Module 4: Assessment
All students do not learn in the same way, there are different learning styles that exist within a group of students. Different learning styles require differentiated instruction. As explained in Learning & Teaching by Kauchakand, D. and Eggen, P. and supported by the TExES Competencies 11, 12, and 13, differentiated instruction is a very important idea in the classroom, and consists of four principles. Differentiated instruction is proactive, student centered, assessment based, and a blend.
When planning a lesson, teachers must plan for and anticipate students’ learning needs. This makes the lesson easier to teach, as well as makes understanding the concepts easier for the students. If the teacher waits for the problem to surface during class, it may be too late. Being proactive is the first principle, and very important; that is anticipating these needs and then responding accordingly to those needs.
The lessons that the teacher plans must also be student centered. Students’ needs and interests should be considered in planning. If a child is not interested in the topic that they are being taught, they will not be engaged in the lesson, and therefore takeaway nothing from the class. Engaging students in activities that interest them is helpful for any student population, whether it be general, special, or the ELL population. The strategies that are used to assist students should also be based on these ideas. Teachers cannot use the same lesson plans from one year to the next, they have to change them according to the needs and interests of their students to create an effective learning environment.
Assessments are also very important in differentiated instruction. They provide important pieces of information about the students and their needs, which is necessary for differentiating instruction. Assessments in general inform the teacher as to the students’ current abilities and their needs in order to proceed to the next level, whatever it may be. There are also pre-assessments, ongoing assessments, and post-assessments. Pre-assessments are conducted before instruction and evaluate what the students already know. Ongoing assessments occur during instruction and help teachers identify areas of need for their students and how they can improve or change their teaching to better assist the students. Post-assessments identify areas in which the students still need help, as well as identify students who have mastered the material and are ready for new challenges.
Blending instruction is also an important concept. Teachers should use different kinds of instruction in the classroom, and not limit the students to one specific method. Some different types of instruction are: whole-class, group, and individual. These different types of instructions should be combined and used to maximize learning opportunities as well as to meet all the students’ needs in the classroom. Whole-class instruction is used when teaching the entire class about the same topic. Group instruction is used when a few students are having trouble grasping a concept. Individual instruction is most beneficial when a child is struggling and needs one-on-one instruction to be able to understand the concepts being taught.
As teachers, we have to acknowledge the fact that all students learn differently, and we have to find ways to effectively teach each child through effective differentiation. Student needs change, which means that the method of instruction must also change to accommodate the learners’ needs. Understanding students, their needs, being prepared for these needs, and constantly monitoring their understanding is the key to effective instruction differentiation.
The classroom that I am observing this semester is an early childhood special education classroom. This student population consists of children with autism, all of them at different areas on the spectrum. Differentiation in this classroom is done differently than in a general education classroom, as these students do not willingly interact with one another. The instruction differentiation that is used in this classroom is basically differentiated for each individual student. Grouping or pairing is used is to teach them to take turns rather than for differentiated instruction.
My mentor teacher uses technology as a big part of her classroom. She uses the smart board to provide the visual learning, which children with autism need to be able to stay engaged. She also uses picture cues to engage the students during individual and group instruction time so that the students are able to better understand and follow along during the lesson. At the beginning of each class, one of the activities that she conducts with the class is updating the calendar. There are some children that have not yet developed one-to-one correspondence, but know how to count, whereas others struggle with counting. She takes the opportunity to assist these students with their areas of need by having them individually count on the calendar, while still in the group.
Most of the work that she does with the children is individual. Students have circle time at the beginning of class and then again at the end of class. The time in between is for free play, centers, and for the teacher to work with the students one-on-one in their areas of need. Although these are all children with autism, they all learn very differently. They are also very different developmentally. Some are more verbal, while others struggle to say any words. They are also at different stages of gross and fine motor development.
In my own classroom, I would differentiate instruction according to the needs of my students. I am sure that the needs will change throughout the year, and they will change from one year to the next. Each child is unique, and therefore instruction will need to be changed according to the learning style and needs of each child.
First and foremost, I will need to learn about each child, their family and culture. Understanding the child is the most important thing because it assists teachers in providing the appropriate accommodations for them in the classroom. Learning about their culture and family is also important because these factors play a role in how a child learns and understands a topic, as well as their interests.
I am sure I will be using technology in my classroom as a way of differentiating instruction because technology can be used in many different ways and for many different learning styles. I will also use group activities such as peer tutoring when appropriate because I feel that it helps students that are struggling, as well as challenges the students that already understand the material. Cooperative learning is important in the classroom because it encourages social interaction between students.
