Myra Mendez

Reflection: Module 4

Reflection: Module 4- Differentiation

Differentiation instruction is a way of teaching which assumes that all students do not
learn in the same manner. Effective teachers will modify their lessons to maximize the learning
opportunity for each student. Differentiated instruction is proactive, student centered and
assessment-based and blends whole-group instruction with both group and individual teaching.
To be proactive is to incorporate differentiation into the initial planning. Student centered
instruction involves a wide variety of programs, experiences, and approaches designed to address
the need, interest, goals or cultural backgrounds of students. Assessment based instruction is
personalized for each student based on what they need. A blend is a combination of whole-class,
group and individual instruction intended to meet the needs of each student.
My observation time was spent in a fifth grade bilingual self-contained classroom.
I was able to watch the instructor incorporate technology into every lesson in several different
ways. She engages the student by introducing a new topic or strategy with use of a video clip.
Then, she follows up with a discussion regarding the clip encouraging questions and comments.
The discussion continues as the teacher refers back to the textbook throughout the lesson. When I
asked how she uses differentiation in her classroom she responded by saying: Differentiation is
used in several ways throughout the day. I have grouped my students at tables based on their
cognitive levels. Most of my advanced students sit together. My tier 3 students are grouped at
two different tables with a few tier 2 students. I also have small group time with my tier 3
students each day. This is when I pull my kids to work one on one with them on independent
assignments. I modify work for my special education students. They are not required to read

Reflection: Module 4

aloud or take normal spelling tests. I also modify my gifted students assignments. I may
challenge them with more open ended questions.
When I began my classroom observation, I was placed in a first grade bilingual class. It
was here that I quickly realized how important it is for the teacher to set the tone. This class was
extremely scattered making it very difficult to follow along with subjects. It was then difficult
make a clear distinction in differentiation. Once I was placed in a fifth grade class to observe,
things became much clearer. The teacher had control of her classroom at all times and her
instruction time was easier to follow. I have learned so much from her.
I plan on incorporating some of the lessons learned from the fifth grade teacher I had the
privilege of observing. I really like how she places her students into six groups. I too, will sit my
students according to their tier levels. I will be proactive by incorporating differentiation into my
planning. I will base it off of what I know is going to engage my students interest and needs. For
example, I will use an educational video to introduce a new topic or new strategy to assist my
students who are visual learners. Then, I will refer back to our text books to apply the new
knowledge and to help them make the connection. I will always do my best to be flexible when
working with students of all tier levels to guide them in the areas they need most.
Because each student learns differently, I will prepare each lesson to assure that I will
accommodate all tier levels; beginning with Tier 3 students to my Tier 1 Students. My classroom
will be a safe haven for every student so that they feel they are on solid ground to explore and to
take risks.