Applied Instruction Project 1

Applied Instruction Project DI EDU 605

Love Newkirk

Post University

Dr. Jennifer Vamvakas

Applied Instruction Project 2

Introduction

Differentiated Instruction (DI) strategies are the hallmark for meeting the cognitive needs

of diverse learners. Improvement on previously learned suggested DI methods requires the

writer's deep contemplation and creative wherewithal. A plan to improve DI practices for best

teaching strategies starts with knowing the students. The author intends to create engaging and

informative learner profiles to get acquainted with the learners available for view later in this

paper. With this information, lessons will be geared to include content based on the learners'

interests, learning styles, and backgrounds.

The writer outlines a plan to teach introductory German to third and fourth-grade students.

Most lessons will be tiered to meet the needs of the diverse classroom (beginner, intermediate,

advanced). The author documents the pre-, during-, and post-activities based on readiness, with

each ability level increasing in complexity. Enhancing DI practices include devising postcards in

German for like-aged German students and setting up written chat and video opportunities for

students to exchange with same-aged German students at their current skill levels. Learning a

new language is directly connected to the underlining goal for students to learn more about their

heritage and respect and find interest in other cultures, which, when strategically presented,

reportedly enhances cognition (Desai et al., 2019).

DI and Diversity

The author poses that learner participation will increase, and DI strategies will be better

received when the subject matter is relevant to the learners’ curiosities and attractions. The

author's theory rests on the belief that students involved in such practices will desire to learn

more content about their fascinations. Critical thinking is enhanced by continuing to steer

students to think about how learned content is connected to their area of intrigue.
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The researcher is mindful of the increasing diversity of learners and the need to understand,

appreciate, and harmoniously interact with fellow diverse students (Desai et al., 2019). The

Social Studies/ Introduction to German lessons will initiate discussions about individual students'

cultural backgrounds and how that ethnic group has contributed to humankind. "Exploring one's

family heritage through a self-reflective process is a useful instructional approach for achieving

increased self-awareness regarding one's attitudes, beliefs, and values. This is an important early

step in developing cultural competence (p. 89). The writer believes that having a strong grasp on

one's heritage increases self-esteem and enhances the chances for interest in learning. "Personal

interest is also likely to mobilize various psychological processes, such as an increase in effort

expenditure, a high level of persistence, and/or engagement of deep cognitive strategies.

Researchers have noted, for instance, that indication of personal interest in learning tasks

positively influences academic achievement" (Gottfried 1985; Phan 2015; You et al. 2016 as

cited in Phan & Ngu, 2017, p. 56).

Plan and Rationale

At the beginning of the school year, parents/guardians are invited to meet and greet the

staff. Informal introductions and a school tour for the families to explore the facilities offer a

tangible view of the students' learning space. Individual meetings are scheduled preferably at the

students' homes within the first two weeks of school. (Virtual visits are respected if so preferred).

Two self-devised student profile forms are sent to the family to fill out and return to the teacher

for a preliminary understanding of the child. (See Tables A and B) Even though student profiles

often change and develop as the educator learns more about the student (Meyer, 2012), an initial

profile helps get a first glimpse at the child. The learner profile (see Table A) allows the author
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insights into the student's general makeup and an overview of learning preferences. Table B

delves deeper into the child's interests, liked and disliked subjects, and life goal(s). Also planned

Table A

NAME GRADE

ETHNICITY FAMILY
AGE GOALS
GENDER THINKING style
STRENGTHS CHALLENGES PREFERENCES DREAMS
What do you like to
learn?
How do you like to
learn?
Why do you like to
learn?
HOBBIES /and
with and w/o family
PASSION(S) Extra information, e.g., sport, favorite
foods, pets, bedroom space (solo or
shared),
Table B

NAME MY INTERESTS

Some things I like are… (sport, food, video Some things I do not

games, reading, music, like are…

etc.)

My best subject is… (Math, Gym, Writing, I like to wear…

Art, Music, Library,

Science, etc.)

My worst subject is… (See above subjects) I would rather play… (Alone or with friends)

When I grow up, I want (Scientist, Mechanic, I am afraid of…

to be a… Designer, Musician,

Pilot, etc.)
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are continual assessment processes: data-gathering (pre-formative and summative assessments)

for review (p. iii) by the students, parents/guardians, and the writer. Family meetings, individual

interviews, and email/telephone contact exchanges keep the researcher abreast of the student's

academic and family progress.

