Diversity and Differentiation Discussion Thread EDUC 303
Challenges within a classroom setting can be many when it comes to learning, whether
first or tenth year. However, the three that I can remember through reading chapter 4 and relate to
from my time in school are comprehension, Interpretation, and translation. Comprehension's
basic idea is for students to understand the material, not just memorize it (Orlich, D.C. et al.,
2018). Understanding the meaning of words is in the comprehension category. Interpretation
involves the student's ability to identify and comprehend the significant ideas in communication
and understand their relationship (Orlich, D.C. et al., 2018). I believe the best way to explain
Interpretation is one question with one answer read to many people, and each person gives you a
different answer. Translation involves changing ideas from one form of communication into a
parallel form while retaining their meaning (Orlich, D.C. et al., 2018). Without appropriate
translation, reading a graph and making a point through pictures can prove complicated. 2 Peter
1:20-21(ESV), "knowing this first of all, that no prophecy of Scripture comes from someone's
own Interpretation. For no prophecy was ever produced by the will of man, but men spoke from
God as they were carried along by the Holy Spirit".
These three challenges of Comprehension, Translation, and Interpretation mentioned in
the previous paragraph seem to be the essence of diversity. Let us use comprehension preparation
for reading as an example. A thorough rhetorical approach to the framework requires that
students be taught both theoretical knowledge of reading and practice reading comprehension
strategies to overcome the all-too-common comprehension problems for both single texts and
syntheses of multiple texts or readers (Mary, B., 2017, p.71). To minimize these common diverse
differences, the teacher creates a strategy within these seven elements of Questioning, Activating
Background Knowledge, Using Sensory Imaging, Predicting, Determining Main Idea, Using Fix-
Up Options, Believing/Doubting Game to reach students of diverse cultures, belief, language,
and comprehension levels (Mary, B., 2017, p. 72-82). It is worth a teacher's time and effort to
ensure that all students understand an idea before you ask them to use it in more complex
activities (Wiggins & McTighe 2008). Teachers guide learners in actively processing information
and exploring new possibilities.
Word count: 360
References
Bible Study Tools www.biblestudytools.com/esv/
Mary, Snyder Broussard. Reading, Research, and Writing: Teaching Information Literacy with
Process-Based Research Assignments, Association of College, and Research Libraries,
2017. ProQuest Ebook Central, p71
http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=4845046.
Orlich, D. C., Harder, R. J., Trevisan, M. S., Brown, A. H., & Miller, D. E. (2018). Teaching
Strategies: A Guide to Effective Instruction – with access (11th ed.). Boston, MA: Cengage.
ISBN: 9781305960787
