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Return to: ETAP 623 Spring 2019 Section 5933 (Byrne) | See my Mini-Course! --> Differentiated Instruction in the Early Childhood Setting



About Me

Kari.png .
Hello! My name is Kari Mavrovouniotis. This is currently my second semester of the CDIT Masters program at Albany. I graduated from SUNY New Paltz in 2017 with a degree in Early Childhood & Elementary Education. I am in my second year of teaching kindergarten in Brooklyn, NY. I love, love, love the early childhood grades. I adore receiving a group of babies in September who cannot hold a pencil and end up leave my class reading and writing in June. It's an amazing transition to see and be a part of. I am currently living in Brooklyn. When the weather is nice you can pretty much catch me any time of the day out in Prospect Park. I love to travel as well and (try my best) to stay active and fit. Look forward to working with everyone through the course of the semester!

My Topic and Purpose

My topic of my course is Differentiation in the Early Childhood Setting. The intent of this course is to show educators the necessity of differentiation in instruction and how to effectively differentiate instruction in the early childhood classroom.
Topics that will be covered:
•What is differentiation?
•Why is it important? What are the positive impacts of differentiation?
•Using Assessment for Differentiation
•What does differentiation look like?
•Model Lesson exemplifying effective differentiation
•Create your own Lesson

Learning Outcomes

Learners will be able to:

•identify the need of differentiated instruction. (Verbal and Intellectual Skill)
•identify definitions and examples of differentiation. (Verbal and Intellectual Skill)
•create a lesson plan that applies differentiation strategies in (Intellectual and Cognitive Strategy)
•list the steps of the design-inquiry process. (Verbal and Intellectual Skill
•provide example of using assessment to create differentiated instruction (Intellectual and Cognitive Strategy)
•choose to implement differentiation strategies in their teaching. (Attitude)

Needs Assessment

Differentiation in the Ealy Childhood Setting

Narrowing my Topic

“…just because there is a predictable pattern to growth, and a predictable season for blooming, doesn”™t mean that every flower on the plant will bloom on the same day. Each flower opens at its own rate within the growing season. For a flower, the season for blooming may be a matter of weeks or months. In child development, some seasons may even last a few years.” – Amanda Morgan
It is the intent of this mini-course to help Early-Childhood teachers learn more about the importance of differentiation and how to implement it to their young students.

Needs Assessment

Part 1: Intent
Oduolowu & Oluwe (2011) note that the early years of children are years of extreme vulnerability and tremendous potentials, during which adequate protection, care and stimulation are essential to provide the foundation for well-being and development. The provisions for this foundation are therefore very critical to ensure that the later years are properly anchored. My hypothesis is that some early childhood teachers may not be prepared for providing effective differentiated instruction with their students. My proposed solution is to provide a mini-course to help them understand differentiated instruction and to help develop it in their classrooms.


Part 2: Gathering Information

Before this can be done, it behoves the teachers to understand that children are unique individuals that have come to the classroom with different knowledge and skill levels (Izuagba, Afurobi & Ifegbo, 2016). In order to assess the possible need for a mini-course on differentiated, Researchers was done to determine teachers’/caregivers practice in differentiating instruction at the early childhood care education. This research study identifies the most important challenges that constrain the use of the differentiated instruction strategy, according to the views of general education male and female teachers (primary, intermediate, secondary) in the Eastern Province of the Kingdom of Saudi Arabia. The research problem is identified through the following questions: 1) What are the main challenges of using differentiated instruction strategy, which are related to the school environment?
2) What are the main challenges of using differentiated instruction strategy, which are related to male and female teachers?
3) What are the main challenges of using differentiated instruction strategy, which are related to the students?
4) What are the main challenges of using differentiated instruction strategy, which are related to school courses?
5) What are the main challenges of using differentiated instruction strategy, which are related to the nature of the strategy itself?
6) Are there any statistically significant differences in the challenges of using a differentiated instruction strategy according to the educational stage?
7) Are there any statistically significant differences in the challenges of using a gender-specific education strategy?


Part 3a: Summary of Results

The challenges with the highest average were density of students per classroom (4.52), failure to prepare the teacher before service in a way that suits the requirements of differentiated instruction (4.11), lack of availability of educational equipment and Instruments to apply the differentiated instruction strategy (4.05),weakness of students’ conviction in using the differentiated instruction strategy (4.03), and students are used to traditional teaching strategies (4.01).

