Specific Teaching Strategies to Differentiate Instruction

Research shows that one of the most effective ways to meet all learners needs is to differentiate instruction. Many teachers use differentiated instruction strategies because it allows them to engage their students by accommodating each students unique learning style. However, when you have a large group of students, it can be tough to keep up with each child’s individual needs. It takes time to come up with, and implement differentiated activities.  To help keep the workload manageable, teachers have tried a variety of strategies, from tiered assignments to choice boards. Here are a few more teacher-tested teaching strategies to differentiate instruction in your elementary classroom.   Choice Board Choice boards are activities that give students options as to what activities to complete to meet class requirements. A great example of this comes from a third-grade teacher named Mrs. West. Mrs. West uses choice boards with her third-grade students because she feels it is the easiest way to differentiate instruction while keeping her students engaged. While choice boards can be set up in a variety of ways (student interest, ability, learning style, etc.) Mrs. West chooses to set up her choice boards by using the Multiple Intelligence Theory. She sets up the choice board like a tic tac toe board—in each box she writes a different activity and asks her students to choose one activity from each row. The activities vary in content, product, and process. Here is an example of the types of tasks she uses on her students choice board. Choice Board for Multiple Intelligences: Verbal/Linguistic – Write instructions on how to use your favorite gadget.Logical/Mathematical – Design a map of your bedroom.Visual/Spatial –   Create a comic strip.Interpersonal-   Interview a friend or your best friend.Free ChoiceBody-Kinesthetic - Make up a game.Musical – Write a song.Naturalist – Conduct an experiment.Intrapersonal – Write about the future. Learning Menu Learning menus are much like choice boards whereas students have the opportunity to choose which tasks on the menu that they would like to complete. However, the learning menu is unique in that it actually takes the form of a menu. Instead of having a nine square grid with nine unique choices on it, the menu can have an unlimited amount of choices for the students to choose from. You can also set up your menu in a variety of ways, as mentioned above. Here is an example of a spelling homework learning menu: Learning Menu for Homework: (Students choose one from each category)Appetizer - Sort spelling words into categories, choose three spelling words to define, highlight all vowels.Entree - Use all spelling words to write a story, write a poem using five spelling words, write a sentence for each spelling word.Dessert - Write your spelling words in ABC order, Create a word search using at least five words, use a mirror to write your spelling words backward.   Tiered Activities In a tiered activity, all students are working on the same activity, but the activity is differentiated according to ability level. A great example of this type of tiered strategy is in an elementary school classroom where kindergartners are at the reading center.   An easy way to differentiate learning without the students even knowing it  is to have the students play the game, Memory. This game is easy to differentiate because you can have beginning students try to match a letter with its sound, while the more advanced students can try and match a letter to a word. To differentiate this station, all you have to do is have different bags of cards for each level, and direct specific students to which cards they should choose from. To make differentiation invisible, color-code the bags and tell each student which color he/she should choose. Another example of tiered activities is to break the assignment into three sections using varied levels of tasks. Here is an example of a basic tiered activity: Tier One: (Low) - Describe how the character acts.Tier Two: (Middle) - Describe the changes the character went through.Tier Three: (High) - Describe the clues that the author gives about the character. Many elementary school teachers find that this differentiated instructional strategy is an effective way for students to reach the same goals while taking into account each of their students’ individual needs. Adjusting Questions Many teachers find that an effective questioning strategy is to use adjusted questions to help them differentiate instruction in their classroom. The way this strategy works is simple—you use Blooms Taxonomy to develop questions starting with the most basic level, then moving towards the more advanced levels. Students at varying levels are able to answer questions on the same topic, but also at their own level. Here is an example of how teachers can use adjusted questing to differentiate