Running head: DIFFERENTIATED LEARNING DEEDS 1

Differentiated Learning Needs

Student’s name

Institutional Affiliation
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Differentiated Learning Needs

Educators look for appropriate strategies to reach out to all learners and discover

what works best to help every learner learn and develop. Differentiation is among the most

popular notions associated with this phenomenon. Differentiation is indeed a way whereby

teachers create a precise, well-thought-out fit among student qualities such as talents,

preferences, and requirements and curricular possibilities such as acceleration and enrichment

alternatives that enhance educational activities. Whenever instructors differentiate, they modify

their curriculum and teaching approach to meet the needs of each learner. For instance, in the

case of Mallard Creek High School - North Carolina, even though differentiation, as seen in the

ordinary classroom somehow, does not substitute the necessity for specific gifted programs and

services, it is a major contributory factor to the educational system and growth of a talented or

gifted kid in the institution.

Strategies for Supporting Learners

The necessity to differentiate or adapt learning and instruction to address the

requirements of learners with high-incidence impairments or special needs remains a concern for

educators. Mallard Creek High School’s present focus on educating and evaluating standards via

state-adopted assessment and academic standards necessitates knowledge and expertise to

differentiate the standards-based curriculum to fulfill varied student needs appropriately (Kasza

& Slater, 2017). The CCSS (Common Core State Standards) program can be termed as a state-

led initiative to develop an integrated set of guidelines for what gifted and talented kids should

understand and be able to perform in school teaching (differentiation) for children with special

needs has grown in importance (Lee & Wu, 2017). To add to the CCSS, two separate State-

related teams are creating Common Core State Standards examinations for Math and English
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(Lee & Wu, 2017). Following the development of these several assessment criteria, it is expected

that every participating state might pick whichever methodology to use in conjunction with the

Common Core curriculum.

Instructional Practices

Many perspectives on teaching preferences and styles are now employed as the

foundation for differentiation. Elements such as educational variety, and learning preferences,

are considered when developing instructional groups for varied class sessions. Instructors at

Mallard Creek High School employ diversified instructional strategies in the classroom, like

hands-on tasks, collaborative learning teams, peer teaching, and additional visual aids (Kasza &

Slater, 2017). Teachers also discuss employing audio materials and English for nonnative

speakers and reading and writing strategies. Differentiated teaching allows special and general

teachers to experiment with innovative ways of presenting curricular information (Ismail & Al

Allaq, 2019). Furthermore, technology has influenced instructors’ differentiated instructional

initiatives because it may significantly improve the delivery of highly focused teacher

intervention to all groups in the class (Erümit, Öngöz & Aksoy, 2020). Today’s teaching

technology, networking sites, and digital curriculum permit a differentiated teaching approach.

Mallard Creek High School prefers to place learners individually in the suitable, interactive,

well-developed computer-based school curriculum that is contemplated as the pinnacle of

differentiated instruction because such pedagogies provide personalized learning that is

remarkably targeted to trainees’ personal needs and based on one‘s educational levels.

Assessment Techniques

Assessment is in discovering and informing teaching and learning methods. Assessments

test the academic ability of both instructors and students (Lindner & Schwab, 2020). At Mallard
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Creek High School, teachers utilize the assessment results to evaluate their teaching and refine

their curriculum (Kasza & Slater, 2017). According to Kasza and Slater (2017), assessments

include displays of knowledge by pupils, not merely memory of facts or formulaic imitation.

Awareness is best disclosed via real-world applications, interpretations associated with the

construction of assertions, and rebuttals backed up by evidence (Pozas et al., 2021). Moreover, it

can be through assessment of aspects related to significant discussions and contentious topics,

gestures of empathy in which students are encouraged to walk in other people’s footsteps, and

subconscious, which involves students’ developing capability to reflect, rethink, reevaluate, and

reconsider.

Classroom Organization and Pedagogical Practices for Equality

From the standpoint of pedagogical competence, instructors are accountable for offering

learners equitable access to learning circumstances and allowing. In this perspective, equitable

teaching methods are pedagogical alternatives for avoiding learning hurdles for learners at risk of

being underprivileged in educational contexts (Pozas et al., 2021). In addition, teachers utilize

inclusive teaching practices to provide effective learning for all kids in a learning group.

Differentiated Instruction can be seen as an inclusive approach that may be characterized as

purposeful, methodical, and reflective methods that enable instructors to address the needs of

diverse students in heterogeneous settings (Pozas et al., 2021). To diversify their lesson,

instructors must examine five key features of pupils’ distinctive qualities and educational

requirements. These features include managing diverse learners, using a particular teaching style,

creating variation in learning activities, evaluating individual student requirements, and

achieving optimal educational objectives (Pozas et al., 2021). Appropriate instructional strategies
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must be developed based on the accepted variety of students in the classroom to incorporate

multifarious activities that enhance education for all students.

Ways of Consolidating and Using Data to address learning Needs and Styles

Modified instruction refers to the modification of teaching and explanations and content

preparation like procedural variety. To make it simpler for targeted pupils to understand her

teachings, a teacher adjusts her lesson by speaking more clearly and slowly. Teaching

modification necessitates the teacher’s flexibility and reflective adaptation of approaches

(Lindner & Schwab, 2020). For instance, you must encourage pupils to use their enthusiasm in

the framework of individual motivation. The strategy is always based on understanding the kids

and learning about their interests and passions (Lindner & Schwab, 2020). The method that

involves adapting educational materials to fit the requirements of learners is a material

modification (Lindner & Schwab, 2020). As a result, proper materials, tools, and support devices

align with pupils’ particular training objectives and supports their academic progress.

Leadership Strategies in Implementing Best Practices

Leadership is essential for obtaining the good outcomes of individualized education.

When school administrators collaborate with teaching staff to offer systematic career

development when mentoring opportunities for teaching retrofit and inclusion for instructional

practices to differentiation are formed, and when timetables are organized so that educators and

school staff can work collaboratively in education, favorable outcomes are boosted (Andrews,

2021). Therefore, the school administration maintains the authority to decide the appropriateness

of disciplinary sanctions.

In conclusion, the goals of inclusive education at Mallard Creek High School are related

to children’s well-being, social integration, self-concept, and academic accomplishment.

Furthermore, various scholars have underlined the need to listen to learners’ opinions to

understand their requirements. There are several types of inclusive classroom instruction that

may be linked back to differentiation. However, applying these approaches necessitates a

specific setting with appropriate and flexible resource utilization, curriculum adaptability,

teacher competencies, and expertise as a chance for a meaningful educational experience.

References

Andrews, K. M. (2021). Differentiation for Gifted and Talented Elementary Students: What

Teachers Know and Implement.

Erümit, A. K., Öngöz, S., & Aksoy, D. A. (2020). Designing a Computer Programming

Environment for Gifted Students: A Case Study. Malaysian Online Journal of

Educational Technology, 8(3), 41-58.

Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated

instruction practices in English classes. SAGE Open, 9(2), 2158244019856450.

Kasza, P., & Slater, T. F. (2017). A survey of best practices and key learning objectives for

successful secondary school STEM academy settings. Contemporary Issues in Education

Research (CIER), 10(1), 53-66.

Lee, J., & Wu, Y. (2017). Is the Common Core racing America to the top? Tracking changes in

state standards, school practices, and student achievement. Education Policy Analysis

Archives, 25, 35-35.

Lindner, K. T., & Schwab, S. (2020). Differentiation and individualisation in inclusive

education: a systematic review and narrative synthesis. International Journal of Inclusive

Education, 1-21.

Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI (Differentiated Instruction) Does

Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion

and Academic Self-Concept.