Module 5 Unit 3 Activity 2 - Differentiating for and Anticipating Student Needs

Students for whom differentiated instruction would be appropriate 

All my students are English language learners (ELL) in my economics classes. These students range in ability from close to native speaker to just above beginner level, which can make lesson planning interesting. It is very important, therefore, that I differentiate instruction to ensure that none of them get left behind. To this end I remove all ‘fluff’ from the curriculum. Any non-essential vocabulary, or material that would distract from the key objectives, is removed in order to focus the students’ attention on the key points. I also have one student who suffers from a mild visual impairment and another who suffers from mild dyslexia. I will be focusing on the student with dyslexia in this blog.


Modifications for different levels of readiness

After the first formative assessment I am usually able to divide the class into two groups: those who are picking up the material more slowly, and those who are grasping the concepts quite quickly. For the slow learners I use the following strategies to help them get up to speed.

• I distribute vocabulary lists to the lower-level ELL students with the key economic vocabulary translated into Korean (content). I ask them to preview the vocab lists for homework and this helps us to maximise class time. 

• I also direct the slower learners to the appropriate videos on the Khan Academy website so that they can review or preview the class material at their own speed (content). 

• I scaffold the class material as much as possible by breaking the content down into chunks so that the slower learners can digest each piece before we move on (content). I also try to provide step-by-step instructions to the slower learners, and I model activities and provide examples whenever possible (process).

These techniques are not just chosen randomly, but have been the subject of a great deal of research that has found them to be of real use in the classroom (Osewalt, 2015). I have also used all these techniques myself and can attest to their efficacy.

For the faster learners I want to keep them busy while I focus my attention on the students who are struggling. Every week as a formative assessment I use the 3-2-1 method where students have to write down three things they learned, two things they found particularly interesting that week and one thing they struggled with or are unsure about. The second section gives me ideas for possible in-depth assignments for the faster learners.

• While I am reviewing content with some of the ELL students who are struggling, the gifted learners can be working together on a group activity (process). I often use articles from the Economist magazine or website to help them think about the real world applications of what they are learning. 

• I also try to give my gifted students more flexibility with regards to assessment (product). Research has shown that one of the best ways to assess these types of students is to give them the opportunity to be a part of the process (Cox, 2013). You can do this by letting them design their own rubrics for the assessment, or by giving them a range of options to choose from. They can then choose the option that they feel will best demonstrate their mastery of the material. 

Modification for disabilities 

As I mentioned I have one student with mild dyslexia, so to accommodate his needs I use the following strategies.

• I seat him at the front of the class where I can closely monitor his progress (environment).

• I try to reduce the amount of note-taking he needs to do by including information or activities on simple handouts or worksheets (content). 

• I try to use peer-mediated learning if he is experiencing difficulties, where I pair him with a student of a different ability so they can review their notes or study for a test (process). 

• When it comes to assessments I use assignment substitutions or adjustments (product). For example I might allow him to give an oral presentation rather than a written assignment.

Again, these techniques are all based on best practice that has been widely documented as being effective (Eide, 2014). I have certainly found that they work well, although I must stress that I only have experience with mild dyslexia.


Resources 

• Slow learners: vocab lists for slow learners / Khan Academy videos 

• Fast learners: Economist magazine and website

• Dyslexia: Dictaphone/cellphone to allow for audio recording of the lecture. Khan Academy videos for previewing/reviewing the content. I also allow the student to take pictures of graphs and notes on the board using their cellphone

Flowchart link: https://www.mindomo.com/mindmap/m5u3a2-differentiated-instruction-1debcb4a86aa48f5ac08935d236c4a22

References
Cox, J. (2013). Using differentiated instruction for gifted learners. Retrieved January 20, 2018, from http://www.teachhub.com/using-differentiated-instruction-gifted-learners

Eide, F. (2014). Technology must-do's for dyslexia at school. Retrieved January 21, 2018, from https://www.dyslexicadvantage.org/3-technology-must-dos-for-dyslexia-at-school/

International Dyslexia Association. (2017). Accommodating students with dyslexia in all classroom settings. Retrieved January 18, 2018, from http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings

Osewalt, G. (2015). Common techniques for helping struggling students. Retrieved January 20, 2018, from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/common-techniques-for-helping-struggling-students