Jacob Bowers

04/23/15

Module 4: Differiatation in the Classroom

Every child is unique, including the way they learn. The child's instruction should accomodate for
these diffrences as much as possible, after all no "one fits all" for instruction exists. Competencies
eleven, twelve, and thirteen highlight this. Competency eleven states the teacher should know and
understand the importance of family involvement in children's education and know how to interact
and communicate effectively with families. Competency twelve states the teacher should enhance
professional knowledge and skills by effectively interacting with other members of the educational
community and participating in various types of professional activities. Competency thirteen states
the teacher should understand and adhere to legal and ethical requirements for educators and is
knowledgeable of the structure of education in Texas. With this in mind, I will begin this essay by
discussing and identifying the principles of differentiation. Second, I will discuss my mentor teacher,
Chandra Justice's, approach to differentiation. Lastly, I will attempt to state my own future plans for
differentiation.
Differentiated learning is learning that is tailored to a students individual needs. There are many
different kinds of students with exceptionalites, who require help to reach thier full potential.
Students may have mild or moderate disabilities. These may be intellectual (lower IQ than normal),
consist of a learning disability(a problem with a specific classroom tasks like reading or listening), or
a behavioral disorder(whether it be from genetics or daily problems, and whether it manifests as
withdrawn or aggressive). Students may also be gifted and need advanced work to avoid becoming
bored. The author of this book illustrated this concept in a scary quote on page fifty one.
Teachers have three major roles in teaching students with exceptionalites. First, the earilest
identification of exceptionalities lies in the teacher's hands. Second, the teacher must foster
acceptance. One of the most cited difficulties children with exceptionalities face is negative attitudes

from classmates. Lastly, the teacher should modify instruction for the student. The key factors that
should be added to instruction is the inclusion of a warm academic climate, an effective use of
classroom time, effective classroom management, work within the students level which can leave
high success marks, and effective feedback. It is important to note that these qualities work well with
any child but they should be emphasized for the child with an exceptionality.
The number of at-risk students continues to climb as the years increase. There are many factors for
this problem: poverty or low SES, being a cultural minority, not being a native english speaker,
student mobility, substandard schools, motivational and self-esteem problems, disengagement from
schools, and management problems. It lies in the teachers corner to accomodate for these factors.
Once the teacher realizes and practices this they are practicing active teaching. Teachers should
prepare for students in poverty. Lessons should not require at home field trips, or access to
expensive technology outside of class. Additionally teachers should have small snacks ready for
students who must skip meals. Teachers should build questions from the expierences of students and
introduce children to many diffrent cultures. Teachers should involve all students in the lessons as
much as possible. Lastly, teachers must find the right balance of appealing to student intrest,
presenting challenging lessons, and giving the student a high rate of success.
Mrs. Chandra Justice leads a classroom of fourteen first graders. With this number she cannot
teach every student one on one. Mrs. Justice has several specific times she will work with students
individually. These are routine for the students so the students expect them. In the morning students
pull out thier homework from last night. As Mrs. Justice walks around the room she formally
assesses the students work. Mrs. Justice will focus on one specific skill, like capitilization, which is
often the subject of yesterday's or a recent lesson. Reading in the morning and Math in the evening
hold a slot of time called stations. Children group into groups of four to five and the teacher gives an
activity to each group. One group works specifically with the teacher over difficult material.
The teacher will curve her responses to student work with ability. She will first acknowledge the
achievement the child worked for. Then she guides the student to the next level by using a tip.
Additionally she guides instruction on the students background. Lessons were mostly interactive in

some format, and questions were pulled from the student's cultures.
As a up and coming teacher, I am well aware of the need for differentiated learning. I do not know
exactly it should look in the classroom but I can plan. My instruction should be guided by the
student's knowledge. I will need for my lessons to be interactive. I will need to look for small
moments to offer instruction and encouragement to the students, just as Mrs. Justice did.

Refrences
Kauchak, D., & Eggen, P. (2012). Learning and Teaching: Research-Based Methods (Sixth ed.).
N.p.: Allyn and Bacon.