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Reflection: Differentiated Instruction
Week 4 reading and reflection post for EDEL 5500.
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Maria Magat
 + 2
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3d
 

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Reflection: Differentiated Instruction
Week 4 reading and reflection post for EDEL 5500.
Avatar of Maria Magat
Maria Magat
●
1yr
 

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Multiple Intelligences and Learning Preferences

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Multiple Intelligences and Learning Preferences

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Since every student is unique, they all have unique ways of expressing the things they've learned. One thing I used to hate doing when I was in elementary school were presentations. Presentations were intimidating, and usually, it was teacher's pick of how we would present our work. In my classroom, I would allow my students to choose how they want to present their work. The reason for this is because each student has a different way of learning; some students are visual, audio, oral, etc.  The choices can range from making a powerpoint presentation, a song or poem, a short video, or a newspaper article. These kinds of methods satisfy the preferences of my students. These methods allow students to get creative with their talents. Some may go for a more traditional approach and stick with powerpoints or they could go over the top and make a rap video about the topic they learned in class. All in all, each method plays on a certain intelligence for each student. It allows their talents to be portrayed in class, and by allowing that to happen, students become more engaged in learning the information.

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The co-teaching strategy that my co-teacher and I would use is the supplemental strategy. Supplemental co-teaching is were the class is split up into two groups. The two groups would be split up by the group of students who understand the material and the other group of students would consist of students who do no understand the material. The co-teacher and student teacher would take one group and base their lesson on their students' understanding of the lesson. For the students who understand the lesson, the teacher who took to that group could further their thought process of the concepts in that lesson. For the students who didn't understand the lesson, the teacher who took to that group can give them supplemental aid and help the students understand the concepts of the lesson. By the end of the lesson, a majority of the class should be able to understand the lesson being taught.

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Key points outlining effective practices for differentiating instruction for all learners.

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Key points outlining effective practices for differentiating instruction for all learners.

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In today's classrooms, students will be coming from an array of diverse backgrounds; and so, it's important for educators to know how to mold their teaching methods to the needs of his or her students. Educators will experience students who have special needs, who have learning disabilities, who are gifted and talented, or who are learning the English language. From these unique circumstances, this is where equity is important for students because equity is providing the needs of students to ensure that they are learning. In our reading, it mentioned three methods to use when teaching science, and they were: activities based , intensive scaffolding, and teach-learning strategies( Bass 2014). The usage of these methods are based on the student's needs. For activities based, science lessons would be based on students' own experiences during the science lesson. Students would explain their answers from their hands-on experience of the lesson. This method is more for higher thinking and individual work. Then for intensive scaffolding, the support depends on how much support the educator wants to give. It all depends on the students and their needs. Students who have some kind of learning disability may need more scaffolding and structure than a regular student. The third method the text mentioned was teach-learning strategy. For this method, the teacher would give their students detailed instructions of the learning outcomes of the lesson. He or she would provide the students examples for them to look to, and this would help students knowing what is expected of them to do.

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Even though we're teaching an ELL student science, they are learning both science and English. The reading mentions how it's important to incorporate English Language development strategies (Gomez-Zwiep, Strait, Topps 2015). It's hitting two birds with one stone. This use of strategy is so beneficial for an ELL student because they are developing their knowledge in science and English. I liked how the writers mentioned the use of graphic organizers when teaching science. Graphic organizers are beneficial for ELL students because they are able to build on their knowledge and practice using the terms they have just learned. By doing this, they are developing their skills in reading, writing, and thinking.

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In the article, the authors mentioned Tier 1 words, Tier 2 words, and Tier 3 words. Each tier has different leveled words and how much they are constantly used in an ELL's life (Gomez-Zwiep, Strait, Topps 2015). In Tier 1, these words are basic words that are used daily for an ELL. For Tier 2, these words are a part of the academic vocabulary. They are used in lessons and are usually frontloaded for the student, prior to the lesson. The embedding of the words depend on the ELL student's experience with English and their knowledge of science. Tier 3 words are specific to science and are not used on a daily basis; usually, ELL student's have difficulty learning these words. With the different Tiers, I would be able to differentiate which vocabulary words are more essential for them to learn. I don't want them to feel overwhelmed and intimidated with the lesson. Sometimes "too much" isn't very beneficial.

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Every student is unique in their own way, and so, their learning styles would be unique as well. For ELL students, they may or may not be able to understand some lessons and assignments. If they don't understand the assignment, then we have to mold the assignment to their understanding. In the article, the authors talk about how educators have to pay attention to their ELL student's language function throughout the lesson (Gomez-Zwiep, Straits, Topps 2015). Going through the 5Es causes the change of usage of the English language, and so, this could cause some difficulty for ELL students. This made me realize that when teaching science, I have to be very attentive to my ELL students and their understanding of what's going on. I have to make sure they are getting the proper support and guidance. I really liked how they mentioned the use of sentence frames when teaching the students science. Sentence frames would be beneficial for students learning the science concept and at the same time English.