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Differentiation Module
1. What is differentiated instruction?
My first thought of differentiated instruction was that it was basically a different learning
style. For instance, every student learns things differently, and my initial thought, was that
the educator switched up his or her teaching styles to fit the type of learning style for every
student. Now, according to the IRIS Center, it is stated that differentiated instruction is where
educators adjust their curriculum and instruction for all students. It is something that is
evidence-based, and it includes things like assessing readiness, and grouping students for
instruction (Differentiated instruction:Maximizing the learning of all students). While, listening
to the videos and reading the passages, I realized there was numerous ways for educators to
use evidence-based strategies. To give you an idea, educators can use assessment results to
adjust instruction as needed, as well as they can alter assignments to meet the needs of their
students (Differentiated instruction: Maximizing the learning of all students).
Word Count: 154 words total.
2. Describe at least four significant ways in which differentiated instruction differs from
traditional classroom instruction.
There are a significant number of ways in which differentiated instruction differs from
traditional classroom instruction. For instance, educators can use something called a learning
contract. A learning contract is basically between both the educator and the student. It is a
written agreement between both of them, that gives instruction on the work the student will
finish in a certain amount of time. “A learning contract allows teachers to differentiate the
curriculum based on the student’s readiness level or learning profile” (Differentiated
instruction: Maximizing the learning of all students). Another way that educators can
differentiate instruction is by using learning centers. In my opinion, I think this is a great way
to get students to learn. Within the learning centers educators can put interactive activities
that could also help students to better understand material. Learning centers can be worked
individually or in a small group.
Another example would include the educator using a RAFT. A RAFT indicates role,
audience, format, and topic. With a RAFT, there are four columns, and each column shows
the role a student will choose from. A RAFT is a chart that could be used in a classroom as
classwork or be assigned as homework for students. Another final way is having educators
communicate with both students and parents. In my opinion, I believe that communicating
with the students is helpful because it shows the student that you really care about their
success within your classroom, and communicating with the parents could be helpful for both
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the educator and the student. For instance, when you communicate with parents you can let
them know how the student is doing within your classroom, and if they aren’t succeeding
you are able to talk to their parent and find out how they are struggling and if the parents can
do anything to help their child be successful.
Word Count: 308 words total.
3. How can teachers get to know their students? Make sure to include the three
characteristics of students that are important for differentiating instruction and give at
least two examples of how teachers can learn about each.
There are numerous ways teachers can learn about their students. For instance, teachers can
get students to participate in classroom icebreakers or get students to write a journal entry about
themselves. Now, from personal experiences, I have done both. I find both of these effective
when it comes to learning about a student. When getting your students to participate in
icebreakers, you are able to see different things. Teachers are able to see which students like to
give answers, which students don’t want to participate, which students are confident with their
answers, and much more. Now, when teachers get their students to write a journal entry, teachers
are able to look at their students writing as well as teachers are able to visually see what their
students’ interest are, and maybe they can relay some of their students interests into their
teaching. Another thing teachers can do for their students, is get them to complete an interest
inventory. The teacher can ask students questions that he/she would want to know about their
students, and students are able to answer honestly without being put on the spot. This activity
allows the teacher to see what he/she would want to know, and if the class is curious about the
teachers’ answers, they could also ask questions.
Word Count: 214 words total.
4. Ms. Hasbro has taught high school Spanish for ten years. She would like to start
differentiating instruction and needs to make some changes. For each of the criteria
below, provide an explanation of why each of Ms. Hasbro’s classroom practices listed
below is not a differentiated practice AND include a description of what Ms. Hasbro
can do differently with each of them.
Use complete sentences. Each response should be a minimum of one full sentence.
Ms. Hasbro delivers instruction primarily by lecturing:
Why is it NOT Differentiated Practice? What She Can Do Differently!
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Ms. Hasbro delivers instruction primarily by
lecturing is not differentiated practice
because not all students learn the same.
Instead, Ms. Hasbro can choose to switch up how
she teaches a lesson, so that every student can
learn in a way that is capable for them.
Ms. Hasbro does not permit students to retake tests they have failed:
Why is it NOT Differentiated Practice? What She Can Do Differently!
