Reflection

This is an IRIS module which discusses differentiated instruction (DI). This

module was chosen as it provides rich content in a concise matter. The
embedded videos and audio clips augment the learning experience. A
recurring theme is the switch from a teacher-focused environment to a
student-focused environment. Another theme of DI is developing student
responsibility and independence. Working in small groups, pairs or
independently requires students to be an active participant, compared to a
more passive role in a traditional classroom. This quote from the IRIS
module clearly states goals of DI, “Developing a system through which
students learn to play a large role in managing themselves, their work and
their success is not an ideal but a necessity.” Although the DI techniques
seem logical, research has not yet confirmed the positive benefits on
student learning which has been observed,

DI is a technique in which educators adjust their curriculum and instruction

to maximize the learning of all students. It is a framework of evidence-
based strategies:
● Employing effective classroom management procedures
● Grouping students for instruction, especially SWD
● Assessing readiness
● Teaching to the student’s zone of proximal development.

Teachers differentiate instruction for groups of students. This is more

difficult as student needs change within content areas, across content
areas and across the school year. Ongoing assessment and flexible
grouping are two ways a teacher can manage these changes.

Student information is needed so teachers know how to develop lessons

for groups of students. Teachers should be knowledgeable of a student’s
readiness (knowledge and skill level regarding content), interest and
learning profile (preferred method of learning). There are many strategies
which can be used to modify these factors. However only some strategies
have the ability to modify all 3 factors. These strategies are; Providing a
variety of materials, contract learning, learning centers, tic tac toe,
learning menus and RAFT.Contract learning is an agreement between the
student and teacher that specifies the work to be done in a specified time.
The contract can include consequences.

Content, process (activities students use to learn content) and product

(method used by students to demonstrate proficiency) are 3 elements
teachers can differentiated to meet student needs.

DI will result in groups advancing at different paces. This can make

evaluation difficult. There are several methods which can accurately
evaluate student performance: rubrics, portfolios and self-assessment.
Teachers should also consider achievement (performance relative to
grade level), growth (improvement over time) and habits (participation,
behavior, effort, attendance) before assigning grades. I believe growth is
especially important to a student’s morale. Not taking growth into account
could make a student reluctant to perform optimally. There are too many
teachers who do not take growth into account.

Communication with parents and students is essential when DI is

employed. Parents should understand:
● All students will be challenged
● Students will work on different activities and assignments
● There are more student-led activities
● How activities and projects are assigned
● How test results will be used
● How grades will be assigned
The techniques and benefits of DI should be discussed with students to
facilitate understanding and cooperation.

Flexible classroom organization is another feature of DI. The classroom

becomes student-focused rather than the traditional teacher-focused
classroom. Floor space, bulletin boards and wall space; materials storage
are modified to enable not only whole-class instruction but also small-group
instruction. Examples include desk grouping to accommodate students who
work independently, tables to promote collaboration and easily accessible
storage.

Effective behavior management are rules and procedures for appropriate

behavior. Teachers should:
● Discuss why, when and where the procedure is needed
● Discuss how procedure should be implemented
● Opportunity for students to practice the procedure
● Provide feedback on implementation
● Monitor as procedure is independently implemented, followed by
feedback as needed

Learning to Work in Small Groups or Pairs is most effective when

students have a worthwhile task. But first students must know the relevant
rules and procedures. Other student goals include working independently
and interacting positively with other students.

Maintaining appropriate noise levels is very important when students

work in small groups and pairs. Because students are more independent
there may be a tendency to talk more and louder due to less supervision.
Teachers can model appropriate noise levels and establish rules
concerning talking.

DI requires students move between activities and tasks more than a

traditional classroom. Teachers should establish rules about these
transitions between activities to minimize the loss of instructional time.

To foster independent learners teachers must be clear as to how students

can get help. Several possibilities include peer help or utilize “question
chips.”

Students who are faster at finishing a task should be given additional

activities (anchor activities) to keep the student productively engaged and
managing time efficiently.
Getting and turning in materials efficiently will maximize instructional
time.