Education Select and Discuss a

Education Select and discuss a pre-assessment and post-assessment that would differentiate instruction to support multiple intelligences. How would you use feedback from these assessments to reflect upon and modify instruction within a gifted class? Make recommendations to colleagues about how differentiated instruction would help them in their teacher role as well as how it might improve outcomes for students. To support multiple intelligences in a pre-assessment format requires focusing on the backgrounds and learning styles of the students. This is when differentiated instructional techniques can reach out to everyone.

The way that this would occur is through providing a basic background in a traditional classroom setting. Then, utilizing specific tools to improve the amounts of learning comprehension such as: audio, visual and online. This will help students to understand how these skills can be used in the real world. Once this takes place, is when they will apply these ideas in the future. (Heacox, 2002, pp. 67 -- 129) The basic tool that would be utilized during the pre-assessment process is: anonymous surveys.

This is when students will discuss their current views about learning and the school environment. These responses will be compared with the grade point averages and achievement scores of the school. This will provide some kind of background information about: how motivated students are towards learning and the effect of these views on academic achievement. (Brown, 2004, pp. 34- 64) (Sonnenberg, 2012, pp. 39 -- 46) (Lazzarri, 2009, pp. 27 -- 34) (Desimone, 2004, pp. 1 -- 22) During the post assessment process, is when a new survey will be conducted.

This is determining the impact of using different kinds of tools and techniques in reaching out to students. The responses will be compared with: the grade point averages and achievement scores to see the effect on select areas. This helps to determine if the current approach is working and analyze where improvements need to occur. (Brown, 2004, pp. 34- 64) (Sonnenberg, 2012, pp. 39 -- 46) (Lazzarri, 2009, pp. 27 -- 34) (Desimone, 2004, pp. 1 -- 22) The feedback from these assessments can provide educators with a way of determining potential weaknesses and dealing with them while they are small.

This allows the teacher to reflect upon the strengths and identify possible challenges. It is at this point that new techniques can be augmented with this strategy to address these issues. This is when the approach will be able to increase learning comprehension. Inside a gifted classroom, these tools are allowing educators to create customizable solutions that are addressing everyone's needs. The Library and Media are playing vital role in the process by providing educators with the solutions to achieve these objectives.

This makes their teaching methods more effective through working in conjunction with each other. (Brown, 2004, pp. 34- 64) (Sonnenberg, 2012, pp. 39 -- 46) (Lazzarri, 2009, pp. 27 -- 34) (Desimone, 2004, pp. 1 -- 22) Once this takes place, is when educators need to be communicating with colleagues and administrators about the usefulness of these techniques. The best way that this can be achieved is through forging alliances with individuals who have similar beliefs. This will improve coordination and encourage others to share their ideas.

Once this has been established, is when educators must work with administrators to introduce specific techniques into the classroom. While at the same time, the strategy is staying within the state and federal guidelines for curriculum. (Brown, 2004, pp. 34- 64) (Sonnenberg, 2012, pp. 39 -- 46) (Lazzarri, 2009, pp. 27 -- 34) (Desimone, 2004, pp. 1 -- 22) To evaluate various changes, the use of different surveys will decide if the strategy is effective in reaching a host of objectives. This will allow everyone to see where potential weaknesses need to be addressed and quickly adjust with them.

When this happens, the total amounts of learning comprehension will increase dramatically. The reason why is because teachers are using different tools to reach out to students. At the same time, they are seeking out new ideas and want to deal with any kind of problems quickly. Once this takes place, is the point that students will remember and apply the concepts they are taught. (Brown, 2004, pp. 34-64) (Sonnenberg, 2012, pp. 39 -- 46) (Lazzarri, 2009, pp. 27 -- 34) (Desimone, 2004, pp.

1 -- 22) Task 2: How are adjustable assignments, compacting, and grouping used in differentiated instruction? Provide a brief summary of each as well as a strategy for implementing each discussed in the reading. Imagine that you are providing professional development on these topics.

Which strategies from your reading would you use? Which strategies would you omit if time constraints did not permit you to use all of them? How would you assess their understanding and implementation of the training? Adjustable assignments, compacting and grouping are used in conjunction with one another to improve the quality of education. This is accomplished through using each method to increase the student's comprehension of key concepts. In differentiated instruction, this is addressing individual styles of learning through various formats. (Gregory, 2007, pp.

71- 86) Adjustable assignments are when there is a focus on understanding different skill sets of the student and identifying potential strengths / weaknesses. The way that this can be implemented, is by pre-assessing individual capabilities through: quizzes and other formats. Compacting is when specific curriculum is presented to the student that will address their different strengths and weaknesses. In the classroom, this can be implemented by offering specific subjects that will challenge gifted students or help to provide further explanation.

Grouping is having all of the students learn together based on their personal / social attributes and ability to understand the material. The basic idea is to have someone studying with their peers (who will stimulate further educational discussion). The way this is used in the classroom is to have group discussions based on the content and material that is presented. Gregory, 2007, pp. 71- 86) As a result, the two strategies that educators should rely on are adjustable assignments and compacting.

One possible approach that could be omitted for time constraints is the group-based technique. This is because these kinds of discussions could take time on a limited amount of topics. The way that the understanding of the material can be determined is through focusing on specific areas. To include: an improvement in grades, individual attitudes about learning and in the kinds of discussions they are having on a host of issues. (Gregory, 2007, pp. 71- 86) Task 3: Chapter II-6 of your text discussed several graphic organizers for student success.

Which of these have you used with students? Which of those that you have not used would you try in a classroom? How can you differentiate instruction with graphic organizers? Discuss a concept that is important to you. Which graphic organizer would you use to teach this concept to your co-workers? Various graphic organizers that have been used before with students include:.