Works Cited
Kauchak, D., & Eggen, P. (2012). Learning and teaching: Research-based methods (6th ed.). Boston: Pearson.
When planning a lesson, teachers must plan for and anticipate students’ learning needs. This makes the lesson easier to teach, as well as makes understanding the concepts easier for the students. If the teacher waits for the problem to surface during class, it may be too late. Being proactive is the first principle, and very important; that is anticipating these needs and then responding accordingly to those needs.
The lessons that the teacher plans must also be student centered. Students’ needs and interests should be considered in planning. If a child is not interested in the topic that they are being taught, they will not be engaged in the lesson, and therefore takeaway nothing from the class. Engaging students in activities that interest them is helpful for any student population, whether it be general, special, or the ELL population. The strategies that are used to assist students should also be based on these ideas. Teachers cannot use the same lesson plans from one year to the next, they have to change them according to the needs and interests of their students to create an effective learning environment.
Assessments are also very important in differentiated instruction. They provide important pieces of information about the students and their needs, which is necessary for differentiating instruction. Assessments in general inform the teacher as to the students’ current abilities and their needs in order to proceed to the next level, whatever it may be. There are also pre-assessments, ongoing assessments, and post-assessments. Pre-assessments are conducted before instruction and evaluate what the students already know. Ongoing assessments occur during instruction and help teachers identify areas of need for their students and how they can improve or change their teaching to better assist the students. Post-assessments identify areas in which the students still need help, as well as identify students who have mastered the material and are ready for new challenges.
Blending instruction is also an important concept. Teachers should use different kinds of instruction in the classroom, and not limit the students to one specific method. Some different types of instruction are: whole-class, group, and individual. These different types of instructions should be combined and used to maximize learning opportunities as well as to meet all the students’ needs in the classroom. Whole-class instruction is used when teaching the entire class about the same topic. Group instruction is used when a few students are having trouble grasping a concept. Individual instruction is most beneficial when a child is struggling and needs one-on-one instruction to be able to understand the concepts being taught.
As teachers, we have to acknowledge the fact that all students learn differently, and we have to find ways to effectively teach each child through effective differentiation. Student needs change, which means that the method of instruction must also change to accommodate the learners’ needs. Understanding students, their needs, being prepared for these needs, and constantly monitoring their understanding is the key to effective instruction differentiation.
The classroom that I am observing this semester is an early childhood special education classroom. This student population consists of children with autism, all of them at different areas on the spectrum. Differentiation in this classroom is done differently than in a general education classroom, as these students do not willingly interact with one another. The instruction differentiation that is used in this classroom is basically differentiated for each individual student. Grouping or pairing is used is to teach them to take turns rather than for differentiated instruction.
My mentor teacher uses technology as a big part of her classroom. She uses the smart board to provide the visual learning, which children with autism need to be able to stay engaged. She also uses picture cues to engage the students during individual and group instruction time so that the students are able to better understand and follow along during the lesson. At the beginning of each class, one of the activities that she conducts with the class is updating the calendar. There are some children that have not yet developed one-to-one correspondence, but know how to count, whereas others struggle with counting. She takes the opportunity to assist these students with their areas of need by having them individually count on the calendar, while still in the group.
Most of the work that she does with the children is individual. Students have circle time at the beginning of class and then again at the end of class. The time in between is for free play, centers, and for the teacher to work with the students one-on-one in their areas of need. Although these are all children with autism, they all learn very differently. They are also very different developmentally. Some are more verbal, while others struggle to say any words. They are also at different stages of gross and fine motor development.
In my own classroom, I would differentiate instruction according to the needs of my students. I am sure that the needs will change throughout the year, and they will change from one year to the next. Each child is unique, and therefore instruction will need to be changed according to the learning style and needs of each child.
First and foremost, I will need to learn about each child, their family and culture. Understanding the child is the most important thing because it assists teachers in providing the appropriate accommodations for them in the classroom. Learning about their culture and family is also important because these factors play a role in how a child learns and understands a topic, as well as their interests.
I am sure I will be using technology in my classroom as a way of differentiating instruction because technology can be used in many different ways and for many different learning styles. I will also use group activities such as peer tutoring when appropriate because I feel that it helps students that are struggling, as well as challenges the students that already understand the material. Cooperative learning is important in the classroom because it encourages social interaction between students.
Works Cited
Kauchak, D., & Eggen, P. (2012). Learning and teaching: Research-based methods (6th ed.). Boston: Pearson.