The researcher has chosen learner profiles as a proven avenue to understanding the

multifaceted aspects of learning (Alexander & Murphy, 1998). According to Li and Wong

(2019), this method aids in shaping personalized instruction through understanding their

characteristics and unique environments (Li & Wong, 2019).

Without being intrusive, the tables leave room for diverse and honest answers from the

students. The more we share about each other (offering limited information about the writer but

potentially relating to the student), the better the chances of gaining the student's trust.

The researcher plans to meet twice monthly with the students and the guardians for

reflection and modification of plans and goals. With this information, together with the student

and guardians, the writer tailors Math, English, Social Studies, and Art/Creative Writing lessons

to the interests and increasing knowledge of the students. All lessons may incorporate vocabulary

words from the students' passions, encouraging them to learn the innovative words that pertain to

their interests.

A Cultural Excursion through Language

A preliminary discussion about the students' knowledge of the German culture

commences before introducing the language lesson. The instructor pre-assesses the students'

knowledge with photos showing the five body parts on a large poster board (the hand, the finger,

the lip, the arm, and the knee) in English to be learned in German. The students must be able to

write and say the words in English correctly. The instructor shows the German cognates of the
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words and discusses the similarities. Cognates are as follows: the hand/ der Hand, the finger/ der

Finger, the arm/ der Arm/ the lip/ die Lippe, the knee/ das Knee. The students watch a video of

German children explaining the body parts and expressing introductory conversations in English

and German. Verbal rehearsal of the words in German allows the instructor to assess the learners'

pronunciation skills. All students have access to the Web. 2 programs to listen, write, and record

themselves. Lower-level students listen and then record their voices practicing the words.

Median-level students practice listening, writing, and saying the words in groups of two

or three. The advanced students work individually or in small groups practicing the above work

with the added expectation of finding the relationship between the phrases encompassing the

words when they are presented with sentences in English and German: That is my hand/ Das ist

mein Hand, That is my finger/ Das ist meine Finger, That is my knee, Das ist mein Knee, and

That is my arm/ Das ist mein Arm.

Think-pair-share (The Harriet W. Sheridan Center for Teaching and Learning, 2019) is an

interactive activity to get the students thinking about why these two languages may have the

exact spelling and meaning. The students discuss their ideas in groups of two or three and then

share them with the whole class. Then while the video plays a second time, the instructor pauses

it to let the children practice saying the words. The class recites as a group and individually the

expressions. Each student must also write the words in their vocabulary notebooks from the

video. The teacher then decides on differentiated instruction depending on the student's abilities.

For post-learning activities, the teacher asks the students about the most challenging part

of the lesson and if there are any lingering questions, and the students discuss their progress and

challenges (The Harriet W. Sheridan Center for Teaching and Learning, 2019). The children may

share their strengths and practice their weaknesses with a partner. Such a discussion helps the
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students reflect on what they have learned and what areas need practice. This exercise also helps

the teacher discern how to differentiate the students by readiness. The students have choices to

relay their questions and challenges to the teacher. Some students may write in their reflection

journals, while others may record their thoughts on the Web. 2 links. Still, others may discuss

their concerns with the teacher directly in individualized sessions or small groups. The teacher

documents the information in each student's learner profiles for future reference. A final group

discussion is encouraged for everyone to realize the various modes/languages for expression.

Learning entails progress and sometimes failure, defined as another opportunity to get it

eventually.

Varying DI by Content, Process, and Product

The writer will differentiate the subject matter by content according to readiness and

learner profile (Tomlinson, 2001, p. 73). The beginner group will be expected to learn the

vocabulary of the cognates relating to the body parts by watching a video showing the parts

while listening to the audio of the pronunciations. These expressions include the hand/ der

Hand, the finger/ der Finger, the arm/ der Arm/ the lip/ die Lippe, and the knee/ das Knee. The

intermediate students must master written and verbal expression of the words by learning from

the varied grade-level picture books of the cognates. The advanced group uses these words in

short introductory phrases in written and verbal form utilizing a choice of the combination of

books and videos. These phrases are as follows: That is my hand/ Das ist mein Hand, That is my

finger/ Das ist meine Finger, That is my knee, Das ist mein Knee, and That is my arm/ Das ist

mein Arm. Web 2.0 tools allow learners to create comics with written dialogue, videos, and audio

recordings. All students record their entries and reflections in physical journals or online in Word

or Google Documents.
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Varying the process of the lesson considers the student's choices of sense-making

activities (Tomlinson, 2001). The educator organizes independent, duo, trio, and small group

learning opportunities to "make(s) it easier for a teacher to reach out to individuals and to match

activities or process to needs of individuals" (Tomlinson, 2001, p. 80). Learning centers are a

viable method to practice the levels of the new language comprehension. Kinesthetic activities,

including "Charades," evaluate the partners on the vocabulary and role-playing rehearsing the

learned greetings in the new language. Differentiating lessons by tiering is also considered when

there is a stark difference in the advancement of the lesson. Beginners are offered writing and

oral practice opportunities with paper handouts or online German beginner-level repetition

lessons. Median learners are grouped in twos or threes and quiz one another on the content.

