Danielson p. 139). The question on the survey
regarding pre-assessments was one of the lowest scores I had. Formative and
summative assessments are a common part of my classroom routine, however I need to
work to design pre-assessments that can help shape the direction of my instruction.
Gathering data can help me gear my lessons to appropriately challenge my students,
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such data can also assist in grouping strategies, which is another way I like to
incorporated differentiation into my classroom. A final technique that I would like to
implement is the concept of offering students choices on assignments. I scored the
lowest on questions regarding tiered assignments, choices, and tasks that reflect me
students interests. If they have an opportunity to choose an activity that reflects their
desires they will be more involved and thus more successful with the material. The
numerous components of differentiation can seem overwhelming, therefore I think the
best approach to be successful is to, as Heacox (2009) notes, Add one new
differentiation strategy at a time, practice it, refine its use with you students, and only
then move towards a new strategy(p. 11).
Constantly reevaluating our teaching practices and having the willingness to grow
with the changing needs of our students can yield success with differentiated instruction.
References
Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse
classrooms. Minneapolis, MN: Free Spirit Publishing.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.
Alexandria, VA: ASCD.
Lieberman, A.L., Miller, L.M., (2004). Teacher Leadership. San Francisco: Jossey-Bass.
McCoy, A. (2008, July 18). The ABCs of Educational Leadership. [Video File] Retrieved
from https://www.youtube.com/watch?v=CRAZ4iu-EgA
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