an activity: For this example, the students had to read a paragraph, then answer a question that was tiered to their level. Basic learner - Describe what happened after...Advanced learner - Can you explain why...More Advanced learner - Do you know of another situation where... Flexible Grouping Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them. Depending on the purpose of the lesson, teachers can plan their activities based on a students’ attributes, then use flexible grouping to group students accordingly. The key to making flexible grouping effective is making sure the groups are not static. Its important that teachers continually conduct assessments throughout the year, and move students among the groups as they master their skills. Often time’s teachers tend to group students according to their ability at the beginning of the school year, and then forget to change the groups, or do not think they need to. This is not an effective strategy and will only hinder students from progressing. The Jigsaw The Jigsaw cooperative learning strategy is another effective method to differentiate instruction. In order for this strategy to be effective, students must work together with their classmates to complete an assignment. Heres how to works: Students are divided into small groups and each student is assigned one task. This is where the differentiation comes in—each child within the group is responsible for learning one thing, then bringing the information that they learned back to their group to teach their peers. The teacher can differentiate learning by choosing what, and how, each student in the group will learn the information. Here is an example of what a Jigsaw learning group looks like. Example of a Jigsaw Cooperative Learning Group: Students are divided into groups of five students. Their task is to research Rosa Parks. Each student within the group is given a task that suits their unique learning style. Here is an example. Student 1: Create a fake interview with Rosa Parks and find out about her early life.Student 2: Create a song about the Montgomery bus boycott.Student 3: Write a journal entry about Rosa Parks life as a civil rights pioneer.Student 4: Create a game that tells facts about racial discrimination.Student 5: Create a poster about Rosa Parks legacy and death. In todays elementary schools, classrooms are not taught with a â€Å"one size fits all† approach. Differentiated instruction allows for teachers to meet the needs of all learners, while still maintaining high standards and expectations for their students. Whenever you teach a concept in a variety of different modalities, you increase the chances that you will reach each and every student.

The External Environment Of Pratt And Whitney - 1026 Words

A. Concepts 1. The organization’s environment describes the atmosphere inside and outside of the organization and how the entity responds to the conditions. The company should understand how these forces drive the organization and in which direction. With this knowledge, the organization will be able to plan and make adjustments as necessary. B. Analysis 1. To interact and lead in the industry, Pratt Whitney is focused on the future of commercial and military aircraft engines. More than a quarter of the world’s passenger fleet is driven by a Pratt Whitney engine. Internally, Pratt Whitney seeks the most talented and diverse workforce available to keep ahead of the competition through creativity and teamwork. CONCEPT GROUP TWO:†¦show more content†¦The Canada-based location alone has produced upward of 80,000 engines with more than 60 percent of them in use by 10,000 operators in over 200 countries. Nearly 500 clients in 121 countries use Pratt Whitney engines with 30 more customers operating aircraft that are powered by Pratt Whitney produced military service engines In 2015, Pratt Whitney reported a profit of nearly 2 billion dollars on revenues of 14 billion. Additionally, Pratt Whitney has 33,500 employees with a client base of 11,000 internationally. ii. The Technological Dimension - Pratt Whitney designs commercial engines that are used to provide necessary power to various airlines and operators for both commercial and cargo craft. In addition to being known globally known for cutting edge manufacturing techniques, Pratt Whitney is dedicated to continuous growth to consistently meet growing technological advance and demands. Since 1925, Pratt Whitney has been the only provider for aircraft in branches of the service, starting with the Navy as their first client. Today, the company is the ONLY producer of aircraft engines for fifth generation fighter craft. Pratt Whitney’s current technological focus is to develop a system that powers next generation propulsion units that are able to further strides in fuel efficiency, lessen em issions, and reduce noise. Pratt Whitney is dedicated toShow MoreRelatedOrganizational Forces1436 Words   |  6 PagesOrganizational Behavioral Forces There are many forces that dictate the organizational behavior within an organization. The organizational behavior will tend to shift based upon the different demands both internally and externally. Internal and external factors have an equal importance within organizations and will have different effects and outcomes on an organization. In this paper we will compare four very different organizations and demonstrate the effect four factors have on the organizationalRead MoreOrganizational Behavioral Forces Essay1433 Words   |  6 PagesOrganizational Behavioral Forces There are many forces that dictate the organizational behavior within an organization. 