By: Tiffany Hicks

EDU 605
 Differentiated instruction would allow me to
modify lessons to meet the developmental levels of
my students. Provide similar content that caters to
variable readiness and ultimately would aid me to
bring all my scholars to the same learning
objective. Although I currently do not teach, I
eagerly anticipate the application of differentiated
instruction to my classes in order to cater to the
needs of my learners.
 As a teacher, I would be proactive in learning
about my students. The first step in
understanding my varied learners would be to
assess their profiles. Learning about their
academics and interests. Other strategies would
include the use of exit slips & surveys.
The pre-learning activity I would focus on
are Homonyms. Which are words that
sound alike but have different meanings.
Interactive activities would include the use of audio and visual aids. I would utilize
a projector or large screen display to present sentences and words to the class.
Students would then attempt to create similar sentences or create opposites in order
to ensure that they understand context and continue to improve their vocabularies.
 The post learning activity
would be purely reflective
and would include the
collection of exit slips from
students. In this activity
open ended questions would
be asked. The students
would have to answer based
on their personal
understanding of the
content. Exit slips would
also be collected following
this exercise to determine
what future changes could
be made or additions
implemented for future
lessons.
Content
Incorporating visual and audio aids from learning websites would
ensure that my students who struggle with pronunciations and
vocabulary find the lessons more accessible.
Process
This is the process of students rationalizing the information
before it completely becomes theirs. In order to determine the
best process for each individual student, first have to determine
readiness of each of my students to determine their abilities.
Product
As a teacher, I would encourage advanced students to express
themselves beyond the classroom. They could create “vlogs” on
YouTube where they upload content or debates made in the
classroom or post their essays online for other students to read
and comment on.
 Fostering student responsibility makes classroom management
far more effective and creates independent learners.
 Advanced students would have roles delegated to them. They
could pass out materials to their peers at the start of lessons and
also lead sub groups within the class.
 With scaffolding in mind, I would apply a lesson to my
students and then gradually increase the complexity after the
lesson is broken into different components of varying difficulty.
 I would be proactive in learning about my students
ensuring that their needs are met. I would strive to
learn as much as possible about my students
through the utilization of learning profiles, surveys
and exit slips.
 Making my lessons and content student driven to
ensure accessibility and relevance to the students
 To keep improving myself to ensure that I remain
an effective educator. Although differentiated
instruction is well established. The key to properly
utilizing its principles is to adopt new ideas and
keeping an open mind.
 By adopting the principles and concepts
described, I would be proactive in learning
about my students. I would create a welcoming,
inclusive environment where they could learn
based on their previous experiences, learning
styles and backgrounds without bias. For my
future colleagues, I shall share content about
differentiated instruction and other online
resources .The adoption of differentiated
instruction retains the focus on the students yet
also improves our effectiveness as educators.
Castaneda R. 2012 https://www.youtube.com/watch?v=LGYa6ZacUTM

Loeser, J. W. (2013). Differentiated Instruction. Research Starters: Education (Online Edition),

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.

Alexandria, Va: Association for Supervision and Curriculum Development.

Turner, W. D., Solis, O. J., & Kincade, D. H. (2017). Differentiating Instruction for Large

Classes in Higher Education. International Journal Of Teaching & Learning In Higher

Education, 29(3), 490-500.