Part 3b: Revised Intent
These results are from just one study, but it symbolizes the true challenges faced in education and how the means for differentiated instruction, and training there-of, is not being provided. Proposed solutions provided by this study recommend holding workshops and training courses for teachers on how to implement the differentiated instruction strategy, and provide them with practical models for the application of this strategy in school course and providing all means of support to encourage teachers working in the field of education to use modern teaching strategies, especially the differentiated instruction strategy.

Therefore, a mini-course on differentiated instruction training for early childhood teachers proves to be warranted to address any confusion or missing information for early-childhood teachers of diverse teacher preparation programs.


References
Akinrotimi, A. A., & Oluwe, P. K. (2016). Challenges in implementation of early childhood Education: The way forward. Journal of Education and Practice. 7 (7), 33-38.
Al-Rashidi, K. (2015). The effectiveness of differentiated instruction in Improving the Level of motivationtowards science learning among deaf students in the primary stage. Journal of Education, Al-Azhar University, 1(163), 1-52.

Analysis of the Learner and Context

== Performance-Based Objectives ==

Learners will define and explain the concept of differentiation by naming the purpose and need for differentiation, which includes knowledge and experience through written response to questions
Learners will identify real life examples of differentiation within a lesson by distinguishing examples of each through answering multiple choice questions.
Learners will generate examples of various differentiation techniques learning and instruction for deeper understanding in the form of a written lesson plan outline.
Learners will adopt the strategies of utilizing differentiation techniques as well as thinking aloud to integrate differentiation through the creation of short videos.
Learners will generate a list of strategies specific to their instructional context and explain how and why those strategies will lead to improved outcomes of instruction for deeper understanding.
Learners will choose to incorporate differentiation into their instruction by utilizing the knowledge and techniques in this course within the context of their professional teaching positions.

Task Analysis

Course Purpose
Through this course, participants will learn how to meet the educational needs of their students through the use of differentiated instruction. Together, participants will explore what differentiated instruction means, how it can be used to aid student learning and various strategies to implement differentiated instruction in the classroom.

Learning Outcomes Overview

Upon completion of this course, participants will be able to -

  • Define what is differentiated instruction.
  • Identify the fundamental components of differentiated instruction.
  • Describe the benefit of differentiated instruction for students focused on early childhood grades.
  • Learn strategies for how to differentiate instruction in the classroom.
  • Create a lesson plan based on differentiated instruction strategies that were suggested in the course.

Prerequisite Skills

Essential Prerequisites - In order to be successful in this course, participants should have the following skills; experience in an educational (classroom) setting, ability to read and understand a variety of texts, visual and auditory processing skills, prior experience creating and carrying out lesson plans.

Supporting Prerequisites - The following skills are suggested but not required of all participants; experience working with a variety of leaners from different grade levels, familiarity with Social Studies content, intrinsic motivation and the desire to learn about differentiated instruction, computer/technology skills.


== Unit Outline & Curriculum Map ==

Unit 1 objectives: Upon completion of this unit, participants will be able to

Define differentiated instruction.

  • Discuss the misconceptions related to the widely used educational term.
  • Identify what differentiated instruction is and what it is not through an activity.
  • Map out the sequence of learning units and activities to achieve the defined objectives.



Unit 2 objectives:Upon completion of this unit, participants will be able to

  • Discuss how Gardner's theory of Multiple Intelligences is related to differentiated instruction.
  • Discuss possible strategies to accommodate various learning styles.



Unit 3 objectives: Upon completion of this unit, participants will be able to

  • Identify strategies for differentiating instruction.
  • Create a lesson or activity that incorporates differentiated instruction while keeping the theory of multiple intelligences in mind.
  • Discuss their specific classroom goals for differentiated instruction.

References and Resources

References Akinrotimi, A. A., & Oluwe, P. K. (2016). Challenges in implementation of early childhood Education: The way forward. Journal of Education and Practice. 7 (7), 33-38. Al-Rashidi, K. (2015). The effectiveness of differentiated instruction in Improving the Level of motivationtowards science learning among deaf students in the primary stage. Journal of Education, Al-Azhar University, 1(163), 1-52.