Differentiation as a Means to Improve Student Learning 1

Module 3 Application Assignment

Differentiation as a Means to Improve Student Learning

Samantha DiMatteo

Marygrove College
Differentiation as a Means to Improve Student Learning 2
Considering each students readiness, interest, and learning profile is an essential
component to successful lesson design. As Tomlinson (2010) explains, A teacher in an
effectively differentiated classroom seeks to develop increasing insight into students
readiness levels, interests, and learning profiles (p.18). For my re-engineered lesson, I
chose to focus the most on student interest. This decision was made because although
readiness and learning profiles hold great importance, I recognize that acknowledging a
students interests leads to their involvement with the lesson and therefore increases the
depth of their learning. Tomlinson (2010) states, When student interest is engaged,
motivation to learn is heightened, and learning is enhanced (p. 17). When we focus on
a students interests they are able to make connections with the material, which in turn
amplifies their comprehension of the subject matter.
In the design of my lesson I was able to differentiate my instruction using the ideas
of constructivism while simultaneously addressing my students interests. According to
Keengwe and Onchwari (2011), Constructivism is an educational theory that
emphasizes hands-on, activity based teaching and learning during which learners
develop their own frames of thought (p. 2). The concept of constructivism is mainly
seen in the discovery activity that followed the warm-up. Students are asked to bring a
cylindrical object of their choice from home; this could include such things as a soup can
or a container of oatmeal. Independently they are to record the measurements of the
circumference and diameter of their object and divided the results. Next they must
compare their results with those of their group members and draw a conclusion based on
this collective data. Because each student is to measure an object of their choice their
measurements for circumference and diameter differ; however they will notice that their
results after dividing the two measurements are all identical. They can further conclude
that the number that was unanimously revealed was the value of . This discovery
activity explains the origins of the value of . Students are able to determine their own
conclusions and will therefore comprehend this mathematical relationship better than if I,
the teacher, simply stated the origin of this mathematical symbol. This example
supports the ideas of constructivism in which students can draw their own conclusions
that emphasize one of the key mathematical objectives of the lesson.
The development of my curriculum and instruction always resonates from the state
standards. According to Heacox (2009), Differentiation is all about working within the
Differentiation as a Means to Improve Student Learning 3
framework of your states standards and provinces goals (p. 6). The main theme of this
lesson is to use the properties of geometric shapes to create a design for a back yard.
This topic correlates with the NJ Common Core State Standards for geometric
measurement and modeling. The state standards give me direction as to what students
should

accomplish during the course, but it is up to me as an educator to determine which route

I feel is best to reach these goals. This freedom allows me to identify what methods of
instruction work best for my audience. Differentiated instruction helps me address the
interests, readiness levels, and learning profiles of all students while simultaneously
focusing on the standards that are outlined by the state.
The use of KUDos can offer clarity as to the direction I wish my lessons to take and
can serve as a useful instructional tool. Heacox (2009) describes KUDos as: a roadmap
for your course, unit, or lesson (p. 8). Specifying what I want the students to know,
understand, and be able to do helps to clearly identify the learning goals of the lesson.
Tomlinson (2010) explains, With a clear scope and sequence or delineation of what
students should learn, a teacher can monitor a particular students progress towards
established goals (p. 132). For this lesson I wanted students to know the vocabulary
and formulas associated with the perimeter and area of polygons. I wanted my students
to understand the origin of the mathematical value of and how to design a polygon
that utilizes a variety of geometric shapes. Lastly, I wanted my students to be able to
determine the perimeter, circumference, and area of geometric figures. Heacox (2009)
notes, All academic standards can be sorted into either know, understand, or do goals
(p. 6). During instruction these goals and objectives are posted on the board, clearly
stated, and referred to frequently throughout the class period. The use of KUDos help to
make my goals and expectations clear to my students, and are a useful tool to help me
gage the success of the lesson.
Prior to grouping students for the activity, a class discussion will be held that will
help the students get in the appropriate mind set for the tasks that will follow. Students
will discuss their dream back yard and how it would appear from a birds eye view.
Heacox (2009) explains, hooks increase motivation for learning as they engage students
in an introduction to the days work (p. 59). This anticipatory set provides ease of
Differentiation as a Means to Improve Student Learning 4
participation from all members of the class, regardless of their ability levels. Such
discussions are a great way to help the students feel comfortable with the material.
Tomlinson (2010) notes, Students learn best when they feel safe, respected, involved,
challenged, and supported (p. 19). Following the anticipatory set students will work on
an activity in groups of four. Flexible grouping strategies were designed to help
differentiate the lesson and support the needs of all learners. Groups for this lesson will
be designed according to varying readiness levels. Heacox (2009) states, In
collaborative groups, you may often form groups of students representing mixed
readiness (p. 99). The first discovery activity is simplistic in nature; all members of the
class will be able to complete it with confidence. The main group activity requires each
member of the group to embark upon a separate task, therefore the students can decide
which task they feel the most comfortable

completing and can make this decision based on their own personal strengths. Assigning
specific tasks to each group member is also a great way to hold each member
accountable for the material and helps the group operate as a cohesive unit.
Assessment strategies offer valuable feedback as to the effectiveness of my
instruction and can help shape the design of my future lessons. For this lesson there are
a number of assessment strategies that I will use determine whether students have
achieved the learning outcomes. First, the Collins writing warm-up pre-assesses the
knowledge students have of circles and the value of . After the discovery activity, a
class discussion will ensure that the students satisfied the first objective of the lesson,
understanding the origins of . Formative assessment techniques will be used while
students are working in their cooperative teams to complete the geometric design
activity. Heacox (2009) states, closure reinforces what they have learned (p. 61). To
close the lesson independent work on the exit ticket will provide valuable feedback as to
who in the class was able to accomplish the goals and objectives of the day. Heacox
(2009) explains, The purpose of the slips is to gather information to determine what the
next days plan will be (p. 43). In addition, homework will also provide me with insight
as to which students were successful with the new material, and which students need to
revisit the goals of the lesson. Heacox (2009) states, You may also use scans of
homework to sort out where students are in their learning (p. 41). Assessment needs to
Differentiation as a Means to Improve Student Learning 5
be an ongoing process in every lesson, it ensures that we as teachers know the abilities
of our students. Assessments also help provide direction as to which topics should be
emphasized in future lessons.
Differentiation is a necessary component to successful instruction. We as
educators need to constantly evolve our lessons to support the needs of ours students.
Heacox (2009) explains, Differentiation is an ongoing, reflective process. You
differentiate instruction based on student learning needs, which often emerge during the
process of teaching and learning (p. 10). Considering a students readiness, interest,
and learning profile are among the most important components of differentiation.
Beyond these factors a teacher must consider such things as constructivism, flexible
grouping strategies, and tiered assignments to ensure that their students are given the
best opportunity to be successful with the topics at hand.

References
Heacox, D. (2009). Making differentiation a habit: How to ensure success in
academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated

classroom. Alexandria, VA: ASCD.

Keegnwe, J. & Onchwari, G., (2011). Fostering meaningful student learning through
constructivist pedagogy and technology integration. International Journal of Information
and Communication Technology Education, 7, 4. pp. 1-10.