...2.2.3 Benefits from Differentiated instructions A mixed ability class can only be effectively taught if the teacher accepts that every lesson can not be whole class teaching with lessons controlled from the front. Teaching mixed ability class will work if all students are allowed to experience success and to learn as individuals. Here are many benefits to differentiated lessons beyond the individualized learning that takes place. As it is “an individualized method of meeting all of the students’ academic needs at their level (Servilio, 2009, p.7), the biggest advantage to differentiated instruction is that it connects with all students and provides a number of options for students to understand and achieve the lesson. This can be done based...
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...exactly is differentiated instruction? Differentiated instruction is a structured model for successful and supportive teaching that involves providing different students with different outlets to learning. Teachers in the U.S. have more diversified class groups than ever before and it is a challenge to reach out to every entity (Fast Facts).Because no two students learn the same, Differentiated Instruction can be and should be relevant, complex, and rigorous. Therefore, the questions asked in instruction should be a challenge for students, require students to think on their own, and should focus on the how the students can apply it on a day to day basis. According to Morgan in “Maximizing Student Success”, an effective teacher should...
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...Differentiated instruction means that you adapt learning to each of the children’s needs. Everyone learns differently whether its audio, visual, or kinesthetic. As the teacher, it is important to use different methods when presenting new information, reviewing and practicing, and testing the student’s knowledge. Instruction can be done differently in elementary schools versus high schools. Looking back at my elementary school experience I can remember different techniques being used to help students learn. One example of this would be gathering the class and talking about the lesson as one big group then sending the students to their desk to work on a worksheet that related to that discussion. Another way to incorporate differentiated instruction...
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...Differentiate Instruction Theory There are so many individuals that have different abilities, experiences, and learning styles. Differentiated Instruction is a theory that will help teachers be successful in having all students be successful at learning at their fullest learning style ability. “Differentiated instruction gives a variety of options to successfully reach targeted standards.” (Gregory G.H. & Chapman C., 2007) This type of instruction will help the students meet where they are and offer challenging, appropriate options for them to achieve success. (Gregory G.H. & Chapmen C., 2007) This instructional method is based on research that was created by Russian psychologist, Lev Vygotsky (1896-1934). “Sociocultural theory, drawing on the work of Vygotsky (1962), and later Wertsch (1991), has significant implications for teaching, schooling, and education (Tharp & Gallimre, 1988).” (Subban, P.) The four elements that teachers can differentiate are the following; the content, the process, and/or product as things that are differentiated in a classroom. With this ongoing assessment and flexible grouping it will ensure that this instructional approach can be successful (Readingrockets.org). “The content is what is taught. The way a learner interprets, adapts, and finds ownership is the process. The product shows the learner’s personal interpretation and what they know.” (Gregory G. H. & Chapmen C., 2007) Some examples of differentiating in a classroom is using...
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...The two engaging strategies mentioned by the student with APD are both examples of differentiated instruction. Most of the research I have found regarding DI is positive, for it promotes flexibility, teacher creativity, students learning according to their specific learning style, etc. The more a lesson is tailored to fit the learning styles of students, the more engaged they will likely be (which is the goal!). However, I came across some disadvantages to this approach as well, some of which include what VisionLaunch describes as a “second full-time job for the teacher” and a lack of time (Layton). Some differentiated instruction techniques are easy to accomplish (such as those done by the art and science teachers) and require little to no extra time. Others, however, may be impossible simply due to time constraints or lack of...
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...Integrating Differentiated Instruction and TRIBES Table of contents Inspiration for Inquiry 1 Inquiry 1 Hypothesis 2 Tribes® 2 Evidence from Literature 4 Critical Analysis 7 Conclusion 9 Application 10 Reflection 11 References 14 Integrating Differentiated Instruction and Tribes® Inspiration for Inquiry Ventana Ranch Elementary School is completing its second full year of existence in the Albuquerque Public School system. An educational model known as Tribes TLC®: A New Way of Learning and Being Together was selected for the school by the principal (Gibbs, 2001). One of the conditions for employment at this school was to attend a twenty-four hour basic training course and then implement the process daily in the classroom. This process centers around four tenants known as agreements: Mutual Respect, Attentive Listening, Appreciations/No Put-downs, and The Right to Pass. These agreements are not only applicable to the classroom; they are also applicable school wide. The outcome of the process “is to develop a positive environment that promotes human growth and learning” (Gibbs, 2001, p. 21). The Albuquerque Public School District (APS), responding to President Bush’s No Child Left Behind Act (NCLB), is mandating that all teachers differentiate instruction in their classrooms in order to help all students learn and succeed in their school careers. . Even with this mandate...