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Statistics 2 Free Essays

1. How large a sample was needed for the Voss et al. (2004) study according to the power analysis? Was this the minimum sample size needed for the study or did the researchers allow for sample mortality? Answer: After conducting a power analysis, the researchers planned a sample size of 96 patients for their study. We will write a custom essay sample on Statistics 2 or any similar topic only for you Order Now The 96 subjects allowed for 30 subjects per group for the three study groups plus 6 subjects for sample mortality or attrition. 2. What was the sample size for the Voss et al. (2004) study? Was this sample size adequate for this study? Provide a rationale for your answer. Answer: The sample size for this study was N = 62. The power analysis indicated that a sample of 96 was needed and the 62 subjects in the sample were less than was projected by the power analysis. However, preliminary analyses after the 62 patients were enrolled revealed significant groups differences. Since significant group differences were found, then the sample size was adequate and no Type II error occurred of saying the groups were not significantly different when they were. 3. What effect size was used in conducting the power analysis for this study? What effect size was found during data analysis and how did this effect the sample size needed for this study? Answer: A moderate effect size of 0. 33 was used to conduct the power analysis. During data analysis, the researchers indicated that significant group differences and large effect sizes were found for anxiety, pain sensation, and pain distress. Since a large effect size was found during data analysis, the sample size of 62 was adequate to detect significant group differences versus the 96 projected in the power analysis. The larger the effect size, the smaller the sample needed to detect group differences. 4. What power was used to conduct the power analysis in the Voss et al. (2004) study? What amount of error exists with this power level? Provide a rationale for your answer. Answer: The researchers set the power at the standard 0. 8 or 80%. This is considered the minimum acceptable power to use in conducting a study. When power is set at 80%, then the possible error is 0. 0 or 20% or 100% – 80% = 20%. 5. If researchers set the power at 90% to conduct their power analysis, would there be less or more chance of a Type II error, than setting the power at 80%? Provide a rationale for your answer. Answer: If the researchers set the power at 90%, there is less of a chance for a Type II error than if they set the power at 80%. At a power of 90%, the chance of error is 10% or 100% – 90% = 10%. A power of 80% has a 20% chance or error or 100% – 80% = 20%. How to cite Statistics 2, Essay examples

Michael Joseph Savage for New Zealand Biography - MyAssignmenthelp

Question: Discuss about theMichael Joseph Savage for New Zealand Biography. Answer: Introduction Chroniclers are likely to share in the belief that Michael Joseph Savage was not only the most popular New Zealands prime minister but also the most touching leader to the lives of humans. Savage was a pillar to many pessimistic citizens(Bassett, 1998). He achieved a lot in his leadership, but the most relevant to the commoners was that he put forth hope. Savage fulfilled his word to "let people govern themselves," offered a "fair deal" and advocated for the rule that people should not go "bankrupt amidst plenty"(Bassett, 1998). Source: https://www.britannica.com Date of Birth Michael Savage was born on 23 March 1872 at Tatong, Victoria, Australia(Gustafson, 2009). He was the youngest of the eight children of Richard Savage and Johanna Hayes, both Irish immigrants. His mother died when he was only five years old. Rose, his sister brought him up after the demise of their mother. Savage was a militant rationalist who was facilitated by being raised in a Roman Catholic religion. However, he went back to Catholic Church a few years before his death. Education Savage attended Rothesay state school for five years and later got employed in a Benalla wines and spirits shop from 1886 to 1983(Encyclopdia Britannica, 