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Differentiation is a Superpower
A depiction of how the Masters of Arts of Teaching and Curriculum have bettered my teaching
practice through emphasizing the importance of differentiation and how to design a curriculum
for all students learning needs
Kaitlyn West
PID A43143875
July 17, 2017
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Kaitlyn West
Introduction:
If you could have any one superpower, which would it be? Why? I would be willing to
bet there is not an American adult alive today that did not ask themselves or their friends this as a
kid. As a child, I responded that I wanted to fly so I could avoid my fear of planes and travel.
Now, I travel often and have outgrown my fear of flying. However, if you asked me today, I
would say I want the power of teleportation so I do not have to pay for expensive, long plane
rides my adventures require. In reality, I am kind of a superhero; all teachers are. My superpower
is that I know how to teach children Spanish. Everyday I get to go into work and initiate the
power of new knowledge for student growth. I am actually transforming adolescent minds in not
only Spanish but also their way of thinking, their autonomy, problem-solving, etc. But, what if I
said I actually do not have to choose just one super power? Or, that my superpower comes with a
Prior to the Masters of Arts in Teaching and Curriculum, I often felt the pressures and
trials of a novice teacher. I felt like my superhero power had room to grow. During my
undergraduate career at Michigan State, I was wise on theories and strategies of practice in my
methods courses. I was confident in confronting behavior management after the readings we had
done. What I was lacking in my arsenal of power was the ability to differentiate my instruction
effectively to include all diverse learners needs that were so present in my classroom.
Section 1: Background
As a mentee teacher I felt flustered and constantly behind in lesson and curriculum
planning. I was always finding tiny errors such as typos or the exclusion of examples in my self-
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generated materials for students. Truly, I was feeling overwhelmed and subpar. On my good
days I felt like an average teacher. Although my students would constantly tell me I was their
favorite and other teachers told me I was doing great and it is all normal, I wondered why feeling
inadequate is normal and how I could feel abnormal; I want to feel like a quality teacher.
curriculum on my own and accounting for students needs when doing so. Previously, as a
mentee and a first year teacher I was handed the curriculum outlines by my mentor or a
colleague. With the outline, tests, and notes in hand I simply created activities to plan lessons.
Quickly I grew frustrated and unsatisfied with the curriculum at my school because I did not
agree with the speed with which that material was taught, the outline and order of the material,
nor the tests being given. I wanted the curriculum to be better for the students. I wanted to be
My decision to enter the Masters of Arts in Teaching and Curriculum at Michigan State
University was motivated by my desire to be a higher quality teacher in learning to develop and
implement curriculum that accounts for all of my diverse students learning needs.
Each course taken in the MATC program furthers me into a pool of knowledge of how to
design a curriculum suited for all students learning styles. I have taken a technology course,
literacy course, and courses centered on designing curriculum for overt diversity within a
classroom. All of these program courses share the common thread of teaching me how to
maximize my teaching efforts in preparing an appropriate curriculum for all of my students. This
concept plays into many of the goals and standards of the Master of Arts in Teaching and
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my own practice in order to develop meaningful opportunities for all students. For, example a
student struggling in their literacy of our content. I selected a student that I called Jack. Jack
diagnosed learning disability that actually has to do with literacy which makes school really
difficult for him. The adversities he faced were not overt but they mentally took a toll on him. TE
846 developed in me the tool in my superhero belt to know how and when to assess students
literacy in the forms of pre and post assessments and design differentiated lessons to overcome
their content specific literacy roadblocks. This course long process allowed me to experience an
student's learning needs so I could grow as a teacher and to do that with more students at a
classroom level was pivotal in my experience in the MATC program. Currently, I am planning to
implement a literacy assessment for all students to take place during the first week of school so I
can assess my students Spanish background and learn how they interact with content new
content using prior knowledge to guide them. In this way, I can help students like Jack earlier on
