gtag('js', new Date()); ). Do I take the time to reflect on student learning? UDL elements in a differentiated instruction mathematics lesson However, my mind is always on teaching children. The very nature of differentiated instruction demands flexibility. Assessment is the element that steers instruction in the differentiated classroom. I taught first grade in 1966 when I was still 20 years old. Forty years ago, Tomlinson says, the focus was on individualized instruction. Are there routines that I can modify or add that will better facilitate multiple instructional situations simultaneously? The Elements of Differentiated Instruction Although it is not the goal of this course to examine the key elements of differentiation, reviewing these elements will ensure that all participants are speaking the same language in regard to this instructional process. Best of luck to you! What instructional strategies can I add to my teaching repertoire? I retired 5 years ago after 24 years as a teacher, 2 years as an administrator, and 20 years as a counselor. (function(w,a,b,d,s){w[a]=w[a]||{};w[a][b]=w[a][b]||{q:[],track:function(r,e,t){this.q.push({r:r,e:e,t:t||+new Date});}};var e=d.createElement(s);var f=d.getElementsByTagName(s)[0];e.async=1;e.src='//marketing.readinghorizons.com/cdnr/81/acton/bn/tracker/26268';f.parentNode.insertBefore(e,f);})(window,'ActOn','Beacon',document,'script');ActOn.Beacon.track(); I am inspired reading your bio. differentiated instruction, professional development, teaching reading. While you will receive great amounts of satisfaction as you see the impact your efforts will make in the lives of the students you teach, the road may seem quite bumpy at times. Then I laughed to myself and said, "Will I ever have a mind to stop teaching?" I am renewing my certificate, once again, so that I may continue teaching, mentoring, and/or volunteering in a school district where I know my experience and skills and positive energy would be welcomed and appreciated. Rather than being overwhelmed by the fact that the ability to differentiate instruction is an ongoing pursuit, challenge yourself to choose one area for improvement to focus on in the coming school year. ~��������o����~4���A���x1>�w֕�?j��A���S���!o�2�4?��'o���`vz0Ó�W?�fx�~b��7_���g}1>�W�rX�`O�|Xx��Y�{������q����J�g�Q�J^��){���3����N��'���r���L��־���{^��u��튱j�Ԝs�g��;��qח��8h{X��+F�P=��|�w��}��\��3�L߲�P���`"��`=���C}[�U!��U�����JP+՜C"�:NT��=���R�'���Z�X؝d���W�r"�?�;�=)���M��TL+C��\�w`\��2$׻��-�e�/��rB�H4�!=W��-������\%E/�UF�D�6�� K>�e�\��)�h�5��p�����TU��R$��4�I���Gc'1��Xy\ʈB��W�V��n؈ԁ�ɲ��QĤq�?�� Understand the key elements of differentiated instruction Be able to differentiate instruction based on students’ readiness level, interests, and learning needs Be able to differentiate instruction for three main instructional components: content, process, and product Have the knowledge to evaluate and grade differentiated products decodable and leveled text, whiteboards and markers, technology, etc. What you saw in your “visit” to my classroom are practical ways I differentiate to improve my students’ literacy. This is also an area that will change from year to year in response to ever-changing resources (scheduling changes, class-size, instructional programs, human resources, etc.). Learning environment refers to both the physical and the affective climate in the classroom. Few students enter a classroom at the outset of a new school year asking, "What can you teach me about grammar?" The more tools you have in your box, the better prepared you will be to teach each student in the way that will reach them. 1-800-333-0054 (Toll Free)1-801-295-7088 (Fax) info@readinghorizons.com. Considering all of those changes, remember, the most important resource that you have is YOU! What are the key elements of differentiated reading instruction? This modification is guided by the teacher‟s understanding of student needs—the students‟ readiness, interests, and learning profile. They recognize you and tell you what you have done for them! The hope is that it will lead to a more appropriate solution for the student. window.dataLayer = window.dataLayer || []; I am a hiker and paddler, originally from Florida. gtag('config', 'UA-5451950-2'); Key Elements of a Differentiated Classroom Module Welcome Reading Key Elements from ECE 109 at University of California, San Diego Given the preceding information, here are some questions to ask yourself when analyzing differentiation in your classroom: What am I doing to increase, update, or clarify my knowledge of the content that I teach? Without good teachers this world would be in chaos. So, let’s talk differentiated reading instruction. I don't believe so because I now teach the women's adult class at my church. The more you know about the subject you are teaching, the more you will know how to differentiate instruction for that subject. Differentiated instructions 1. I am still passionate about literacy, the arts, and free medical and education for all. There are many areas that you can explore such as multisensory instruction, direct instruction, brain-based learning, English language learning, the importance of feedback, flexible grouping, and when it is best to use individual, small group or whole group instruction (most teachers use a variety of groupings within each school day). It is the "weather" that affects everything that happens there. As you refine instruction for each student you will reap the rewards of success for each student and a greater level of professional satisfaction. Differentiated Instruction Identifying Components/Features According to the authors of differentiated instruction, several key elements guide differentiation in the education environment. Product—the method students use to demonstrate learning. 1. Barbara and Tina, Instruction can be differentiated through its key elements: content, process, outcome/product, and learning environment. << /Length 4 0 R /Filter /FlateDecode >> For example, differentiating instruction is NOT delivering the same instruction, in the same way, to multiple groups of students (if that were the case, whole class instruction would suffice). Then one day I said, "What the heck, why not, maybe I will teach again." // , //