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EDU 555 Mapping A Route Toward Differentiated Instruction: Marsiah Demie 2012581103

The document describes 3 different approaches to teaching a classroom - Mr. Appleton's traditional lecture-based approach, Mrs. Baker's fun but unfocused activities, and Ms. Cassel's well-planned differentiated instruction. It analyzes each approach and determines that Ms. Cassel's differentiated lessons that engaged and challenged students at their level was most effective at helping students achieve learning objectives. The author agrees with this assessment and recommends that teachers implement differentiated instruction gradually and appropriately based on an understanding of their students.

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114 views

EDU 555 Mapping A Route Toward Differentiated Instruction: Marsiah Demie 2012581103

The document describes 3 different approaches to teaching a classroom - Mr. Appleton's traditional lecture-based approach, Mrs. Baker's fun but unfocused activities, and Ms. Cassel's well-planned differentiated instruction. It analyzes each approach and determines that Ms. Cassel's differentiated lessons that engaged and challenged students at their level was most effective at helping students achieve learning objectives. The author agrees with this assessment and recommends that teachers implement differentiated instruction gradually and appropriately based on an understanding of their students.

Uploaded by

api-274268432
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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EDU 555

MAPPING A ROUTE TOWARD


DIFFERENTIATED
INSTRUCTION
MARSIAH DEMIE
2012581103

CONTENTS
Authors background
Summary
My point of view
Conclusion

References

My name is Carol
Ann Tomlinson

Authors
background

Educator ( 21 years-public school teacher, 12 years-program administrator of special services for


struggling & advanced learners, Virginias Teacher year 1974)
Associate Professor of Education Leadership, Foundation & policy at University of Virginias Curry
School of education
***
Tomlinson, A. C ., (1999).Mapping a Route Toward Differentiated Instruction. Education Leadership ,
12-16

Summary

Issue: - Questioned
Education-instruction
-curriculum/ T&L

Mapping a Route Toward Differentiated


Instruction

Various roads of differentiation


-strong & clear curriculum &
instruction

Author:
-provide 3 classrooms settings( 2 ordinary classroom, 1-alternative
approach)
-different teachers, same subject
- Make analysis & comparison between 3 classrooms setting
- Conclusion
Applying differentiated curriculum & differentiated
instruction in T&L process= Students success, learning
objectives achieved

1) Mr. Appleton
Students reading text book
& take notes
Students answer prepared
questions - end of chapter
Answer questions together
Before test/quiz-teacher
give/inform his students
about what topic will be
included in the test
Teacher ask-student
answer/follow

2) Mrs. Baker
Like to teach in fun &
happy classes
Bring many teaching
aids@ (ABM)
Run various activitiescreating poems,
broachers, etc..
Students freedom-chose
topic

Which one is the best@ differentiated


teacher??

3) Ms. Cassel
Have organized
planning-T&L objective
Well prepared
Mastered-subject field
Doing observation-assist
students
Aware- students
differences
Task given- have
correlation between each
other
Use media & technology
Cultivate the curiosity &
invite wonders
Encourage students
Homework options
Various activities-group
discussion, debate etc.

1) Mr. Appleton
Lack of engagement
Little understanding
Less effectively
** Memorizing > Understanding

2) Mrs. Baker
Some engagement
Little understandinglack clarity
Not meaningful
differentiationactivities is merely
different but not
differentiated

3) Ms. Cassel
Have engagement
More understanding
Effectively
Students achieved
learning objectives
Differentiated
instruction

General opinion:
-Agree with the author( additional comment)
-Every person have their own ways on how to
learn things. ( Different with each other)

Khairul Yusri (2007 )


Individual differences or inequalities mean variation of
the norm group of individuals whether in the nature of
cognitive , emotional , physical , moral , behavioural ,
social or talent and the - the others may be found
among individuals in a group .

Try to see from my point of view


^_^

1) Mr. Appleton
o Traditional system
o More emphasized on
examination results
o Lack of understanding- >
memorizing
o Pressure to success
o 2 consequences:
-Bad- long term uses/quality low
-leak of examination paper e.g.
UPSR paper on 2014
-Good: results- excellent

2) Mrs. Baker
o Have engagement-little
understanding-unclear
instruction-lack information
o Fun & happy
o The learning objective
cannot be achieve
o Only surface of the
knowledge
o Contents low
o Freedom- > studentsoriented
o Teacher confused
o Wasting time

3) Ms. Cassel
o Best example of differentiated
instruction
o Fun & enjoy classes
o Effective
o Based on the understanding of
Confucius ( people differ in their
gifts & talents)
o Know the goal for her students
o Clear about the path
o Scaffolding
o Many activities with clear
instruction
o Indirectly information-extra
knowledge through class
activities/projects
o Full package-teacher

Teach according to the student's ability (as cited in Chin,


2007, p. 1).
Chin, A. (2007). The authentic Confucius: A life of thought
and politics. New York: Scribner.

I suggest to us to become a
differentiated teacher but beware of
the limitation.(dont overthinking on
how to become a differentiated
teacher = lead to the same cases teacher no 2. The moderate one is
better because differentiated
instruction is not an easy job.
(Required planning, step by step)start small
Wisdom
Awareness- responsible, students
readiness, interest, background, types
of learners (- visual, audio,
kinesthetic, etc..
Practices

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