Standard Reflection P2

February 26, 2013

P2 – Practice differentiated instruction.

Practicing differentiated instruction is taking each individual’s students strengths and weaknesses into account and adjusting accordingly to help them learn. For example, a student who may have trouble with language acquisition, perhaps an ELL student, would have difficulty with assignments that are primarily written. A student that may be advanced and have skills above those of other students may find themselves bored and unchallenged by the  content in the class. In both of these examples, the teacher would need to intervene or plan methods to help these students learn. Instead of “teaching to the middle”, teachers try to take advantage of each student’s unique abilities.

When I am planning for a lesson, differentiating the instruction for students is an important part of the lesson. Some of the students in my class will excel at the content and some will have difficulty understanding portions of it. For each of these students, I will need to plan activities. For example, in my beginner’s class there are certain students that are proficient in the program were using and finish the assigned tasks quickly and accurately. On the other hand, some students have trouble applying the lesson to the assignment and will quickly become stumped.

collageartifact1

For the students that meet targets with ease, I need tasks for them to do to maximize the content they are learning. In this example, the student masked items in their collage with skill and precision. They had no problem understanding and applying the tools. If this student is not challenged, he will become bored and learn nothing. If I continually nitpick his current assignment, I undermine his confidence and am not really helping him excel. For these sorts of students, I assigned an extension that builds on the skills they’ve already learned within the collage, but also that challenges them to apply what they already know to something new. For this assignment, I ask students to edit themselves believably into another photo using the tools we just used in the collage.

collageartifact2

For students that fall behind, I need to allow for extra time and attention for these students to become proficient. This student is challenged by the content as wasn’t quite sure how to use the tools. He tried to meet the assignment criteria, but didn’t have a great grasp on the tools. Some of these students genuinely do not understand the content, but most of them have issues with motivation or creativity. Part of this stems from poor motivating force from my end, but some of this stems from problems that may be beyond my control. For these students, I try my best to give them multiple different ways to succeed, multiple different explanations, and as much time as I can to help them succeed.  For the collage, many of these students had trouble understanding what was expected of them and I would constantly need to refer back to the handout I gave them that listed the exact requirements. Perhaps these students are unable to comprehend the list well, but once I explain it, or show them examples, most students begin to understand and perform.

I learned a lot from this experience with the students. It was something that I did not have a lot of experience with. When I learned about differentiated instruction, the parts that were emphasized most were how teachers bring up the students who can’t succeed. From his experience, I learned that it is not only the low achieving students, but also the high ones that will need adjusted lessons to help them meet their potential. It had not occurred to me that the high achieving students would need extra attention, as well.

Differentiating instruction is an extremely effective way to plan to help students succeed no matter their level of ability.  Whether they need more help or more challenging content, students will gain more from differentiating instruction than by averaging out the objectives to meet the majority of the class’s needs.

For future lessons, I think I need to explicitly express how I plan to address students with varying abilities. For this lesson, I hadn’t planned more challenging content for higher achieving students. I asked my mentor for assistance, and he suggested the method I used above. This really helped me understand differentiated instruction a bit more, and I feel I need to be able to plan for all these inevitable student differences.

Advertisements