It is at this point when someone can be able to make adjustments that will address any kind of issues while they are small. This is the key when utilizing any of differentiated strategies. As a result, one could effectively argue that these areas will assist teachers in addressing a number of challenges impacting the class and select individuals. (Hoerr, 2000, pp. 1- 8)
The Power of PLCs in Education
PLCs can help to improve the overall amounts of communication and collaboration among stakeholders. The way that this occurring, is through creating standards that educators can take and apply inside a specific environment. Evidence of this can be seen with observations from the U.S. Department of Education. They found that PLCs can help to improve the way differentiated instruction techniques are applied.
Commenting about these transformations actuaries observed, "The project established a professional learning community (PLC) focused solely on differentiated instruction. Teachers, coaches, and administrators from local schools and districts were encouraged to participate in the PLC. Participants received training on how to foster a differentiated classroom and school, develop plans to take the information back to their schools and districts to include in professional development and school improvement plans, and received ongoing support from Instructional Specialists as they move toward a fully differentiated educational environment. The PLCs are providing participants with the tools and knowledge to train colleagues at their own schools, with ongoing support via PLC meetings and online forums. This means that PLC programs are expanding in each of the five years of grant period, to ultimately reach teachers, coaches and administrators." These areas are showing how PLCs are an effective tool in helping to improve collaboration and coordination among stakeholders. ("Differentiated Instruction," 2012)
In the case of fifth grade history, these techniques can improve the ability of educators to build a...
The way that this occurs is the educator will work in conjunction with other professionals to improve the quality. For example, during the process of discussing content that is very dry, teachers can use audio -- visual aids to catch the student's attention. This is when they will become more excited about learning a host of concepts presented.
According to Tomlinson (2005), these ideas can transform the way that everyone sees the material being presented. Once this happens, is the point that they can be able to learn and retain key ideas. What makes this strategy so successful; is using these tools in conjunction with other staff members to improve learning comprehension. It is at this point that they are motivated to go the extra mile and will recall these concepts in the future. This is illustrating how PLCs can improve collaboration. When this takes place, everyone is willing to do more because they are seeing these ideas presented to them in a format that makes sense. (Tomlinson, 2005, pp. 100 -- 137)
References
Differenitated Instruction. (2012). U.S. Department of Education. Retrieved from: http://data.ed.gov/grants/investing-in-innovation/applicant/15076
Knowing Fifth Graders. (2011). Responsive Classroom. Retrieved from: http://www.responsiveclassroom.org/sites/default/files/ET5intro.pdf
Massillon City Schools. (2012). Massillon Schools. Retrieved from: http://www.massillonschools.org/Curriculum.aspx
The Show Me Standards. (2012). DESE. Retrieved from: http://dese.mo.gov/standards/documents/Show_Me_Standards_Placemat.pdf
Armstrong, T. (2009). Multiple Intelligences. Alexandria, VA: ASCD.
Fuller, E. (1962). The Role of Government. ASCD. Retrieved from: http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196205_fuller.pdf
Hoerr, T. (2000). Becoming Multiple Intelligences. Alexandria, VA: ASCD.
Tomlinson, C. (2005). Differentiation in Practice. Alexandria, VA: ASCD
