2. What factors do you consider have an influence on your use of the teaching strategies presented in the instrument?   
(this activity is due Tuesday 18 of August, 8:00 a.m.)

 

First, the activities developed in my classes that are part of the summative assessment of my students’ process are chosen before starting each term. In this way, students cannot choose this type of tasks; however, the other complementary activities can be organized and chosen by students according to their interests and motivation (that's great. They are really lucky!). I also give them the opportunity to present a concept according to the best ability they have to represent it such as drawing, presenting, making videos and I allow them to do their activities with the available resources, adapting every methodology to each circumstance. Nevertheless, I consider that it would be better if students’ interests and ideas were taken into account since the beginning of the academic process to develop all the learning experience.(that's true! they can have a saying on the ongoing assessment activities for example and the teacher, you, can also have then room to differentiate) 

 Second, I like to use different several formats as a strategy to foster interpersonal relationships among my students and according to the activity I try that they work in pairs or groups of three people (agreed! group distribution and particularly triplets, can provide a  good atmosphere for even participation). I change groups each (every☺) two weeks, and I organize them in a way that they can complement each other; therefore, they not always share same needs and interests. When we are going to start and topic, I like to have access to the whole group, and that they can share their thoughts with all their classmates.  On the other hand, it is important to say that each student manages a different pace, and it is necessary to adapt their learning goals and strategies according to their needs and styles. 

 Finally, a process of pre-assessment is not done before a unit or course because according to the school and I, it is supposed that students follow a step-by-step process during each grade/term that they pass. However, an ongoing process is organized during each term to identify in the middle of it what student would need more support to identify and use some topics. During the reteaching process, the same methods taught in the class are given to avoid misunderstandings (I see, the point is that the DI approach promotes the use of different teaching methodologies to cater for varied learning styles so if the teacher finds that the students have difficulties understanding a topic, the teacher tries different methods to help the students come to the same desired outcome), but if a student uses a different method to solve a problem or situation, this strategy is worthy while the learner can use and interpret the new concepts in a critical way and give good reasons for their ideas. To conclude, I would like to say that all the strategies and actions that I can do to promote a differentiated learning will be applied, but it is necessary to continue reevaluating some of them to supply all my students’ needs and to take the student more into account in their own learning process.  

2.       I am not such a risk-taker when it comes to articulate differentiated instructions since I use to think that the ones that do not need any assistance would be disengaged.  So, that called for me to reflect upon what is my instructional style. As such, I was able to get to understand that my students are different worlds that not only have a variety of needs and interests yet, they currently undergo any physicological treatment that hinders their learning success and, in this concern, differentiated instruction does help them address their learning and emotional difficulties.

Hello Daniel, 
Thanks for sharing your creation. 
Perhaps the name of this post should be related to your readiness to differentiate. I didn't check it before because I thought it actually corresponded to the basics of differentiation. 
Anyway, I am glad to hear that your answers placed your instruction in the middle of the scale. This should be quite reassuring for you because that means that you are aware and active about the needs of the students and how you can offer them the best opportunities to learn. Actually, your current work environment should be quite enriching for you in these aspects not just because of the students' characteristics but because of the pool of professionals that work with you.
Daniel Bernal

 

Slow-motion videos are a different way to challenge students. I was not aware of using slow motion videos in my classes, but it is an useful tool especially for lower achievers and young learners. Youtube offers the option of slow-motion videos, however this is a setting that is still unknow since it is not easy to find. This a good tool to provide lessons based on differentiated instruction.  Slow-motion videos let scaffold learners’ listening skills. You can start using videos that sometimes are too fast for young learners and support them by slowing down the speed mainly when students need to extract information from the videos. Slow-motion videos can help to avoid frustration when sometimes students are not able to understand what the video is saying.

Hello Amanda,
Using slow motion videos is as you mentioned, a good strategy to afford more inclusive learning opportunities to students. Please bear in mind that it can be used just by clicking the settings button located at the bottom menu of Youtube videos. Click here for more information
Best, 
P. 

What factors do you consider have an influence on your use of the teaching strategies presented in the instrument?

I think that, to some extent, following the school curriculum and all the parameters the heads of department and coordinators ask me to keep in mind when planning or teaching has limited somehow my readiness to differentiated learning, plus my lack of knowledge on this approach. It is not easy to put the theory into practice and with little experience, it is sometimes difficult to differentiate learning in groups with more than 20 students.

I have tried to implement some practices to help low performers reach the class objectives such us pairing them with high achievers or placing them into small groups and providing them with extra explanations or activities, but those are just small actions I have taken into my teaching practice.

I think we as teachers still have a lot of work to do in terms of differentiated learning and this comic is a good evidence of that, what do you guys think?:

Excellent points Alejandra,
From your description I think you have made great advancement on the implementation of DI.  As you said, it is easier say than do but well you have started to be aware of this teaching methodology and I am sure you will continue to advance on its implementation.
 I took the liberty to highlight a section of your very useful reflection (above) to comment on the importance of student choice.  That type of awarenes,  opens the floor to give students more agency and awareness of their learning process.
Take a look at these examples in which teachers have given students choice. 
Patricia 

Please, feel free to add your comments or ask any questions :)