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...“The relationship between Differentiated Instruction and Standardized Testing Outcomes” Tiffany R. Williams Argosy University June 14, 2012 Theoretical Framework Once the literature review was engineered, it was determined that there was sufficient research provided on differentiated instruction and standardized test outcomes. The theoretical framework consisted of different philosophies and theories on differentiation instruction, meeting the individual needs, and how differentiating instruction and standardized testing outcomes coexist. Differentiation is described as an educational strategy that cogitates that students’ learning profiles are different and that their highest learning capacity is reached when educators accommodate curriculum and instruction to meet individual needs. Other theorists have perceived differentiated instruction in their own ways and the purpose of this literature review is to validate the research study by aligning it with the findings of each point discussed. Literature Review Introduction Education is said to be the process of receiving systematic instruction; the delivery of knowledge and information between a student and a teacher; and the level of cognition. Before the embodiment of education that involves curriculum and assessments mandated by the government, it was merely a system that was in the hands of the state, parents, and church. During this time, schools focused on literacy and assessed students on the basis of how...
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...• Dramatic play: Pretend to be farmers Notes: Objectives / Dimensions: 14b, 36 Children: All • Library: Read Big Chicken fly the coop Notes: Objectives / Dimensions: 10a, 18a, 18b, 18c Children: All • Multicultural reading: Build a burrito Notes: Objectives / Dimensions: 18a, 18b, 18c Children: All • Muniplatives: Lacing bears Notes: Objectives / Dimensions: 7a, 11c, 11d Children: All • Science: Farm animal sounds Notes: Objectives / Dimensions: 24, 26, 27 Children: All • Math: Sorting toys Description: Mix up blocks and have children to sort them in the correct containers. Notes: Objectives / Dimensions: None Children: All • Blocks: Farm animal play Notes: Objectives / Dimensions: None Children: All • Music and movement: Sing ol McDonald had a farm Notes: Objectives / Dimensions: 8b, 6 Children: All • Art: Draw your favorite animal Notes: Objectives / Dimensions: 7b, 33 Children: All • Multicultural activity: Multicultural painting Notes: Objectives / Dimensions: None Children: All The following lesson plan is through the creative curriculum which specializes in learning through play. This lesson plan is a week-long lesson plan and this is an example of one day’s lessons. The focus this week is about farm animals and we are learning about the farm animals and the sounds they make, what they look like and what farmers do on the farm. The age group that this focus is attended for is toddler-preschool...
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...Differentiated Instruction: Multiple Instructional Method (MIM) Emanuel Parker Saint Leo University Introduction Instruction is an important part of the development process for children when they are beginning to read. Many children do not learn or begin to read at the same level as their peers. Research suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldberg, 1994). Interventions programs provide multiple methods of instructions that are particular to that student. Being able to determine if differentiated instruction is more effective than the use one method of instruction would be sufficient to change the way America teaches their children to learn. Every learner is different; however, instructors still use one method to instruct. Doing this does not facilitate learning for every learner. Using differentiated instructions would allow for instructors to enhance the learning experience for learners in attendance. The Multiple Instructional Method (MIM) allows the instructor to use various approaches to learning in order to affect every learner. Curriculum would be designed to enhance the learning experience for all learners by being flexible, strategic, and affective. Instructors are aware of how their students are learning; research will never be able to tell them exactly...
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...Collaboration Case Study |Teacher |Strategies |Reasoning |Opportunities |Challenges | |1 |Build Rapport: As a literacy coach, I would |Lillian is an experienced teacher which is why I |Collaborative Resource Management: Through|The biggest challenge I can identify in working with | | |work on building a rapport with Lillian as |chose the collaborative stance. Through validating|collaboration, the teacher and coach work |Lillian, is resistance to coaching suggestions, because | | |the first step. Because she is an experienced|her as a good resource for other teachers, |together to explore school resources, |she was not hired for the Literacy Coach position for | | |teacher, my approach would be in a way that |providing ideas of effective lessons and |discuss effective ways of how to implement|which she applied. Therefore, I feel it’s more important | | |is respectful to recognizing her expertise. |strategies, she will ideally be more open to |the resources, and discuss strategies. |to establish a rapport with Lillian initially. | | |Examples of this are: Initially I would |coaching and collaboration. In other words, if she|This will allow Lillian to share...
