Two Weeks of Discussions on Teaching Approach

Two Weeks of Discussions on Teaching Approach

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Two Weeks of Discussions on Teaching Approach

Reply 1 due by 1-21 by 9pm AZ time.

Differentiated instruction is a teaching approach where you cater to all students’ learning needs within the classroom and let students demonstrate their knowledge in different ways. The purpose of this type of instruction is to engage adult learners based on their specific learning needs and interests.

This approach is beneficial to adult learners because “teachers communicate to students what is essential to learn about a subject so as to link curriculum and instruction to assessment” (Turner, Solis, & Kincade, 2017, p. 490). This is crucial for adult learners because they want to know why they need to learn something or the value in learning the materials within the classroom.

According to Turner, Solis, & Kincade (2017), this approach is proactive, promotes engagement, facilitates motivation, lesson plans are structured to fit adult learner preferences and make connections with classroom materials with things students’ value outside of the classroom and promotes individual growth. This approach also offers adult learners flexibility, which is imperative within higher education, and can “encourage students to discover new interests” (Turner, Solis, & Kincade, 2017, p. 492).

Overall, differentiating instruction is beneficial for adult learners because it embraces all the different ways students learn within the classroom and provides value to their learning.

Differentiated instruction is a teaching strategy teacher use to accommodate a diverse range of students. Students come to school with different areas of improvement and strength. Teachers use differentiated instruction to reach students with the same skills and concepts at these different levels.

For example, teachers can focus on the students and what is best for their learning. A teacher can differentiate content, process, and learning environment based on student needs and interests. To identify, teachers must observe students and monitor their progress to determine students’ interests, strengths, and areas that need improvement.

The benefit of using differentiated instruction is that students are more engaged because the teaching style aligns with their learning style. Thus, differentiated instruction methods can increase student engagement and motivate achievement. According to Turner (2017), Differentiated instruction “gives each student the opportunity to acquire knowledge and understanding of course content and activites based upon their individual interests, and learning profiles” (p.491) Turner also adds, “The method which increases the opportunity for students to learn and excel within a large class(p.492).

Two Weeks of Discussions on Teaching Approach

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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