Advanced learners create short role-play scenarios using the phrases, That is my hand/ Das ist

mein Hand, That is my finger/ Das ist meine Finger, That is my knee, Das ist mein Knee, and

That is my arm/ Das ist mein Arm. All students are asked to compare the sounds of the words in

English and German: "How would English sound to someone who did not speak the language?"

The students are asked not to say the actual English words but instead the sounds. "How do (you

think) Germans sound when they speak German in complete sentences?" "Have you heard other

languages that you did not understand, and how does that sound? Can you imitate it?"

Product presentations vary depending on student interest. Advanced learners will create

postcards to send to Pen pals with introductory greetings and information about themselves and

ask questions of their newly acquainted writing partners. Median-level students to advanced

learners may create a three-minute sketch using the learned phrases and present it to classmates.

Two more ways to differentiate the Instruction for beginner- to median-level learners are to have

students create a collage of children interacting with each other with the names of the cognates
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and phrases learned. Ultimately, utilizing technology, the class could set up a written chat room

with like-aged children in a German classroom exchanging greetings. Lastly, the children will

initiate a brief video chat with those German students. If there are German relatives or other

connections to German-heritage folks, the students may interview them to learn about the culture

and receive authentic listening opportunities in German.

Additional ways to differentiate the classroom include preparing a brief sketch with the

students presenting their levels of expertise in the language. The beginner students are

responsible for drawing the body parts on four-inch by five-inch cards. Intermediate group

learners write the corresponding article and the names of the parts on separate four-by-five-inch

cards. Advanced learners would "play" the teacher and practice the initial vocabulary words with

the class. The beginners would answer the questions while the intermediate group pantomimed

the body parts.

Future Goals towards DI Growth

The researcher's goals include:

• Becoming more proficient with technology incorporating DI strategies.

• Creating a platform for getting to know the students' families for continual

communication/feedback and DI explanations.

• Staying abreast of new strategies for DI while developing an Edutainment curriculum.

Additionally, the writer intends to continue creating ways to incorporate entertainment into

the academic lessons, e.g., appropriate content songs, offering various outlets for the students to

present their learning through individual productions using visual art, dance, audio, and video

options. Thirdly, the instructor will continue to interview educators at the schools about how they

differentiate their classroom lessons and visit those sessions for observation.
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To measure the meeting of the above goals, the researcher will implement a deadline in the

calendar for regular checkups to assess progress. Each of the objectives will be chronicled with

deadlines and specific expectations of achievement. In the case of interviewing teachers and their

practices, the researcher will journal their processes and progress.

Differentiate Instruction Improved

"If all products relate to the same key information and understandings, then all students

can share in conversations among individuals, small groups, and the whole class. This can occur

even as students work in ways that address their own readiness levels, interests, and learning

modes" (Tomlinson, 2001, p. 92). With the above quote in mind, the author will improve DI by

incorporating the interests, readiness, and learning profile (2001) of the individual student as

often as possible in the instructions. After getting to know the students from their learner profiles

showing their interests, passions, and learning preferences, the author plans to infuse as much of

that knowledge into the lessons (2001).

For a Math class, if Samuel loves trains, he will be encouraged to apply his learning to

trains, travel distances, cars, cargo, passengers, etc. Any Math lesson can be taught using these

images. Many vocabulary words and essays can be tied in with trains and travel to show his

reading and writing abilities by differentiating his classes based on his passion. Depending upon

interest, pairing other students who could use his "services" can collaborate with him and create

a "community" filled with students finding their place, e. g., cooks, architects, teachers,

designers, and the like. There is a wealth of real-life lessons to be taught, incorporating the

students' interests. Relevant and exciting experiences create a unique and practical learning

environment (Tomlinson, 2001).

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The writer suggests that colleagues incorporate as much physical movement, including

song and dance, in their lessons as possible. She recently made human analog clocks using the

children's arms to deepen the students' understanding of telling time. To tangibly show the clock

did not sufficiently deepen the learning.