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...how to operate the craft. So I would be perfect to create an instruction manual for operating a 34ft Patrol Craft. More likely you have no clue what a 34ft SeaArk Patrol Craft is or what one might look like. Which makes it even more of a fun challenge to me on explaining all the details about the craft. I can first tell you about all the capabilities of the craft, then get more into how you start it and actually operate the craft. There are some technical words I would have to explain like some of the positions for example on the craft. Coxswain for instances, is the person that is completely in charge of the craft and its safety and the safety of the crew that is on board. It might seem like as you’re reading this that I might not be able to instruct you on how to operate this craft. I will be able to put the instruction manual into words that a person that has never been on a boat will be able to understand. I promise that if I can teach/train some of the most brand new sailors to the navy to operate the craft. Then I know for a fact by the time you’re done reading my instruction manual, you’ll be able to walk onto a 34ft SeaArk and go to work. I mean if the United States Navy trusts in me to teach/train junior personnel to operate these 15 million dollar patrol crafts, I think I more than qualify to write an instructor manual for it. So I ask you to entrust in me as well and let me make this instruction manual for you....
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...them to perform in an orderly manner and helps them to have the correct items for homework. Again, the lining up keeps the children on task and performing as expected Transition Between Areas: This routine is important because it is a time when students may be tempted to act out and cause distraction and noise. As a routine, the steps of listening to the instruction, being given jobs and then explained the task or assignment. The teacher’s instruction builds on all the routines of keeping order and having less chaos in the classroom. The children know what is expected and can expect consistency and learn it as a daily routine. Distribution of Materials: The teacher gathers the students together around her. She assigns "jobs" to the students. These jobs are different each day for the students. The "supplier" is instructed on what items to retrieve for their groups. This keeps each group on task and synced in time for the assignment given. Field Trip: As in the beginning and end of day routines, the students line up. They line up inside in order for them to stay together and calm. When the teacher gives the instruction the students then walk to the boarding area in line and in orderly...
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...execution is dependent on the addressing mode of the instructions. The addressing mode specifies a rule for interpreting or modifying the address field of the instruction before the operand is actually referenced. Computers use addressing mode techniques for the purpose of accommodating one or both of the following provisions: 1 Addressing Modes Computers use addressing mode techniques for the purpose of accommodating one or both of the following provisions: 1. 2. to give programming versatility to the user by providing such facilities as pointers to memory, counters for loop control, indexing of data and program relocation. To reduce the number of bits in the addressing field of the instruction. 2 Addressing Modes Immediate Direct Indirect Register Register Indirect Displacement (Indexed) Stack 3 Immediate Addressing Operand is part of instruction Operand = address field e.g. ADD 5 Add 5 to contents of accumulator 5 is operand No memory reference to fetch data Fast Limited range 4 Immediate Addressing Diagram Instruction Opcode Operand 5 Direct Addressing Address field contains address of operand Effective address (EA) = address field (A) e.g. ADD A Add contents of cell A to accumulator Look in memory at address A for operand Single memory reference to access data No additional calculations to work out effective address Limited address space 6 Direct Addressing Diagram Instruction Opcode Address A Memory Operand 7 Indirect...
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...For X = 0011 1111, show the result of the following independent operations (i.e. each instruction occurs with X starting at the value above): a) Shift-right ____ ____ b) Circular Shift-right ____ ____ c) Shift-left ____ ____ d) Circular Shift-left ____ ____ e) Arithmetic Shift-left ____ ____ f) Arithmetic Shift-right ____ ____ 3. (12 points) a) Convert the following formula from postfix (Reverse Polish Notation) to infix: AB*CD/+ b) Convert the following formula from infix to postfix (Reverse Polish Notation): A + B * C + D / E * F Note that the result of part b) can be used in problem 7 In the problems 4 through 7 write code that performs the computation: X = A + B * C + D / E * F using CPUs that have the following instruction formats. You may only use registers A through F, plus X and T. Registers A through F may not be changed, i.e. their values are fixed. Register T may be used as a temporary register, and Register X must contain the final answer. 4. (12 points) Three-operand instructions 5. (12 points) Two-operand instructions 6. (12 points) One-operand instructions 7. (12 points) Stack instructions See...
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...is said to be all those activities which are designed to encourage the subordinates to work effectively and efficiently. According to Human, “Directing consists of process or technique by which instruction can be issued and operations can be carried out as originally planned” Therefore, Directing is the function of guiding, inspiring, overseeing and instructing people towards accomplishment of organizational goals. | Direction has got following characteristics: 1. Pervasive Function - Directing is required at all levels of organization. Every manager provides guidance and inspiration to his subordinates. 2. Continuous Activity - Direction is a continuous activity as it continuous throughout the life of organization. 3. Human Factor - Directing function is related to subordinates and therefore it is related to human factor. Since human factor is complex and behaviour is unpredictable, direction function becomes important. 4. Creative Activity - Direction function helps in converting plans into performance. Without this function, people become inactive and physical resources are meaningless. 5. Executive Function - Direction function is carried out by all managers and executives at all levels throughout the working of an enterprise, a subordinate receives instructions from his superior only. 6. Delegate Function -...
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