Reflection Week 8 EDUC 6714

Reflection of Practice

Dr. Tomlinson defines differentiated instruction as having one clear set of goals with different support systems or different avenues to meet the variances of students needs (Laureate, 2009). Tracy Hall explains that differentiated instruction encourages the teacher to be flexible and sensitive to the needs and learning preferences of the student and adjust curriculum and presentations more effectively for the student (Hall, T., Strangman, N., & Meyer, A. , 2003). The three key elements to pursue in differentiated instruction is student readiness, learning profiles and interest. Technology allows us to differentiate our instruction, practice and assist in discovering the needs or learning styles of our students in a more efficient manner.

Customizing a classroom to meet the needs of the diverse learners that we encounter each day is a difficult task. One adjustment that can be made is the task to know your students interest, learning styles and readiness skills. Technology tools such as Survey Monkey allows us the flexibility to receive input from our students and parents on how they learn and what their interest are in order to develop meaningful and engaging lessons. Next school year I plan to utilize the surveys that were created in this course Interest Survey,Learning Styles Survey, Multiple Intelligences Survey,Learning Profile) to motivate, engage and clarify learning targets early in the year and build flexible learning groups.
Dr. Tomlinson makes the statement that as we differentiate instruction we need to “teach up” begin with our mass academic level and work up (Laureate, 2009). This was very enlightening. I have been consumed and overwhelmed with catching- up the students and filling learning gaps and I have missed the opportunity to challenge my students to reach for the stars. I plan to implement more challenging technology opportunities such as assimilation, interest centers, and collaborating learning communities outside my classroom walls. We have received permission to join ThinkQuest http://www.thinkquest.org/en/ and ePals http://www.epals.com/ . Allowing my students to work with other students outside our community will provide enrichment and global communication skills to become a 21st century learner and employee.

I will also provide projects that vary from scaffold PowerPoint templates to Photostory to podcasts written, directed and produced by students. Last week, a group of boys requested to rewrite the “rock cycle song” into a rap. They practiced and performed for their peers and they made a real world connection to and the science content. Allowing students to work in their strengths music, verbal and kinesthetic intelligences enhances their motivation. We are working on posting the song video to our webpage for review by others. We are developing a digital team to capture our learning moments and post on our web site. I also plan to utilize a team of “Peer Tech Experts” that assist in the use of technology so that I can be free to teach the content not just delivery of technology. Changing the mindset of delivery and execution of materials and process will allow my students take ownership of the material, concept, and content.

Another adjustment I have made is to develop my skills in the Smart technology we have in our classroom. I am learning to use the Smart Recorder and Smart Video Player components in Smart Notebook. I can record lessons so that students can review material that they missed due to absence or need remediation. I can show the steps to division, multiplication or build a timeline. The SmartBoard allows me to address the visual, auditory, and kinesthetic learners all in one lesson or resource. Technology such as SmartBoard allow me to incorporate videostreaming, Brainpop and specific activities to build the individual, small group or whole group needs with instant reinforcement, feedback and targeted goals. Technology allows us to open our classrooms to the world and personalize for our class and individual students.

Reference:
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

Laureate Education, Inc. (Executive Producer). (2009). What is Differentiated Instruction?(DVD). Assessing Students. Baltimore, MD: Author.

Surveys:
Interest http://www.surveymonkey.com/s/WXR77SK
Learning Styles Survey http://www.surveymonkey.com/s/WN8C87C
Multiple Intelligences Survey http://www.surveymonkey.com/s/SNWZYQ7
Learning Profile http://www.surveymonkey.com/s/WX8HGPG