Running head: DIFFERENTIATED INSTRUCTION 1

Differentiated Instruction

Cameo Roman

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017

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Introduction

Differentiation is a key component for success in the classroom. Its the skill that

purposefully makes an effort to make sure that each unique student grasps the content, no matter

what their learning style is or how high or low they are compared to each other. Without

differentiation in a lesson, the risk that students will lag behind in the trail of learning will

increase. For this competency, I provided two different activities that were meant to informally

assess if the students understood the concept of synonyms and antonyms. One activity required

more critical thinking than the other and contained higher-level words, but they both required

students to use their knowledge of synonyms and antonyms.

Rationale for Selection of Artifacts

The first worksheet I had asked students to identify which pairs of words were synonyms

and which pairs were antonyms. The worksheet contained third grade level words and twenty-

one word pairs. The worksheet had simple pairs, such as hard and soft, early and late, and fresh

and stale. I felt that it was appropriate for my lower groups. Again, I was informally assessing to

see if they understood the two concepts by being able to identify them.

My second worksheet choice consisted of a chart that required students to identify which

words out of the groups were synonyms and antonyms of the words in the middle column. For

example, the first word in the middle column was mad. Out of the words angry, happy,

fearful, and kind, the students had to identify which one was a synonym and antonym for

mad. This worksheet was more suitable for my higher group because it required more critical

thinking than the other worksheet. Rather than identifying if whats in front of them is a

synonym or antonym, the students are identifying what words would make it a synonym or an

antonym.
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I knew that this lesson would fall apart if I did not have any alternative elements in the

instruction. Although I knew that fourth graders should be familiar with synonyms and

antonyms, different factors keep students from being on the same page, such as forgetting

information over summer break, coming from different schools, and having their own prior

knowledge and experiences. I knew which worksheets to give to the students based on my

observations during the previous activities that were done throughout the week.

Reflection on Theory and Practice

Almost every class I have taken pertaining to teaching has touched on the topic of

differentiated instruction. It is such an important concept for teachers to learn and implement

because it can hold the key to success. One of my favorite textbooks to refer to is Instruction for

All Students by Paula Rutherford (2012). There is valuable content that talks about different

learners and different learning styles (i.e. visual, auditory, and kinesthetic learners/analytical and

global thinkers). There is also a variety of strategies mentioned to help differentiate instruction.

...educational scaffolding provides support systems for students during the learning process

(Rutherford, 2012). One goal that I have for myself is to expand my knowledge and usage of

different scaffolding techniques, so that I can help each student start off on the right track.

There is always a moment for student-centered and differentiated instruction. I love that

this experience is giving me opportunities to try various methods with the students. Through this

first-hand experience, I am understanding the ways that students learn and how I can reach all of

them if I put effort into my lessons. Effort is what I think of when I think of differentiating

instruction. Although lesson planning is time consuming, it is not enough to hope that all of the

students will understand through one form of instruction. It is not enough to come to class

halfway prepared.
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Ecclesiastes 9:10 says, Whatever your hand finds to do, do it with all your might

(New International Version). God requires everyone to try their very best. Because teachers hold

a great responsibility, teachers need to especially keep this mindset by aiming to effectively

teach everyone. I really like Galatians 6:9 because it says, Let us not become weary in doing

good, for at the proper time we will reap a harvest if we do not give up. Sometimes teachers

will try many techniques and students will still not get it. This verse is a great reminder to keep

trying. Whether its by taking a break from the subject, asking for help, or getting out of ones

comfort zone, a teacher should never give upthere are a lot of good works to be done in this

field.
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References

Rutherford, P. (2012). Instruction for All Students (2nd ed.). Alexandria, VA: Just Ask

Publications & Professional Development.