Differentiated Instructional Strategies, Research Paper Example

Demographics of your classroom

The classroom is diverse and composed of a wide range of students of different ages , ethnic background, nationalities and religions. For this purpose content and the process through which content is delivered to students will be differentiated.

Each of the steps in “The Six-Step Planning Model for Differentiated Learning: Template” (Figure 1.3, found in Chapter 1 of the course text, Differentiated Instructional Strategies: One Size Doesn’t Fit All)

For establishing what needs to be taught, Gregory and Chapman note that, “it should be clear what the students should know, be able to do, or be like after the learning experience. Determine which formative assessment strategies will be used to collect data (e.g., logs, checklists, journals, observations, portfolios, rubrics)” (Gregory & Chapman, 2013). Authors note that “class size was found positively correlated with total number of notes students and instructors read and wrote, but negatively correlated with the percentage of notes students read, their note size and note grade level score. In larger classes, participants were more likely to experience information overload and students were more selective in reading notes” (Hewitt & Brett, 2012).

An explanation of how your classroom is a safe place to learn

School faculty members tend to work with the belief that as a member of public university, or community college, they are professionally obligated to focus solely on instruction, research and the expectation for them to reaffirm the respect and appreciation of the university or institution they are representing. The American Association of University Professors states  “upon appointment to the faculty of a public or private university, college, or community college, their professional efforts should be directed only toward instruction of students, research to advance the state of knowledge, and public service to the institution and community at large” (American Association of University Professors, 2013). The problem with this perspective is that professors also have the right to work in a safe and free environment, and they are also expected to ensure that their students feel the same. This can impose certain expectations on faculty that might not always be fair, such as the responsibility to provide safety and security in addition to instruction. Professors are obligated to monitor their students and how they interact with one another. This can come off as an imposing activity seeing that in colleges and Universities tend to be composed of adult students, but in many cases instructors and faculty are the last line of defense against things like academic dishonesty, criminal activity, or potential violence on campus.

An explanation of how your lesson appeals to learners’ varied intelligences and learning styles

My lesson plan appeals to students of varied intelligence and learning styles because it incorporates the tenants of differential learning by remaining conscious of each students cultural difference but always maintaining an awareness that they equally share strengths and weaknesses that can be developed. This allows for a learning environment where I can learn from them and they are encouraged to learn from one another. For example, by diversifying the curriculum to include project based learning, self directed learning, oral presentations, group projects, audio and video lessons, and individual assessments, the students are able to learn in a variety of ways to ensure that comprehension of course material is the end result.

An explanation of what and how pre-assessment will be used to determine readiness

Each student will be given a pre- assessment, or evaluation to identify what prerequisite they are know and what they will have to be taught prior to learning course material. This pre-assessments can be carried out in a very lite manner. In the initial stages of starting the course students will be given a standard pre-assessment test to gauge where their  comprehension lies in regards to course material required to learn new material in the class. They will also have the opportunity to engage in discussion about pre-assment material over the course of a few weeks prior to being introduced to core course content.

An explanation of how alternative assessment plans will be used

Alternative forms of assessment can be incorporated into the differential class system in the form of digital quizzes and tests, oral presentations, group projects, peer review assessments, and other alternative forms of testing. Group discussions can also be used as a form of assessment, specifically regards to getting people involved through participation points. Students can be awarded a certain amount of course credit for asking questions in discussion and answering questions in discussion. Their engagement can simultaneously work as a participation grade as well as a comprehensive assessment. Their are also audio visual options and live tutorials which can be presented by an instructor and then later incorporated into some form of brief timed assessment.

An explanation of how meta-cognitive time will be built into the learning process

Metacognition refers to learners’ natural awareness of their own knowledge and the ability they have to understand, control, and manipulate their own cognitive processes. This is a learner-centered teaching strategy that enhances critical thinking skills of students. Learner-centered teaching strategies arguably could be viewed as an alternative method of providing content in an online setting due to the fact that in many ways learner-centered teaching methods are self driven and require the initiative of students to seek out learning on their own. Traditional instructor based teaching methods are actually less likely to be effective when transitioning course material online due to the fact that there is no real way to ensure students are engaging or comprehending the material without some form of digital accountability, (ie chat threads, webinars, student feedback etc…).