in the school year. Also, during TE 846 my already refined ability to positively collaborate with
students parents for the good of students education was challenged and experienced more
Time and time again Jacks parents thanked me for taking the time to understand their
sons needs and really breaking down Spanish for him and developing his content literacy
abilities. This gave me a sense of validation, reinforcing the idea that differentiation can happen
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earlier and more easily in the school year if I learn the learning needs of my students earlier in
the year. The differentiation of and developing of a curriculum in my Spanish courses has also
In TE 807 I had to analyze a specific artifact that was representative of much of how I
like to design my curriculum and critique it with a partner. The artifact I used was for a walk
around activity in Spanish. The students were to walk around with a partner and each answer the
questions hanging on posters around the room using the grammar structure we were learning and
unit vocabulary. I was forced to ask myself hard questions, such as: how could I make this more
inclusive of all students, how can I better design this activity so I can check for understanding of
all students with more facility, etc. We used peer coaching, readings and collaboration with our
professor to evaluate and brainstorm possible transformations we could make of our artifact. The
peer coaching was implemented less as a form of editing our final papers but more as a way a
system with which colleagues can discuss the benefits and drawbacks of teaching methods. TE
807 taught me the background basics that differentiation means making each lesson available to
all types of learners and that collaboration has a strong hand in doing so.
Juxtaposed to this class, TE 818 Curriculum and its Social Context, granted me the
unique opportunity to peer out from around my cultural norms, isolated in my own background
of cultural experiences. Only then was I able to connect with the fact that I deem some students
responses to curriculum, behaviors, and lines of thinking abnormal because they do not fit the
social construct of experiences with which I am familiar. I also learned that null curriculum is
what is not included in schools because of its social controversy or designated unimportance and
that this often means teachings with something to offer for minority cultures are excluded. For
example, most Americans cannot name the nations of Central American, our nearest global
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neighbors. Therefore, the school template often does not fit everyone and this can be detrimental
for students. Now, I could understand that making explicit for some, what is implicit for others is
critical in making sure all students are given a fair chance to learn class curriculum. Even more,
TE 818 was filled with projects that allowed me to peer into my philosophy as a teacher and even
the physical layout of my classroom to analyze how all of the other components of teaching
influence the manner by which curriculum is relayed to students. Combining all of these new
understandings about my innate ignorance curriculum and students I was able to move forward
with a zest for fostering inclusivity and creating equitable opportunities. My MATC experience
perfectly aligned with Standard 4 in this way and many others as well.
My time in the MATC program also helped me learn not just the importance of
differentiation but how to structure differentiation. As far as the Program Standards are
1 and 2, those are, understanding students and their diversity and understanding how to teach the
content and design curriculum for students understanding. Students diversity affects everything
about them, from their backgrounds to the way they learn. My TE 890 and TE 823 courses
centered on the topic of multicultural education and developing equity in curriculum planning to
account for all students diverse learning needs. The insight I gained and ability to self-reflect on
my own teaching beliefs and practices has proven and will continue to prove invaluable to my
students of the present and future because I am able to remove myself from my own experiences,
which shape my beliefs of how the curriculum should unfold for all students to make sense of it,
and put myself in the perspective of my students, now. I can better understand the struggles with
which some students are facing in approaching the grammar I am teaching or the perspective
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with which they are approaching the culture or their Spanish speaking and listening skills
because of their diverse past life experiences have molded the way with which they perceive a
foreign language. Therefore, I am confident I was able to grasp Goals 1 and 2 of the MATC
program which are critical inquiry and accomplished teaching. It was a goal of mine to target my
teaching to all students individual needs in order to make their Spanish language learning
experience more equitable as I found diversity was often overlooked when planning my
curriculum.
