Welcome to High School Algebra

A classroom based on differentiated instruction

Jessica Babbes

EDU673: Instruction Strategies for Differentiated Teaching and Learning

Laura Wilde

July 7, 2014

What is differentiated instruction

Differentiation means that I will customize each lesson plan to include multiple intelligences and have enough progress checks to ensure all students are on track before continuing; making the necessary adjustments to maximize all students learning.Progress check include: tests, quizzes, check-on-learning, pre-tests, hands-on activities, group and class discussions, homework/review questions, and more.
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Why incorporate differentiating instruction

I realize that every student is unique in their own way. Every student will not learn the same way and at the same pace as their peer. Some students learn better by working alone and reading the material, others by working in groups, and many by hand-on activities; therefore I have to incorporate all these intelligences and more into my lessons to maximize learning.

Safe and Secure Classroom Environment

A positive learning environment comes from a strong classroom community and by building a connection with each of my students. I need to know what motivates each of my students, when to push them harder and when to back off a little. Each student is expected to learn how to give and receive respect from one another.

Positive Learning Environment

I want each student to feel my classroom is their "special room", a safe place they can be themselves, and a place that is safe and inviting both emotionally and physically. A positive learning environment has a lot to do with my classroom layout, the decoration, the resources, and the overall feel when a student walks inside. I want each student to feel like a part of the classroom community and not an outsider. The basic layout will consist of group of four with diversity (age, culture, gender, grade, and learning intelligence) throughout the groups. Classroom decorations will be of mathematicians from around the world and eventually filled in with students’ work. There are many different resources and learning materials available to all students.

Students' social and emotional needs

  • A student's learning style describes their social-emotional need that enhances learning 1
  • Learning styles include: intelligence preference, gender, culture, and learning style 2
  • The eight intelligence preferences are: kinesthetic, interpersonal, logic/math, intrapersonal, linguistic, musical, naturalist, and spatial 3
  • Four learning styles include: visual, auditory, kinesthetic, and tactile 4

Eliminating student fear of failure and humiliation

I eliminate student fear by building a community in the classroom. My classroom is student-centered and I allow input from the students on the rules and consequences. A strong community where all students are “working together to have a productive learning environment, as well as individual, where students view themselves as learners.” 5

Opportunities for students to succeed

  • Learning objectives will be measurable and specific.
  • Learning outcomes will drive the activity; I will not have the students completing homework or projects just because.
  • All objectives and goals clearly defined, appropriate, and challenging. 6
  • A positive classroom environment equals success in the classroom.

Expectations of students' work and assignments

  • Assignments will be challenging though still achievable
  • Objectives will be clear, though final product will allow for creativity
  • When in groups, all students must participate and be engaged
  • Students submit only their best, high quality work

Expectataions from the assessment of student work

  • Assessments are my tools to evaluate the students' grasp on the material
  • While assessments are not part of the students grade, they are still an important aspect of the lesson plan
  • Assessments will allow me to properly group students can succeed


1 (Puckett, 2013)

2 (Garden City Public Schools, n.d)

3 (Multiple Intelligences for Adult Literacy and Education, n.d)

4 (Garden City Public Schools, n.d, p. 2)

5 (Puckett, 2013, p. 9)

6 (Goldenberg, 2014)


Garden City Public Schools. (n.d.). Differentiated instruction brochure. Retrieved from


Instruction Brochure.pdf

Goldenberg, C. (2014). Unlocking the Research on English Learners. Education Digest, 79(6),


Multiple Intelligences for Adult Literacy and Education. (n.d.). Assessment: Find Your

Strengths! [Survey]. Retrieved from


Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.