Differentiating Instruction presents a strong focus on ensuring that students and teachers become a team to promote increased dialogue, relationship, support, and focused learning opportunities.
I chose this four triangle template to create my informatics demonstration of Differentiated Instruction to present basic ideas with minimalist background noise. Added to the central region is a quote from Smith and Throne related to traditional teaching and our topic idea of taking a more guidance position as an educator (2009). The ability of the instructor to see the opportunity of the position to be more than a leader yet rather a mentor, encourager, cheerleader, possibly the difference between a successful community citizen or a long life of confusion and trouble (Duncan, 2013). To initiate a connection in a human's life to understand the “learners interests, assess the current knowledge, readiness to learn while providing a safe environment allows the learner to focus on the expanding their mind and worldview on previous information (Smith & Throne, 2009). This interaction also provides information on which to build content delivery ideas of veracious forms resulting in essential products demonstration of understanding (Tomlinson, 2001). The opportunity to take the time to support the social-emotional layers of group dynamics furthermore adds to improved scaffolding of curriculum and furthermore how to be a community engaged citizen (Dugas, 2016). Bibliography: Dugas, D. (2016). Group dynamics and individual roles: A differentiated approach to social-emotional learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(2), 41–47. doi:http://dx.doi.org.proxy.consortiumlibrary.org/10.1080/00098655.2016.1256156 Duncan, T. A. (2013). Differentiated contracts: Giving students freedom to learn. Kappa Delta Pi Record, 49(4), 174–179. doi:10.1080/00228958.2013.845506In-line Smith, G. E., & Throne, S. (2009). Differentiating Instruction with Technology in Middle School Classrooms. Eugene, Or: International Society for Technology in Education [ISTE] Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, Va: Assoc. for Supervision and Curriculum Development.
2 Comments
Kendra
1/22/2017 03:30:15 pm
Rachelle, it was interesting to see you mention "mentor, cheerleader, etc..." in your blog because that is always my number one goal as a teacher. Your infographic is simplistic and I remember reading in the chapter your center quote, but I am going to have to go back and refresh my memory on what 'sage on the stage' means. Thank you for sharing.
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Rachelle
1/24/2017 10:05:29 pm
Hi Kendra, thank you for your response. "Sage on the Stage" referred to being the leader with all the knowledge and staying in front of the crowed delivering the information (Smith & Throne, 2009).
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Rachelle White
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