Listed below are three references worth exploring for a deeper understanding of DI

practices, including an Edutainment strategy involving comics and a look at how race may

impact educators.

1. Dodge, J. (2005) Differentiation in action. New York: Scholastic Teaching Resources.

Developing Edutainment-Based Comic Media in Integrative-Thematic Learning in the

Elementary School

2. Desai, P. P., Dodor, B. A., & Carroll, E. B. (2019). Exploring One's Family Heritage to

Enhance Self‐awareness: A Step Toward Developing Cultural Competence. Family

Relations, 69(1), 76–91. https://doi.org/10.1111/fare.12383

3. Ramsay-Jordan, N. (2020). Understanding the impact of differences: Using tenets of

critical race pedagogy to examine white pre-service teachers' perceptions of their black students'

race & culture. Multicultural Education, 27(2), 2–17.

Conclusion

DI has been proven a viable strategy for approaching the student where they are and

supporting the advancement of learning (Tomlinson, 2001). This strategy addresses the advanced

learner who finds the material too easy while supporting struggling learners who have trouble

grasping the same concepts (Small, 2017, as cited in Lai, Zhang & Chang, 2020). These

reputable authors recommend DI because it "provides a balanced solution for teachers to attend

to each learner's needs by furnishing him or her with appropriate learning tasks and essential
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social interaction" (Small, 2017, as cited in Lai, Zhang & Chang, 2020, p. 2). Successful

cognitive experiences and positive emotional responses may result from DI environments where

the learner's needs are met (Lai, Zhang & Chang, 2020). According to Bandura (1997), student

learning intentions are directly linked to their self-efficacy development. He claims that "highly

efficacious students possess strong learning motives, which may assist them in pursuing a better

understanding of the content taught and superior learning achievement in the classroom"

(Bandura as cited in Lai, Zhang & Chang, 2020, p. 3). Offering students DI based on their

interests and learning profiles infused with relevance to their lives will help develop a generation

of productive world citizens. Exposing them to other cultures and languages supports enhancing

their cognition as they learn to respect other cultures and learn more about their own. This is DI

at its finest!
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References

Alexander, P., & Murphy, P. (1998). Profiling the differences in students' knowledge, interest,

and strategic processing. Journal of Educational Psychology, 90, 435–447.

https://doi.org/10.1037/0022-0663.90.3.435

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Desai, P. P., Dodor, B. A., & Carroll, E. B. (2019). Exploring One’s Family Heritage to Enhance

Self‐awareness: A Step Toward Developing Cultural Competence. Family Relations,

69(1), 76–91. https://doi.org/10.1111/fare.12383

Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school

students. Journal of Educational Psychology, 77, 631–645.

The Harriet W. Sheridan Center for Teaching and Learning. (2019). Interactive Classroom

Activities | Sheridan Center | Brown University. Brown.edu.

https://www.brown.edu/sheridan/teaching-learning-resources/teaching-

resources/classroom-practices/active-learning/interactive

Lai, C.-P., Zhang, W., & Chang, Y.-L. (2020). Differentiated Instruction enhances sixth-grade

students' mathematics self-efficacy, learning motives, and problem-solving skills. Social

Behavior & Personality: An International Journal, 48(6), 1–13.

https://doi- org.postu.idm.oclc.org/10.2224/sbp.9094

Li, K. C., & Wong, B. T.-M. (2019). How learning has been personalised: A review of literature

from 2009 to 2018. In S. K. S. Cheung, L.-K. Lee, I. Simonova, T. Kozel, & L.-F. Kwok
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(Eds.), Blended learning: Educational Innovation for Personalized learning (pp. 72–81).

Springer International Publishing. https://doi.org/10.1007/978-3-030- 21562-0_6.

Meyer, S. (2012). Differentiated instruction: learning profiles, assessment, and Differentiated

instruction: learning profiles, assessment, and professional development professional

development.

https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1209&context=grp

Phan, H. P., & Ngu, B. H. (2017). An examination of social and psychological influences on

academic learning: a focus on self-esteem, social relationships, and personal interest.

Social Psychology of Education, 21(1), 51–73. https://doi.org/10.1007/s11218-017-9407-

The Harriet W. Sheridan Center for Teaching and Learning. (2019). Interactive Classroom

Activities | Sheridan Center | Brown University. Brown.edu.

https://www.brown.edu/sheridan/teaching-learning-resources/teaching-

resources/classroom-practices/active-learning/interactive

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.

Alexandria, Va: Association for Supervision and Curriculum Development.