Aside from the various examples I explicitly learned to create during my courses of
sample lessons with differentiation, I also came to understand the theory behind and how to
gained the understanding that differentiation helps build community in a classroom. No longer is
word that means every student needs to know their education matters to the success of our
classroom community. In this way, I plan to work with students more fruitfully on an individual
level, and have students work collaboratively with more purpose. TE 823 helped me develop and
reinforce the use of station learning in order to promote differentiated instruction. It also helped
levels and with differing home life experiences can all benefit from home learning but at a pace
appropriate for them. Additionally, to incorporate a more multicultural curriculum I have taken
to incorporating, student-guided vocabulary lists and student guided culture activities. Students
now have a say in the vocabulary they will be learning, this ensures that each of my culturally
diverse students is represented and can engage with the units as it gives them a sense of
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ownership. In these ways, I encountered and met even more of the standards and goals of the
MATC program.
Although I have only taken one technology course as an elective, I have learned
numerous ways that integrating technology contributes to differentiation from all of my courses.
Goal 3 and Standard 6 of the MATC program were accommodated here because of the
collaborative approach of my courses that allowed me to interact with my peers in order to grow
my knowledge of technology integration in the classroom. A few simple things I have integrated
to make the beginning of the school year more engaging for students are: creating introduction
videos, interactive student portfolios online, and syllabi in the form of infographics. These are
ideas I acquired directly from my peers in the form of biweekly technology sharing discussion
forums throughout TE 831 Teaching School Subject Matter with Technology. In almost all of
my MATC courses, the professors have integrated some sort of digital self-introduction
component. I have actively used those project ideas to create my own video to introduce myself
to my students and designed a project for my Spanish level one students to introduce and discuss
their family structures with me to go along with our unit five lessons. The kids, being well-
versed with their smartphones, have created everything from simple videos to well-edited pieces
of work to turn in. However, the content is all the same and this sort of differentiation still allows
all of my students to grow to be technology savvy beings in a world that is becoming ever so
dependent on technology. The number of tools I was able to familiarize myself with from my
peers and professor during my time in TE 831 will prove invaluable to improving the curriculum
classroom as I learned and adapted from my professors and peers a vodcast project and blogs. I
learned these techniques in TE 831 and also TE 823. Students would get a choice to write about
or speak about whichever of the cultural notes they choose. Currently, we take culture notes as a
whole class lecture. This project I designed, based on my time in MATC, affords students to
interact with cultural content in a more in-depth and project based way while giving them some
choice. It is also, somewhat, Socratic in its design because students are learning from each
others projects which are more engaging than a full class lecture by the teacher. Without
MATC, I would never have realized how some of my lessons could so easily be transformed
Not only did I have the chance to collaborate with my peers but then I was able to take
the tools I learned to use to enhance my students experience with Spanish learning and take
them to my Department meetings and Professional Learning Community meetings to share with
my fellow high school teacher colleagues. I led a department meeting on using Google
Classroom and Google Forms to help go paperless in the world language classroom, how to
create digital syllabi for students, and creating interactive student portfolios to focus on
proficiency practice and create purposeful homework for students in order to replace traditional
worksheets. The evidence is clear that throughout my MATC experience I was able to continue
growing into a more successful teacher by learning through others and sharing with others what I
had learned. At the same time, my coursework and contributions met a couple additional goals
and standards of the program which are teacher leadership beyond the classroom and
Conclusion:
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program through MSU, I can say with conviction that my arsenal of teacher tools in my
superhero belt has grown exponentially. Michigan State has prepared me well to move
forwarding educating all sorts of diverse learners. Whether the different learners are of different
cultures and background, learning styles or abilities I know that I can confidently rely on the
skills I learned through the MATC program to teach effectively. I now feel savvy, confident,
well equipped and inventive to plan creative, differentiated lessons more effectively for my
students. After all, a main goal of the MATC program is to gain and understanding our students,
their diversity, and how to design a curriculum, form assessments, and alter instruction to meet
their needs. My time spent in this program has been filled with a combination of exactly what the
program standards and goals described. Thus, I am confident in that I will be an even more
effective educator, or superhero, because of my time spent in the Master of Arts in Teaching and
Curriculum program through the leading and innovating College of Education at Michigan State.