Tadeo, Lloyd Amphrey Q.
BSNED 3B SNED 10 Midterm Requirement: Essay
In the field of education, you will encounter different types of learners. There are
learners who learn best through visual aids, and some who learn best through verbal
discussions. Just like other people, these students have their own strengths and
weaknesses as well, and as teachers, we have to determine those strengths and
weaknesses of our students to teach them properly. The aim of instructing these
students is to foster their success, respect, knowledge, and drive to excel. But how will
you produce learners with such qualities if you cannot do differentiated instruction as a
teacher? Being a teacher requires commitment, heart, and knowledge. And teaching is
considered a mission, not just a profession.
Differentiated instructions should be flexible. Your instructions should be tailored to your
students' needs and strengths. This means that your instructions should be appropriate
for their learning styles. The second principle to consider is ongoing assessment. The
teacher will discuss the lessons. The goal of continual assessment, assessment for
learning, and assessment as learning is to identify your student's strengths and diverse
learning styles. Furthermore, the instructor must understand whether his or her technique
is effective. Finally, the instructor should keep in mind that he or she is working with a
diverse group of students. This principle should also be considered by the teacher since
no two people are alike. In differentiating instructions and mathematics and science, you
should consider the interests of the students and how they can engage in the lesson.
Learning is fun; even mathematics is fun to learn if they are engaged with the content and
the teacher's instruction.
In modifying content, process, and product for diverse types of students, the teacher
should consider the modes of presentation and resources, as well as his or her
students' strengths and learning styles. The content refers to the lesson that students
are intended to learn or gain. It is considered the foundation for learning since pupils
construct their own understanding in this section. When differentiating lesson content,
the teacher must take into account his or her pupils' abilities and interests. For example,
a student gets bored with the mathematics lesson when adding two-digit numbers. The
teacher must include some examples that will engage the student in the lesson, like
counting dinosaurs and using those dinosaurs as numbers (if the learner is interested in
dinosaurs). The next one is Process. It refers to the actions and methods through which
pupils interact with knowledge and develop comprehension. During this stage, the
instructor will evaluate his or her students' strengths and weaknesses depending on the
results of their activities. Differentiating the approach allows teachers to address these
preferences. Additionally, the teacher should consider flexible groupings, in which
students are organized into groups based on their learning profile. For example, a
student who prefers to follow a step-by-step process should be classified as a visual
learner. A student who is learning by listening to the debate should be classified as an
auditory learner, and so on. These examples are known as homogeneous grouping, in
which the teacher groups pupils together depending on their ability and learning level.
Another type of flexible grouping is called heterogeneous grouping. It puts students at
different levels together. For example, one learner with weak reading comprehension is
put in a group of students with average reading comprehension. In this strategy, the
learners with average reading comprehension can help the student with weak reading
comprehension, plus it can motivate him or her. The last one is the product. It refers to
how students will illustrate their comprehension of the content. This is where students
will show their understanding and mastery of the content through different assessment
formats, such as written reports, presentations, art, video presentations, and so on.
These choices will allow students to choose what is best for them to deliver their
knowledge and understanding of the content. For example, a student writes an essay to
demonstrate his understanding of the water cycle. In his paper, he explains the different
processes of evaporation, condensation, precipitation, and collection. Another example
is a student demonstrating her understanding of basic shapes and symmetry through
the arts.
When implementing differentiated education in a diverse classroom, the teacher must
consider the fact that he or she must plan a variety of tactics and activities for the
students. As I previously stated, the teacher will encounter all types of students with
varying learning styles. Furthermore, the teacher should consider and watch his or her
pupils' conduct, including how they engage with their peers and with the lesson or
subject. For example, a student learns best by exploring the classroom, which is known
as kinesthetic learning. However, one student has caused some classmates to lose
attention on the subject. One solution is to provide kinesthetic activities to students. For
example, the teacher is teaching subtraction. The initial step is to divide the pupils into
groups of five, after which the teacher will create a box with two solutions. Only one
answer is accurate. If the 5 group representatives believe that one of the boxes contains
the correct solution, they will go to that box. This allows children to study and be
involved in the topic, and it is also enjoyable to incorporate play into learning,
particularly for young students. Furthermore, the teacher can create a diverse grouping
for kids who do not understand a science lecture. For example, consider a pupil who is
unable to understand the food chain. Students who grasp the food chain process will
communicate it to others. There are four types of consumers: primary, secondary,
tertiary (or third), and final. To make things more understandable, they must utilize
simple phrases or explanations. In this case of the food chain process, "the big animals
eat smaller animals. For example, a frog eats a grasshopper, and a snake eats a frog."
With this basic explanation and examples, the learner will grasp what a food chain is.
To summarize, diversified instruction in mathematics and science is critical for
students' academic performance as well as the teacher's ability to manage these
various learners. Engaging with the content will help pupils gain knowledge and
understanding. The procedure is a series of related exercises that students will
complete. The product is where students will exhibit their understanding. These
methods of varying instruction are both tough and enjoyable if your pupils learn from
your directions, exercises, and resource or material selections. Furthermore, taking into
account the pupils' unique skills and needs will provide the instructor with a notion of
what tactics to employ, as teaching is regarded as a purpose. It is a mission because
you have a goal. As a teacher, the goal is to teach your learners to learn, understand,
appreciate, and apply the content of the lesson.