2017). While still working, he attended night classes at Benalla College. Savage was highly intelligible and had much interest in dancing and sports. He actively participated in social activities. He was once the secretary of the Benalla fire brigade and a treasurer to a fundraising committee for a local hospital and asylum. Rose, his sister died in 1981 which caused him a prolonged emotional trauma. In the same year his closest brother, Joe also passed away, and Savage adopted his name. Savage, the Casual Worker In the period of misfortunes, he lost his job and went to live at Riverina, New South Wales. He worked there for seven years in irrigation schemes. Savage secured membership in the General Laborers Union. He acquainted himself with the theories of the Americans Henry George and Edward Bellamy. These theories had a great impact on Savage's life since then till his death. In 1900, went back to Victoria and engaged in gold mining to earn a living. In 1907, he migrated to New Zealand where he lived with some friends from his homeland. Savage never married. He represented Auckland the National Conference of Trades and Labor Councils of 1910. Savages Political Career In 1911, Savage vied for the post of a parliamentary candidate of the New Zealand Socialist Party for the seat of Auckland Central. He lost in the elections but did not give up. Savage again sought for the seat but with a different party, the Social Democratic party, in 1914 which he still did not succeed (Olsen, 2015). Regardless of the fragmentation of the unionist groups, his popularity heightened. After the formation of the Labor Party in 1916, he became a member and was posted to be the partys national secretary in 1919. In the same year, Savage vied for the seat of Auckland West which he now won. He kept this position for the rest of his life. Savage was elected the deputy leader of the Labor in 1923.In his political career, Savage championed for the workers and centered his leadership in questioning the social life. At the death of the Labor party leader, Harry Holland, Savage was elected to fill the position as the party members had a lot of trust in him. Savage was a figure worth emulation by other leaders especially due to his service to the public. He was very humane, sympathetic, and logically rational especially during the years of depression (1933-1935) which impressed the citizens. Savages Government His election as the prime minister in 1935 was a victorious outcome for the Labor party which had gained a good public reputation with Savages leadership. As the prime minister, he took charge of domestic and foreign affairs as well as broadcasting. He had a passion for publicity which drove him into implementing the broadcasting of parliamentary proceedings. In 1937, he traveled to London to represent his country in the Imperial Conference(Littlehood, 2013). At this conference, Savage implored the British for defense against the anticipated Japanese attack. This request did not work out very well at the time, and thus he initiated a conference with Britain and Australia at Wellington in the first quarter of the year 1939. During his reign as the prime minister, he facilitated the formulation of a foundation for social security(Special Conference Issue, 2009). Savage had less interest in philosophy, and thus his social recommendations were geared by religious doctrines. Due to this, he referred to his bill of social security as "applied Christianity." His Illness and Death In 1938, savages health deteriorated. The disagreements in the party additionally burdened his life. In August 1939, his health condition worsened and was coerced to hand over his responsibilities to Peter Fraser. Michael Joseph Savage died on March 27, 1940, at Wellington. Though Savage was not as learned as Holland and Fraser, he was a popular figure of democracy. His Leadership, though it did not last for long, was characterized by humaneness and empathy. Savages undistinguished life appealed to the common man and necessitated the closeness between the government and the commoners. References Bassett, M. (1998, September 4). How Ideal was the Savage Ideal. Retrieved May 21, 2017, from Dr Michael Bassett: https://www.michaelbassett.co.nz/articles.php?a=savage Encyclopdia Britannica. (2017, March 10). Michael Joseph Savage. Retrieved May 21, 2017, from Encyclopdia Britannica: https://www.britannica.com/biography/Michael-Joseph-Savage Gustafson, B. (2009, June 17). Savage, Michael Joseph. Retrieved May 21, 2017, from Dictionary of New Zealand Biography: 'Savage, Michael Joseph Littlehood, M. (2013). The History of Death Duties and Gift Duty in. New Zealand Journal Of Taxation Law And Policy, 18(4), 66-103. Olsen, B. (n.d.). What Makes A Good Prime Minister Of New Zealand? Nation Voices. Mcguinness Institute, Auckland. Special Conference Issue. (2009). New Zealand Journal of Public and International Law, 7(1), 111-134.