GGC Differentiated Practices for and Their Possible Impact on Learning Responses – Question Description
I’m working on a writing discussion question and need the explanation and answer to help me learn.
POST 1
okay here is the first student response: only me and another student did our post so far . So I will send the second response once another person do the post . When researching the Jerry Falwell Library for an article, I found one by Andrea Stairs-Davenport titled “Where Do I Start?” Inquiry into K-12 Mainstream Teachers’ Knowledge about Differentiating Instruction for ELLs in One U.S. School District”. This was a very informative article that went into how teachers feel about ELL’s and how they usually feel underprepared. This made me thankful that I have been learning so much about teaching students whose first language is not English. The article went on to say that one of the main things that teachers need to be prepared is “First and foremost, professional development in districts like the one described in this inquiry must attend to the “Where do I start?” questions by sharing foundational information about each ELL’s background and levels of proficiency in language and literacy in native languages and English and what an ELL’s profile might suggest about differentiating instruction.” (Stairs-Davenport, 2023) The author makes it very clear that for teachers to be adequately equipped to handle classrooms with diverse learners that they must first have the proper training. A recurring theme among the teachers that were interviewed for the research was the feeling that the school districts did not provide the training needed to take on these responsibilities and only told the teachers they would be taking more ELL’s. I believe this to be the most effective way to enhance instruction and meet the needs of diverse learners. Another statement that was made in the article was that the districts needed to restructure how the teaching was done for ELL’s by having less time outside of the classroom with specialty teachers and having more time included with the classroom with more of a co-teaching format. This would help the general education teacher and would help the student to not feel like they are missing time away from the general classroom.Stairs-Davenport, A. (2023). “where do I start?” inquiry into K-12 mainstream teachers’ knowledge about differentiating instruction for ELLs in one U.S. school district. Education Inquiry, 14(2), 163-177.
POST 2
Here is second student When educating students during a history lesson about Abraham Lincoln the teacher thoughtfully intertwines historical context, close reading, text-based readings, and critical thinking, (Bickford, J. H. (2022).). The teacher will incorporate critical and historical thinking through whole-class classroom dialogue, individual interaction, and small-group discussions, (website.). The teacher uses a variety of trade books written on different levels to accommodate more students than that of whole-class textbooks, (Bickford, J. H. (2022).). The teacher also engages students in guided historical inquiry and had students work independently and collaboratively within the classroom. The use of small groups can provide opportunities for differentiated abilities and help grow their academic skills through the skill levels of other individuals. The teacher can also evoke students’ knowledge by sparking prior knowledge, (Bickford, J. H. (2022).). It is important for educators to consider all students and their abilities when incorporating text within instruction.I would incorporate as an educator by understanding that all students are different and bring their different abilities to the table. When students come together and bring their different abilities, they can help evaluate other students thinking and knowledge. The use of a variety of texts at different levels can help reach a wide variety of students during learning. Not only can a variety of text levels help every student understand materials at their level, but they can challenge students if given a higher reading level. I also think it is important to incorporate groups within the classroom. This will allow students of different levels to work together and gain different perspectives. It also may also give the teacher the opportunity to work with individuals more closely to see where they stand with the materials. I would also review and incorporate prior knowledge and use scaffolding to build onto materials students should already know. When teachers use scaffolding students can build ideas slowly and progress in knowledge over time. This would allow teachers to evaluate understanding and review materials before moving on. I think differentiation is very important within a classroom and helps all different types of students understand materials within the classroom.Source:Bickford, J. H. (2022). Directing and differentiating first-graders’ historical reading, thinking, and writing about abraham lincoln. Social Studies (Philadelphia, Pa : 1934), 113(4), 195-216. https://doi
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