Ms. Hasbro doesn’t permit retakes if the
student has failed is not a differentiated
practice because sometimes students know
better after the first go. They see where they
made mistakes and it helps them when they
go back and review.
Instead, if Ms. Hasbro knows the student wasn’t
going to do to well, then she could possibly offer
a retake. If a student is struggling and have been
struggling the whole unit, then she should be able
to communicate with that student and find out
how she is able to help that student succeed.
Ms. Hasbro records zeros for missing assignments:
Why is it NOT Differentiated Practice? What She Can Do Differently!
Ms. Hasbro recording zeros for missing
assignments is not a differentiated practice
because it instantly drops the student’s grade.
Instead, Ms. Hasbro can print or write out what
the student is missing, and verbally and
electronically inform the student that this is
something they are missing.
Ms. Hasbro groups students at the beginning of the year based on the previous year’s
achievement test scores:
Why is it NOT Differentiated Practice? What She Can Do Differently!
Ms. Hasbro grouping students by test scores
is not a differentiated practice because test
scores do not define how understanding a
student is.
Instead, Ms. Hasbro can either randomly assign
seats for students, or choose an alternative to
group her students.
Ms. Hasbro gives bonus points for classroom participation:
Why is it NOT Differentiated Practice? What She Can Do Differently!
Ms. Hasbro giving out bonus points for
classroom participation is not a differentiated
practice because it’s not challenging the
students.
Instead, Ms. Hasbro can choose to offer bonus
points on things like test to help students that
know they aren’t going to do so well on a test.
Ms. Hasbro gives a test every Friday:
Why is it NOT Differentiated Practice? What She Can Do Differently!
Ms. Hasbro giving a test every Friday is not Ms. Hasbro can make a test after every lesson.
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a differentiated practice because not every
student is capable to learn things within a
week’s span.
This helps the students because they are able to
ask questions throughout the lesson and can
review with the teacher or without.
5. Think back to a class you took in high school. Describe both the class and how the
teacher typically conducted it. Describe five elements that you would change to
make it more differentiated. Explain the change and provide support and reasoning
for making this change. (Make sure to include at least one each for content, process,
and product.)
Description: Back in high school, I took an Algebra 1 class. It was my teachers first year of
teaching, and it was very chaotic. She was a teacher who was very relaxed and allowed us to
come to her about anything. She was close in age to us students, and she was the fun teacher. Her
classroom consists of do-now’s, lessons, activities, and exit tickets.
1. Content Change- Within this area, I would choose to provide a variety of materials. I
believe that focusing on one particular textbook isn’t always the right way. For instance,
hypothetically speaking, there are probably at least two different books that both teach
the exact same thing. Some students may not understand the textbook that is required, but
might understand a different one, that teaches the same thing. Another thing, things like
supplemental materials are just like textbooks instead they are more visual. For instance,
the teacher shows one video, but then a student finds a different video online that helps
them better understand. I would want to be able to show that video in class as well, and
maybe it could help students learn a different way, rather than the way I am teaching.
2. Process Change – Within this area, I would choose to use learning centers. In my high
school classroom, we didn’t use these as much, but I think they are very helpful. Now, if
we are using learning centers it allows students to be able to learn a topic in various
ways. By using learning centers, it could help the teacher and the students because for
one center the teacher could be there and be able to answer questions any students might
have. It could also help the students because it allows for group time with the teacher,
and the students are able to ask questions they want answered.
3. Product Change – Within this area, I would choose to use learning menus. In my
opinion, learning menus allow students to choose anything to come up with a final
product. I feel as though by using these it will give students a better understanding about
what they are learning. Also using learning menus challenges the students, and
challenging our students is something we want to do.
4. Process Change – Within this area, I would choose to use interactive journals. Using
interactive journals could be used for a warmup, homework, or even classwork. It allows
the students to write anything down and the teacher can look over it and provide any
feedback to the student.
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5. Content Change – Within this area, I would choose presentation styles. Since we know
that every student learns differently, I would choose to switch up my teaching to make
my students more successful. Switching up your teaching styles could possibly be
challenging, but that’s a good thing. Teaching is not a routine; everything changes every
single day.
Word Count: 403 words total.
