Happy Reading !
Fame Student of the Month
“Mohan is an enthusiastic helper, he carries out his responsibilities very earnestly with a big smile on his face.”
Mohan joined Aarambh in 2016. As a 7-year-old, he had attended a main stream kindergarten program earlier.On first sight he appears to be neurotypical and this caused a lot of difficulties for him. He could not cope with the academic pressure in the main stream system. He seemed to have disjointed knowledge. He could count up to 100 but did not know have basic understanding of the number concepts. He seemed to have elements of learning disability (dysgraphia). In addition to auditory processing disorder, he could only execute 1 step instructions. He seemed very closed and not open to any kind of learning.
Mohan had good self-help skills and was independent when it came to toileting and feeding. He had good knowledge of the basic concepts of sizes, distance, textures, less and more, could label common animals, vegetable and fruits. He could write his name and knew his father’s phone number. We built on his knowledge. He now knows to write his bio-data with details like his name, his parents and siblings name, his school’s name, his age independently. Pink was the only colour he knew but he can now identify and write the colors blue, red, green and yellow. He can generalize them to the different things found in nature. He could only sequence the numbers but did not understand the concept, the weightage, the before and after concept.
New things intimidate him but he has settled down very well. He is thriving and feels like an achiever after being called a failure all his life. Although reluctantly, he partcipated in Pratibha. He is praised for not quitting. This was his first time ever dancing and performing on stage. Mohan has gained a lot through this year. He has become independent with his work, enthusiastic about art and drawing, participates happily in class and in the prayer assembly. He is very helpful and kind to his classmates. He has shown a marked improvement in a year at Aarambh and will do well in the academic stream in the future.
Fame Teacher of the Month
My firm belief that I am making a positive change in the lives of my students, helping them develop and strengthen skills that are essential to understanding, appreciating and interacting with their environment is what keeps me going. Each day brings with it challenges as well as rewards. The joy I feel when interacting with the children is a great motivator.
By Ms. Surekha (Special Educator)
Differentiated instruction is the way in which a teacher anticipates and responds to a variety of students' needs in the classroom. Differentiated instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content, to processing, constructing, or making sense of ideas and developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability.
Formative assessment is an essential ingredient of this method.Teachers need to continuously assess where students are and what they need to learn. The assessment involves not only readiness but also interests and how that student learns best.
- Offering students choice in what they are going to learn (content), the learning activities (processes) and/or the results of the learning (products) along with where they want to learn (environment).
- Variety of student groupings and learning environments.
- Variety of instructional and assessment techniques related to student learner profiles.
- One example of differentiating instruction and reaches more learners with special needs.
- Teaching methods that focus on a variety of techniques to meet student learning needs by varying the content, process or products of the learning based on the learner’s readiness and interests.
Teachers who practice differentiation in the classroom may:
- Design lessons based on students’ learning styles.
- Group students by shared interest, topic or ability for assignments.
- Assess students’ learning using formative assessment.
- Manage the classroom to create a safe and supportive environment.
- Continually assess and adjust lesson content to meet students’ needs.
- LEARNING READINESS – Readiness is the current knowledge, understanding and skill level a student has related to a sequence of learning.
- INTEREST – What the student enjoys learning about, thinking about and doing - in and out of school.
- LEARNING PROFILE –
Content is the information that the students are required to learn and resources which will help him do so. Also, focus on the key concepts.
Vary curriculum and materials
- Offer multiple reading levels
- Texts,computers,videos and other media to convey information
- More depth material v/s basic materials
- Materials /content offered in students native language
Process is the means for students to interpret the content and ideas that are outlined in the curriculum. Each student needs time to think about new material and make sense of it.
The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports or other activities. Teachers may assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.
The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.
- Use a variety of learning materials.
- Create instructional activities using multiple intelligences (linguistic, logical, mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, naturalistic).
- Create a positive, student-centred learning environment.
- Use multiple resources (including technology) and texts.
- Give students a choice in learning and assessment activities.
- Encourage individual projects.
- Increase the use of Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation).
- Encourage personal connections to the new learning.
- Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.
- When students are given more options on how they can learn material, they take on more responsibility for their own learning.
- Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons
- Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.
- The learning curve can be steep and some schools lack professional development resources.
- Critics argue there isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.