Differentiated instruction strategies for fifth-grade history instruction

¶ … schools have been facing tremendous challenges when it comes to curriculum. This is because there has been the focus at the state and federal levels to increase accountability. Yet, at the same time, many officials are trying to provide educators with a certain amount of flexibility in reaching predetermined objectives. (Fuller, 1962) ("Massillon City Schools," 2012)

As a result, there has been a shift in the kinds of tools that educators' are using to deal with these challenges. To fully understand how this can be achieved requires looking at the way state standards can be augmented with differential instruction. This will be accomplished by focusing on: the strategies, techniques and methods that will be utilized. Once this takes place, is when we provide specific insights that are illustrating how these guidelines can be improved upon to increase the quality of education. (Fuller, 1962) ("Massillon City Schools," 2012)

Grade

The grade that will be focused on during the process is the fifth grade. This is because children are going through rapid physical, intellectual and emotional changes. These different elements are allowing educators need to improve the total amounts of material that is presented to the class. In the future, this will help to introduce everyone to key concepts they will encounter at the higher grade levels. ("Knowing Fifth Graders," 2011)

Subject

The subject that will be focused on is History. This is taught as a way to introduce students to the topic (without having to worry about intense amounts of studying). Instead, a series of key ideas will familiarize students with the basic standards needed to remain in line with curriculum for the State of Missouri.

To introduce the topic, there will be a focus on several different areas that will improve the overall amounts of learning comprehension. These include: verbal, visual, interpersonal, mathematical, musical, naturalist and bodily factors. These different elements will provide specific insights that will show how educators can effectively reach out to students. This is because differentiated education is being utilized during the process. When this happens, teachers have a host of tools to address a wide variety of learning styles. (Armstrong, 2009, pp. 54 -- 72)

Verbal: Verbal is when there is a focus on the different ways an individual is able to learn about and explain a host of ideas (through: having them presented in an oral / lecture format). During this time, there is an emphasis on introducing the idea and then having the student become involved in the discussion. This is designed to improve the total amounts of learning comprehension by using this format as a foundation for presenting key topics. As a result, this activity is a part of the process. (Armstrong, 2009, pp. 54 -- 72)

Visual: Visual is when a series of ideas are presented using different pictures, graphics and videos. The basic idea is for everyone to connect a particular concept with specific images they will see. Once this takes place, is when there is a transformation in how they are able to bond with a student by: placing images with the main ideas. In this history, this will provide a greater appreciation for particular icons and images from studying these areas. When this happens, the student is more enthusiastic about learning various concepts that are presented in class. In this case, the content is based upon the process and the material presented. (Armstrong, 2009, pp. 54 -- 72)

Interpersonal: Interpersonal is when there is an emphasis on having the educator connect with the student on level that is subjective to them. This means applying specific cultural attributes and ideas into their lesson plans. When this happens, students are more enthusiastic about the ideas that have been presented. This is the result of the product and the process (which is increasing the total amounts of collaboration). (Armstrong, 2009, pp. 54 -- 72)

Mathematical: Mathematical ideas will be presented when introducing key dates to the class. This can occur by creating a basic timeline and then having everyone study these concepts in similar fashion to learning mathematical-based principles. This will improve the ability of the individual recognize important dates and understand their significance. When this happens, there is a transformation in way various students are comprehending this information. This is result of specific content that is presented. (Armstrong, 2009, pp. 54 -- 72)

Musical: Music can be used to create a sense of subconscious triggers. During the course of presenting key ideas is when this can lead to improved learning comprehension. As the student will be able to directly connect the concepts with sounds they are hearing. In the future, this will make it easier to apply and retain these ideas. This is the effect of the content and the process working in conjunction with each other. (Armstrong, 2009, pp. 54 -- 72)

Naturalist: The naturalist is where educators are presenting material in format that is comfortable for each student's unique learning style. This means understanding what specific attributes will help the person to comprehend key ideas more effectively. When this happens, there is a transformation in the way teachers and students are able to learn different ideas. In history, this will make it easier to present important concepts and underscore how they led to certain situations. This is a part of the process. (Armstrong, 2009, pp. 54 -- 72)

Bodily Factors: During this step, the educator will need to carefully evaluate how the student is reacting to the material that is presented. The best way that this can be achieved is through using the body language of the person to analyze how motivated they are. Once this takes place, is the point that educators can make adjustments to their strategy and the basic approaches they are using. This is the result of the product. (Armstrong, 2009, pp. 54 -- 72)

These areas are reaching out to students using multiple intelligence strategies. In the case of teaching fifth grade history, this will provide a greater understanding of particular events and the lasting impact they had on society. When this takes place, they will have an appreciation for these ideas. This is the point that they will be able to utilize these concepts in the future.

Big Ideas / Tagline

As a result, there a number of ideas and tags lines that could be used to remain in compliance with state standards. To achieve this objective there are several concepts that should be taken into consideration to include:

The background of students in comparison with Social Studies and History.

Using various tools such as: computers, TV programs and documentaries to increase learning comprehension.

Ensuring that all curriculum is following state standards and improving upon these guidelines.

Utilizing repetition to improve the ability of the student to remember key concepts. The way that this will be achieved is through: taking verbal, visual, interpersonal, mathematical, musical, naturalist and bodily elements into account. (Hoerr, 2000, pp. 1- 8)

These ideas are showing how curriculum can be developed that is building upon the state guidelines. When this happens, students will be more effective in understanding different ideas and the way they can be used in everyday life. Once this takes place, is the point that they will be more motivated to go the extra mile. (Hoerr, 2000, pp. 1- 8)

Essential Questions

To help effectively focus educators, there are specific questions that should be continually asked during the process. The most notable include:

What is the impact of these strategies on the class?

Is there any kind of immediate changes in the individual attitudes?

Are there any students who are continuing to struggle? Why is this happening? What could they do differently to perform better and become more motivated?

How will potential challenges be dealt with in the future?

How will each student be evaluated?

What is the timeframe when these transformations should be occurring?

How can educators deal with a potential student that is disruptive?

What can teachers do to help increase motivation when the content could be very dry for the individual?

These different questions will focus educators on objectively analyzing these changes. 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 solid foundation for studying advanced concepts. 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)