Differentiated Instruction

In Mr. Appleton’s classroom, he does not use differentiation at all. He works hard to prepare lectures and quizzes, but he does not attend to different students’ needs. Mr. Appleton seems to have a hard time paying attention to the different needs of his students, as his classroom is solely lecture based. Not only does this make it hard for students to learn, but it also does not engage them or make them want to be in class and learn the information. Differentiation is important for this reason.

Mrs. Baker’s classroom offers a variety of engagement from graphic organizers, to discussing ancient myths of Rome, to having a choice of 10 different final projects. Unfortunately, it seems as if her attempt at teaching something that will stick with the students for the rest of their life somewhat fails, as there is no concrete information that it seems the students must know. Mrs. Baker could use her different forms of variation to truly drive home important facts about ancient Rome and its various empires. Her level of variety is fantastic, but she lacks “differentiated tasks”.

Ms. Cassell’s classroom is an excellent example of differentiation. She uses different teaching techniques throughout her lessons while also setting clear goals for the students to reach. She gives students clear terms and clear key names to memorize and know by the end of the unit. Students are able to expand their knowledge by working with different types of media and primary sources over the course of their unit.



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