Questions

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 1.      Differentiated instruction is where a teacher would individualize lessons for every student that needs them (Ormrod & Jones, 2018). To me, this means that as a teacher that it is my job to accommodations or modifications to my lessons for those who need one of these types of instructions or tasks. This also means that I should do regular assessments on my student’s progress (Ormrod & Jones, 2018). Making accommodations and modifications is something I am familiar with as I work in an ASD classroom and we have a wide range of learners in our class. Most of our work is modified for most of our students as well we make accommodations on some of the work for instance when it comes to math some of the students need to use a calculator to do a certain type of math and we make sure that a calculator is readily available for these students. Another example is that we have a student that is mildly visually impaired, and we need to make sure the print is bigger on most of the work and that there are not too many things on the paper so that the student could not focus. These are just a few things we do daily.
Ormrod, J. E., & Jones, B. D. (2018). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching. (5th ed.). Upper Saddle River, NJ: Pearson.

 
 2.     Differentiated instruction is when the teacher needs to individualize or adjust the lesson plans or instructions for specific students (Ormrod & Jones, 2018). Every student will present difficulties or even have cognitive disabilities, and teachers must be able to adjust for that in their classrooms.
Because our classrooms will be full of different learners, personalities, disabilities and abilities, I will need to be able to make a flexible lesson plan to accommodate my students. It is my job to make sure everyone is learning the proper curriculum in the most beneficial way possible. Adjusting to certain students who may not learn as fast or learn too fast, not speak English very well, or even someone who is hearing-impaired… you never know who will be in your classroom, so for me, this means that I will happily be glad to make changes and adjust my plans to make sure all my students walk out of the classroom confident in what I just taught them.
Ormrod, J. E., & Jones, B. D. (2018). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching. (5th ed.). Upper Saddle River, NJ: Pearson.

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