Planning Learning Strategy for Differentiated Instruction

 

Planning Learning Strategy for Differentiated Instruction

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Abstract

Every student has a unique learning style, necessitating the need for a diverse and inclusive classroom. It is my duty as a teacher to make certain that the instructional materials and learning environment I use in the classroom meet the needs of my students. In contrast to the tactics or learning techniques that were taught this week, I would want to speak about differentiated instruction since it enables students to choose learning materials from a variety of possibilities in the classroom that are in line with their interests (Hall, Strangman, and Meyer, n.d.). The three components of individualized instruction—content, method, and products—would enable me to concurrently identify my student's learning preferences and strong points (Tomlinson, 2000).

Differentiated instruction for learning

Differentiated instruction is a teaching strategy that customizes lessons to each student's unique learning needs because they all have distinct needs, educational backgrounds, attention spans and interests, language abilities, and cultural backgrounds (Chessineducation.org, 2022). Many teachers place a great emphasis on differentiating education to fit the requirements of all students to enhance learning in the classroom. Planning is essential for the successful implementation of differentiated instruction, including the content, procedures, and end products. The teacher should take the student's readiness, interests, and learning preferences into account while making sure the learning environment is appropriate.

Content Planning

Before I start to plan the curriculum, I should first ascertain the particular information and skills that pupils must possess. These are the things that various evaluations use to evaluate and quantify. I should break down my students' skills and concepts by giving straightforward exercises based on the student's abilities and the levels of Bloom's Taxonomy to monitor student learning progress and identify areas of additional support for learners who have significant gaps in their knowledge and learners who are ready for complexity beyond the lesson's content expectations (Weselby, 2021). The student's interests and passions may be related to or provide context for applications of the curriculum, so I should find out more about them now. I should do this by letting my pupils read the text and answer a few simple questions regarding the topic. Second, I'll have them match the worksheet's definitions to the worksheet's key terms from the book. Then, the teacher will ask the class to compare and contrast their viewpoints on the matter with the details they had learned from the text. I can also employ techniques like K-W-L charts to determine what knowledge students already possess on a subject (McCarthy, 2021). The information gathered will reveal the students' interests and pursuits, which may relate to or provide context for how the curriculum is applied.

Process Planning

Process refers to the various ways in which pupils interpret the material. I should give my students several options and possibilities through a variety of activities so that they make sense. I can differentiate instruction by doing this, and by using the procedures that make up the lesson. I should start by separating one activity. Most class activities can be differentiated as comfort level and experience increase. The process at this point should be centered on the material opportunities and challenges for the students based on their readiness, interests, and preferred methods of learning. I can utilize the "Learning Stations" technique to conduct the exercise in my classroom. To do this, I must set up four stations and divide the class into four groups. Students will be required to work at their assigned stations following the questions posed in each group. Students will arrive at their designated stations and start working with their group members as the program progresses. They will view videos at Station 1, listen to audiobooks at Station 2, make artwork at Station 3, and read articles with illustrations at Station 4. After completing their tasks at their stations, they will have to switch to the other station and learn the subject there. They continue until the four designated stations have been completed.

Product Planning

The objects or the final presentation that students produce to demonstrate their knowledge and lack thereof are known as products. Small and big format items include reflections, dialogues, multimedia, social media tools, and performance assignments (McCarthy, 2021). For instance, each station takes a distinct method to help students learn the ideas or abilities related to the subject. Here, differentiation is centered on how to take advantage of what is known about the possibilities and challenges pupils face in terms of content. For a better result the next time the activity is carried out, I should plan using at least one of the learner access elements: preparedness, interests, and learning preferences. These encounters ought to cover everything from practice to learning to progress evaluations. I'm using the same material in the task above but utilizing other educational philosophies (Weselby, 2021). The aforementioned activity also features independent operation for each station. By trying diverse approaches to studying the same information through numerous, naturalistic, and intrapersonal intelligence, they gain fresh knowledge and experiences.

Conclusion (Way Forward for Further Planning)

Based on the activities conducted, I should evaluate the development my students demonstrated throughout those activities and make plans to differentiate instruction to meet their needs in a way that is consistent with the lesson objectives. To satisfy each student's unique needs and guarantee success, I think I should keep researching to determine each student's readiness, interests, and preferred methods of learning.

References

Chessineducation.org. (2022). Differentiation: A variety of teaching techniques and lesson adaptations. https://chessineducation.org/theory-2/

Hall, T., Strangman, N., & Meyer, A. (n.d.). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. https://sde.ok.gov/sites/ok.gov.sde/files/DI_UDL.pdf

McCarthy, J. (2021). A Practical Guide to Planning for Intentional Differentiation. https://www.edutopia.org/article/practical-guide-planning-intentional-differentiation/

Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. https://www.readingrockets.org/article/what-differentiated-instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20successful%20approach%20to%20instruction.

Weselby, C. (2021). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/