Running head: DIFFERENTIATED INSTRUCTION

Differentiated instruction Philli D! Fuhst AET"#" A ril 1$% #&1' Ph(llis Car)onaro

DIFFERENTIATED INSTRUCTION Differentiated instruction In this a er *e+ll )e ta,ing a loo, at the lesson lan for an instructional -odule designed in -( AET "#& class! During the course of the a er there *ill )e t*o *a(s to change the follo*ing four ite-s! Differentiating content% altering the strategies used to teach said content% carr(ing the *a( to ro.e -aster( of the su)/ect -atter% and .ar(ing the en.iron-ent according to different learning st(les! Differentiating Content 1: 0o -uch -ore in de th *ith the content to )e taught! Instead of doing a )asic lesson -odule in ho* to teach 1non hardcore+ culinarians% instead go .er( into de th on /ust a fe* of the oints in the lesson lan! This ena)les the learners *ithin (our class to gain a greater ,no*ledge in ho* to teach that articular section of infor-ation and then erha s allo* the- to teach those *ith a greater interest the-sel.es! #: Instead of teaching (our otential students ho* to teach adults% consider changing the lan in a *a( to let the- )e a)le to teach children instead! This articular differentiation is used )ecause not e.er(one *ants to teach adults and )( learning ho* to teach children it o ens u another entire seg-ent of otential custo-ers *ere (our students *anting to turn *hat the( learned into a )usiness! Varying Instructional Strategies 1: Instead of sho*ing the- directl( and then letting the- follo* along after*ards to ,no* if the(+.e caught the articular oint% instead si- l( tell the- or -a()e rint ictures2instructions and let the- *or, it out the-sel.es% correcting -ista,es as the( are -ade!

DIFFERENTIATED INSTRUCTION

This allo*s students *ho learn )etter )( doing or reading to ic, things u easier on their o*n! Not e.er( student *ants to )e 1tal,ed to+ to learn and -ight e.en shut do*n% there)( not learning an(thing fro- (ou to )egin *ith! #: Use a co-)ination of instructional strategies such as lecture% de-onstration%*atching .ideos% etc! 4( using .ar(ing instructional strategies *ithin the sa-e class (ou ena)le a greater nu-)er of students to learn *hat the( need% ho* the( need% and li,el( at the s eed the( need to learn it! This also -a,es things easier on (ou as (ou don+t need to do al-ost entire lesson lans for different teaching -ethods and instead si- l( do -ore than one at once! Varying End Product Mastery Test 1: In the attached lesson lan it can )e noted one of t*o -ethods of assing -aster( is a sur.e( gi.en to the students to see if the( feel the(+.e understood *hat (ou ha.e )een teaching! A different -ethod -ight )e to )ring in one 5student6 for each of the eo le (ou are teaching to let the- teach a section of their choice! This allo*s for (ou to *ander and o)ser.e each student in the en.iron-ent (our lesson lan is intended for! Students *ill )e a)le to directl( de-onstrate if the( understand the rinci les of (our instruction and if not (ou *ill ,no* -ore i--ediatel( than e.en *ith the sur.e(! #: The second -ethod is de endent u on if the student in (our direct class is co-ing for (our direction at the )ehest of their e- lo(er! If this is the case% a set eriod of ti-e after (our class is o.er it -ight )e )est to go to the student+s e- lo(er for their o inion on *hether the( ha.e gro*n in their s,ills in the areas related to (our class! If not then the( ha.e not -astered the lessons!

DIFFERENTIATED INSTRUCTION This allo*s for so-eone not ersonall( in.ol.ed directl( *ith the class to )e the /udge% a.oiding an( ossi)le )ias on *a( or the other! Varying Environment for Different Learning Styles Due to the nature of the earning -odule% a culinar( )ased setting *here food *ill )e re ared7 it is necessar( to ,ee all food related acti.ities *ithin a ,itchen setting! This lea.es onl( one o tion to )e a)le to change the setting! In order to in/ect a little .ariet( and to assist those students *ho -ight )ettetr earn )(

'

straight listening% an( )it of lecture that *ill need to )e done )efore the hands on e8a- les could )e done in an actual classroo- setting! This allo*s )oth a )rea, of sitting do*n during the three hour% three night course )ut also allo*s a chance to s ea, in a different *a( as the teacher *ill li,el( not )e -o.ing fro- student to student as the( *ould )e in the ,itchen art of the -odule!