The students' brain mature at different times, therefore, it is crucial for a teacher to understand and implement differentiated instruction
Differentiated instruction is where all students' needs are taken into consideration (Cecil, Gipe, Merrill, 2014)
In my classroom I will differentiate in the three following ways:
A classroom where the teacher differentiates it allows for more leaning to happen. Through differentiation, the teacher instruct students based on their individual needs and it allows students to reach their full potential. Thus it is important for the teachers to know their student’s individual needs in order to plan for lessons that reach out to all type of learners and that have different needs. Example of differentiating the content: During my field experience placements, I was able to see how my mentor teacher differentiated the content. My mentor teacher varies the spelling words the students needed it to learn based on a spelling pre-test that the students took. By varying the spelling words the students did not learn the same words but they learn words appropriate to their needs. I also differentiate the content on spelling patterns and rules lesson. For the gifted and talented students, I asked them to come up with four words with the VCCV pattern and write a sentence with that word. For two ELLs and one sped student I asked them to come up with three words with the CVC pattern and write a sentence with that word. Example of differentiating the process: I was also able to differentiate the process by giving the two ELLs and the one SPED student an activity that helped them mastered the objective. I gave them a matching game where they were matching the images with the CVC words. The other students worked on a VCCV vs. CVC word sorting activity. Example of differentiating the product: Although all students were creating a flap foldable to write their words and their sentences, I asked for the two ELLs and the SPED student to create a three flap foldable while the other students created a four flap foldable with a syllabication division cut.
Brain-based aspects such as the unique brain, the problem-solving brain, the maturing brain, the adaptive brain, and the emotional brain promote critical thinking (Jensen, 2005). Understanding the brain-based aspects it will help me as a teacher plan for accommodations for the students that have difficulty learning. All human brain is unique because of both prenatal differences and postnatal experiences (Jensen, 2005). Each student is a different case because their brain can be at different maturity level although their the same age. Since I have acquired knowledge on brain-based learning it will allow me as a teacher to give students more time to master skills based on their individual needs, allow more time to reteach, and provide additional classroom support. I understand how past experiences also play an important role in the student's learning, therefore, my instruction will not only be explicit but differentiated to support individual needs of the students in order to help them achieve their full potential. As a teacher is critical to know that there are many factors that affect the learning of the students such as:
Exposure to abuse, neglect, drugs, trauma
I will make sure that my lessons reflect on the seven critical factors in the learning process. Jensen (2005) stated that the seven critical factors in the learning process are more a function of the brain design than what the environment provides. The 7 critical factors in learning:
Cecil, L. N., Gipe, P. J., Merrill, M. (2014). Literacy in grades 4-8. Scottsdale, Arizona: Holcomb Hathaway, Publishers, Inc.
Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum.
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