With the coming into implementation of the plan instruction and, assessment and curriculum for education in the school district has been aligned to this. I am currently serving as a teacher at Hillcrest Elementary School a position I have held for the last seven years. The school has a population of about seven hundred students, in preparatory school through to the seventh grade. Each level has three classes which have a team led by a team leader (Cusumano &Mueller, 2007). Instructional support is offered by a psychologist employed by the school on full time basis, a rereading consultant for the reading program, special education program which is staffed with gifted and talented teacher. In 2010 the school district put into action a balanced literacy program intended to align every school standards with those of the state (Cifuentes, &Ozel, 2006). While this program has been successfully implemented in terms of curriculum and instructional support, Hillcrest Elementary School still has the lowest rate of literacy especially in reading with approximately 35% of the learners scoring minimal and basic scores in the sixth grade WKCE. Description of Objectives To improve proficiency in the implementation of a balanced literacy program in my classroom placing significant emphasis on instructed reading so as to enhance learner achievement aligned to school benchmarks, while at the same time enhancing enjoyment and interest in reading (Lawrence-Brown, 2004). Rationale for the Objectives and the Connection to Self Reflection, Educational Situation, and Standards The school district has been engaged in the implementation of a balanced literacy framework that covers the seven schools in the district. Greater emphasis has been placed upon the training and implementation of writers’ workshop, guided reading and supplementary literacy initiatives incorporated into all K-5 classrooms (Levy, 2008). Hillcrest Elementary School has set benchmarks of the improvement of writing and reading which is based upon school performance data. In my reflection I determined that there was a need to take into account best practices in reading instruction. I recognized a need to acquire more skills in the employment of guided strategies for reading which took into account and focused upon specific needs of individual students (Zmuda, Kuklis, & Kline, 2004). In the past my teaching was primarily targeted at the class as a whole which resulted in a feeling that there was a discrepancy since the high performers felt underworked while the low achievers felt overburdened. An analysis of student performance has portrayed that the low achievers show little improvement while the high achievers many a time complain of a lack of interest in learning as a result of the content not being challenging enough (Gibson, & Hasbrouck, 2008). Plan for Documenting and Assessing Achievement of Objectives I will employ instructed reading in a gradual manner in order to evaluate the progression of student achievement towards proficiency that is aligned to certain grades. Achievement will also be evaluated according to DRA benchmark evaluations administered at the beginning and end of the year. In order to evaluate enjoyment of reading and enhancement of interest, I will
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Differentiated Instruction Research Paper Institution A Description of Pupil Services/Administrative/School and Teaching Situation The school district has experienced exponential growth in the number of students. The district is well equipped with a well developed curriculum that serves different students needs from the talented and gifted, special needs to learners from a variety of ethnic and socioeconomic backgrounds…
The author states that differentiation in the classroom is necessary to fit the needs of each student; but there are also concerns with differentiation. Most are unsure of how to incorporate the differentiate instructions with the larger classrooms of 30 students, specifically with the number of hours required for a school day and year.
The study discusses the process and its importance to gaining and obtaining of new knowledge in the contemporary society compared with other learning methods applicable in knowledge acquisition. Differentiated instruction is the best method of acquiring and providing new knowledge to all students and pupils despite of intellectual ability of the pupil or student.
Teachers are under more pressure than ever to create within their curriculum the ability to teach differentially. This ability for an educator to improve the learning of children is based on their abilities as a teacher. According to the U. S. Department of Education’s 26th Annual Report to Congress on IDEA (Individuals with Disabilities Education Act, 2004) in 2005, around 96% of all teachers have students in their classrooms that have some form of learning disability.
The purpose of this study is to define the approaches to differentiation as well as whether this will benefit students that are learning with specific approaches. The research will provide information from Gardner, Vygotsky and Montessori as some of the researchers working with differentiated instruction. The research conducted to support this paper will help teachers with new skills and knowledge to best support their students in the classroom.
It is a technique that aims to be considerate of each student’s needs. The suggestions stem from research and innovative teaching experience. Indeed, learning is best maximized when respective learning styles are taken into consideration. The site mentions brain-based research, learning styles and multiple intelligences as significant methods.
It is imperative that leaders comprehend the crucial nature of differentiation (Bista & Glasman, 1998). This is lest they fall victim to misunderstanding, which stem from the lack of an intuitive nature to curb issues that always arise. By tailoring the different functions to meet the desires present, one gets to understand an individual’s nature.
The aim is to define differentiated instruction, while looking at the Key principles that are responsible for the professional development and understanding and implementation of differentiated instruction in a higher education institution. The objectives, strategies, assessments and implementation methods of this development plan are culminated to improving the grades of students in school especially those that are not English speaking.
The model operates under the assumption that teachers and children of all categories and types can learn. The second principle revolves around providing children quality children. Furthermore, it centers on expecting, recognizing and rewarding progress. Finally, the model acknowledges that learners will have individual and common needs in every classroom.
n.d; Smith, 2002, 2008). According to Gardener, intelligence can be defined as “a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create
For these reasons, sustainability tools need to be defined which can help measure sustainability through focus, scale, methods etc. (Ness et al., 2007). These tools may, in some cases fail to get the required results due to technological and environmental development
40 pages (10000 words)Research Paper
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