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Differentiated Instruction is an approach to education that is increasingly taking hold in the earlier stages of primary education. This proceeds from the understanding that all individuals learn, integrate and apply knowledge differently. This is true of learners at all ages.
The lesson plan here employs such strategies as they apply to a classroom of 3rd graders. The average age of students here is 9 and most students are believed to be of generally proficient learning capability. This approach denotes that because all learners tend to identify patterns and integrate knowledge in their own unique ways, a successful classroom is one that offers a wide variance of approaches to delivering a lesson on a subject such as the 50 States. It is thus that Hall refers to "the importance of providing multiple, flexible methods of presentation when teaching pattern" and goes further to note that "no single teaching methodology for pattern recognition will be satisfactory for every learner." (Hall, p. 1) So in the basic presentation of knowledge, a number of strategies will be employed that combine audio, visual and conceptual information to discuss the 50 states. The use of a map is essential to this process, but should be complimented by the use of available educational and popular music outlining the 50 states. Many examples exist of this type of audio content. This should additionally be supplemented by the use of flash cards which connect each state to a key landmark or state symbol. These flash cards will be used to promote a quiz-based game on the states thereafter.
Goals of the Lesson:
The lesson plan laid out here is contextualized by the Geography discipline with a specific focus in this unit on the 50 States. The primary goals of the lesson are to: teach students to identify all 50 States; to teach students to identify their geographical arrangement; and identify states according to key landmarks or other identifying symbols. The overarching goals is to help students connect the geographical and cultural characteristics of the 50 States and the U.S. At large.
Assessments to Be Used:
The primary assessments used will be a quiz game to drive in-class participation; a group puzzle project with instructional support; and individual projects in which each student selects and reports on a state.
Differentiated Instructional Strategies:
One of the primary strategies that will…
Works Cited:
Focus on Effectiveness (FOE). (2005). Differentiated Instruction. NETC.org.
Hall, T.; Strangman, N. & Meyer, A. (2009). Differentiated Instruction and Implications for UDL Implementation. National Center on Accessible Instructional Materials.
Williams, K. (2010). 8 Lessons Learned on Differentiating Instruction. Scholastic.com.
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in
Thus, the idea of inclusion was born, an idea that suggests students with special needs be paired alongside students who are gifted, students with different cultural and ethnic backgrounds, and students who have different modes of learning (Tomlinson et al., 2003). Despite this, evidence exists to suggest that the self-contained special education classroom still serves the needs of many students with special needs, suggesting that fears related to special education
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Teachers should not try to do everything at once but start with highest priority first and work with a collaborative team to set goals. Best Advice The best advice is for teachers to reflect on what it will take to incorporate differentiated instruction. Next, teachers need to evaluate the curriculum with a survey including what students should know, what most know, and what standards they must be held accountable for. Furthermore,
Therefore, the purpose of this study is to determine the extent to which special training addressing how to effectively identify the correct needs of the students, without the intrusion of personal bias, will improve the academic outcomes of elementary school students. Because this is a quantitative study, academic outcomes will be measured in terms of test scores on a standardized test designed for grades 2 through 4. Research Design and