RESPOND TO STUDENTS POST WITH 100 WORDS AND ONE SCHOLAR REFERENCES THESE ARE SEPARATE ASSIGNMENTS AND SHOULD HAVE THERE OWN REFERENCE PAGE.
Topic 3 DQ 1
“We must differentiate our mindset first and our lessons second.” (Dweck, 2012).
What does this saying mean to you? In your own words, what is the difference between differentiation and tracking?
Carey W
2 posts
Re: Topic 3 DQ 1
Differentiation is when students are assessed to determine where they are with content knowledge or a specific skill. Then, with the support of varied strategies, curriculum and materials are created that is individualized for each student. Differentiation meets the needs of all students. It excites the gifted student to dive deeper into the subject material and learning while supporting students with learning difficulties or disabilities (Tucker, 2016). Differentiation does not mean one strategy will work for all students. The teacher must get to know the strengths and needs of all students in order to provide correct instruction. This is different from tracking because tracking is how progress will be monitored for students. Tracking data will give the teacher the knowledge of what needs to be re-taught or where to begin with certain subject material for each student. Teachers should be tracking progress and collecting data all the time so it can drive instruction and what needs there to differentiate for.
The quote above means that when working with students there should be no bias or judgements. Teachers should all look inside themselves before working with any students in order to rid themselves of these. It is so easy to judge someone who walks a different path. Many students face struggles that teachers know nothing about personally and these struggles can affect them in the classroom. It is important a teacher be a support for all students inside and outside the classroom. Sometimes we are the only advocate the student has and we have to stand up for what is best for them even when that is difficult to do.
References
Tucker, C. (2016). Differentiation vs Tracking. https://catlintucker.com/2016/06/differentiation-vs-tracking/
Stefanie Russell
1 posts
Re: Topic 3 DQ 1
This saying has a powerful meaning to me. My interpretation of this would be that a teacher must first be willing to accept all differences within the classroom and be willing to go off the beaten path to reach everyone’s needs and not just the whole of the group. After that has been decided and accepted, then the teacher must follow through and differentiate the lessons to meet all those students’ different needs during lessons.
Differentiation means to differ from the main, whole group exercise/lesson/activity, to reach people who may be higher or lower than that of the “norm” to reach all at the same time (Tucker, 2016). For example, in a lesson that may mean that you differentiate by interest or by ability levels to best encourage and appropriately challenge students. Differentiation is done within each lesson and may change each time based on needs and lesson activities. Tracking means that you track progress on specific goals , placing students in specific groupings based on these goals, based on the outcome of academic assessment results (Tucker, 2016). Typically this tracking places a student into a specific class, so these groups are not being changed daily or even weekly (Tucker, 2016).
Tucker, C. (2016). Differentiation Vs Tracking. Retrieved from https://catlintucker.com/2016/06/differentiation-vs-tracking/
Topic 3 DQ 2
Describe an experience where you have seen monitoring and adjusting of instruction that met the needs of students. What worked in this situation and how can you apply what was learned in future practice?
Stefanie Russell
1 posts
Re: Topic 3 DQ 2
As a teacher of students with severe behavioral needs, I am constantly monitoring their IEP goals and needs daily through instruction. During lessons, most activities and questions are differentiated to meet the needs and academic levels of each student, due to there being a wide range of grade levels learning together. Outside of this, approaches are made to students who refuse or struggle to comply with work. During these moments, meeting the needs of the student looks very different than meeting the needs when the student is complying. Often, I simplify the work, use positive reinforcement, and give them an option on how they would like to complete the work (such as verbalizing answers, drawing answers, writing answers or using different writing appliances to motivate). This often works well for students, though each student requires a slightly different approach, during these moments, to be successful. Sometimes, the student may just need a break or need their space.
In the future, I will continue to read the student’s body language and take background knowledge into consideration when approaching students who are refusing to do their work. This is a common behavior in my classroom and the teacher’s approach can make or break the student. If the approach is wrong, the student may become physical or verbally aggressive or may continue to refuse to do their work. If the approach is appropriate, the student may comply and do the work, with the right amount of differentiation and encouragement.