An explanation of how your lesson offers opportunities for projects, creativity, problems, and challenges

My lesson utilizes project based learning (PBL) as a tool to create creative projects that allow students to encounter challenges that they can address. The PBL Elzubeir “in three 90-minute small group PBL tutorials per week. They work in groups of eight to ten students with a student chairperson and a scribe. They are supervised by a PBL tutor who facilitates the process. These PBL tutorials are supported by resource sessions including lectures, theme sessions, practical classes, web-based learning packages and clinical sessions in the main teaching hospital” (Elzubeir, 2012). Project based learning allows for a wide range of creative outlets for students. These outlets can be differentiated to make lesson plans for versatile.

Examples of curriculum approaches for your differentiated classroom

The most common activity used to encourage discussion is to provide attendance credit or a percentage of the final grade for contributing to discussions. This is a standard practice in many online programs. Another method to encourage discussion is to actually require students to comment on the required posts of their classmates. This tends to result in additional feedback that is not always required in the syllabus. Encouraging discussion is one form of differentiating the classroom. Gregory and Chapman (2013) defines differentiation as “a philosophy or mindset that enables educators to plan strategically in order to reach the needs of the diverse learners in classrooms today so that they can achieve targeted standards”. The approach recommended by the author and what will be incorporated into this curriculum is to come to the classroom under the pretense that all students have areas of strength, they all have areas that need to be strengthened. I also focus on differentiating content, process, and products. On the topic of how content, processes and products are utilized to reinforce differential strategies, Gregory, G. & Chapman note that “a differential classroom is one in which the teacher responds to the unique needs of students. Carol Ann Tomlinson (1999) names content, process, and products as components that differentiated in a classroom”  ( Gregory, & Chapman, 2013). I differentiate content in the classroom first by providing students with choices and diversifying instructional material specifically in regards to the process through which the material is delivered. For example, incorporating audio video resources with traditional classroom instruction can enhance the level of interest students have for certain topics. They also empower me to communicate key lessons to students that may have otherwise gone unnoticed without audio visual tools.

An explanation of student groupings

Class groups will be organized at random, but in some cases to supplement diverse/ differential interaction between students. One differential instruction strategy that

An explanation of how team members will be used to enhance this lesson

As Komarraju, Musulkin and Bhattacharya states, “student–faculty interactions can be crucial in developing students’ academic self-concept and enhancing their motivation and achievement” (Komarraju, Musulkin, and Bhattacharya, 2010). In this respect team members will be utilized to enhance the learning process by making students feel more comfortable in their learning environment and providing them with individual support when needed. These factors or highly intangible and their true value is often overlooked outside of the classroom. The authors further not that,“faculty members taking an interest in their students’ academic progress could potentially make significant contributions in increasing their intellectual and professional development” (Komarraju, Musulkin, and Bhattacharya, 2010). This means that team members, or faculty, can supplement the learning process by simply providing expertise and guidance where students may feel lost. They also can work as teaching assistance in the differentiating of content. This is especially true in cases where certain team members may have more expertise on a certain subject than is held by the core instructor. Their added insight can better equip students to understand complex material that might otherwise been improbable for them to grasp.

References

Addresses, R. P. (2013). The American Association Of University Professors.

Elzubeir, M. A. (2012). Teaching of the renal system in an integrated, problem-based curriculum. Saudi Journal of Kidney Diseases and Transplantation, 23(1), 93.

Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement. Journal of College Student Development, 51(3), 332-342.

Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse. International Journal of Computer-Supported Collaborative Learning, 7(3), 423-442.

Gregory, G. & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all (3rd ed.). Thousand Oaks, CA: Sage Publications, Ltd./Corwin Press.