Applied Differentiated

Instruction Assignment
Kindergarten Unit: Living and Non-living (Plants)

Tesha A. Treasure
Post University
Overview
Kindergarten Teacher
• Differentiated Instruction entails teaching content to student using a
variety of strategies. Tomlinson (2001) states, "differentiated
classrooms provide different avenues to acquire content, to produce
or to make sense of ideas and to develop product so that each
student can learn effectively" (p.1).The teacher's role is to deliver
lessons to students based on their ability, and ensuring that they are
still meeting the specific standards. Differentiated Instruction caters
to the different learning styles of students.

• Content, Process, Product

• Readiness, Interests and Learning Profiles
Plan and Rationale for Differentiated
Instruction
• In Kindergarten, students learn about living and non-living things. In
this unit. For living things they focus on plant parts, types, their needs
and uses. Students learn through inquiry, collaboration, grouping, and
so on. They are actively and meaningfully engaged in the learning
process. The aim is to ensure that content, process and the product
are changed to meet the varied needs and learning styles of the
learners.
• Sternberg and Zhang highlighted that when there is discussion about
learning styles, “educators need to teach and assess a variety of
styles. Teaching should be differentiated to help each child capitalize
on strengths and compensate for or correct weaknesses” (Sternberg
& Zhang, 2005, p.252).
Plan For Implementation
• Pre-assess interests and readiness
• Flexible Groupings
• Differentiate content, process and product
• Learning Stations
• Collaboration
Reference:
• Sternberg, R. J., & Zhang, L. (2005). Styles of thinking
as a basis of differentiated instruction. Theory Into Pra
ctice, 44(3), 245–253. doi:10.1207/s15430421tip4403_9

• Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a

differentiated classroom. Alexandria, Va: Association for Supervision
and Curriculum Development.
Pre-Learning Activity
• Designed to measure interests, experience, knowledge and readiness.
During -Learning Activity
• Students will view powerpoint about Plants.
• They will sort plant cards , and tell their characteristics.
• They will talk about similarities and differences.
• They will talk about plant needs.
• Group 1- will draw pictures to show plant needs. (Low performers)
• Group 2- will draw and label plant parts. (On grade level prformers)
• Group 3- will write to tell the uses of plants. (High performers)
Post-Learning Activity
• Students will do journal entries to share what they learned about
Plants.
• They will in groups create a plant garden using given materials.
• Students will create a song or poem about plants.
• Students will make plant book.
• Students will create a model of a plant and its needs.
Content, Process and Product

• Content- Plant videos, nature walks, plant songs, plant read alouds,
plat picture cards

• Process-Grouping, Learning Stations, Technology

• Product- Quizzes, Journal entry, projects

Strategies For Differentiated Instruction
• K-W-L This strategy is very effective in that it helps me to have an idea of what my
students think about specific topics. I also get them to start thinking more and
then they tell me what they would like to know about the topic. I try to have
them doing investigations to figure their answers out on their own. The K-W-L
technique helps me to clear up any misconceptions that may have.
• Technology- Computer learning games are very helpful in Differentiated
Instruction. They help to keep the students engaged.
• Learning Stations- Learning stations contain a variety of materials in which
students explore topics as well as practice different skills independently. Learning
stations are flexible, and addresses a wide variety of the students’ needs. The
stations are designed with different levels of complexity or for different subject
areas. Learning stations allow the teacher to present content in a variety of ways
that have the students actively engaged as well as helps to cater to the different
learning styles
-Staying current with data as it relates to
education and differentiation, continuously
assessing,
Summary: Differentiated instruction helps the teacher to effectively
plan for each student taking into consideration their interests as well as
their needs. Differentiating by content, process and product will ensure
that no child is being left out. While I am still exploring and learning
more and more each day about Differentiated Instruction, I am
confident that it will help to improve the performances of students
especially the ones who are below grade level. “The core of
differentiation is a relationship between teachers and students. The
teacher’s responsibility is connecting content, process and product.
Students respond to learning based on readiness, interests, and
learning profile.” (McCarthy, 2014,para three).