Means by which you can differentiate a content presentation

                                                        

In order for teachers to differentiate their learning they have to incorporate new ways to help or challenge their students. First teachers need to classify which types of learners they are working with.  Teachers can do this on their own or actually benefit from working with other teachers by gaining different perspectives and strategies. In order for differentiation to be effective you must be involved and engaged in the process. This is something where your input is necessary and your thoughts and goals must be clear. To be an effective teacher you must be open to others views, be willing to share your ideas, listen to other people’s ideas, and focus on the outcomes best for the students. Differentiate instruction has become a key factor of effective schools and a necessity for successful inclusion. The fact is that teachers and students will both benefit from a successful differentiate in the classroom.  The common goal we as teacher need to realize is to understand what our students need and how to work together to help them.In preparing a lesson we can try to integrate new ways to gauge for a student’s understanding and learning.Let’s take for instance the following groups and how we set apart some activities for these learners for our activity. As a class we often go over stories in book and have numerous activities that follow. However, there are things I can /do as a teacher to help all my students.

A. English Language Learners -   I can differentiate learning activities by

·               ·         Phonemic awareness

Phonemic awareness discusses to the ability to recognize and use these phonemes in spoken words. It is also the understanding that the sounds of spoken language work together to make words.

•      Phonics

Phonics is the understanding that there is a predictable relationship between phonemes. Readers use these relationships to recognize familiar words and to decode unfamiliar ones.

•        Vocabulary development

Vocabulary development states to the information of kept information about the meanings and pronunciations of words necessary for communication. Vocabulary development is important for beginning reading in that when a student comes to a word and sounds it out, he or she is also determining if the word makes sense based on his or her understanding of the word.

•              Reading fluency, including oral reading skills

Fluency is the skill to read words correctly and swiftly. Fluent readers identify words and understand them all together. Reading fluency is a critical factor necessary for reading comprehension.

•       Reading comprehension strategies

Reading comprehension is the result of all of the reading skills and the last goal of learning to read. The purpose of mastery of each of the four prior skills is to enable comprehension. 

B. Special Needs Students

      · Offer oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not improperly prejudiced by lack of reading ability.

       · Arrange for learning disabled students with regular progress checks. Let them know how well they are developing toward an individual or class objective.

      · Give instant feedback to learning disabled students. They need to see rapidly the relationship between what was shown and what was understood.

     · Make activities short and quick. Long assignments are mostly trying for a learning disabled child.

    · Learning disabled youngsters will benefit if you provide them with concrete objects and events. Things /items they can touch, hear, smell

                                               

C. Advanced or Gifted Learners 

•    Anchor Activities – Offer student with significant activities that can be finished independently. Used as a managing tool for early finishers and small group instruction.

•    Activity Menus – Join in student choice, different levels of thinking, & multiple intelligence. Menu might focus on a concept or can cross topic areas.

•     Flexible grouping permits for students to move in and out of groups based on need, ability, interest, etc.

•      Peer Teaching – Use carefully. Make sure the student has mastered the topic and is able to help others.

•      Cubing – Allows you to monitor student thinking in multiple directions and to separate process and product for students of changing capabilities.