Rossaura De La Cruz

1. I understood this statement by deciphering the meanings of differentiation. There are

2. The robust teaching links are the five classroom elements. They consist of a learning
environment, curriculum, assessment, instruction and classroom leadership. To begin

1) Learning Environment → Learning environment can refer to both the physical and
affective climate of the classroom. It can be decided whether that affects everything that
happens in the classroom. The nature of the learning environment is to answer the
question that all young people have which is “How is it going to be for me in this place?”.
The teacher is attuned and responsible for the catalyst of the students' needs and
spespones and almost starting their thought process. Various scholars have noted that
the teachers' response to students' needs can include belief, invitation, investment,
opportunity, persistence and reflection.
2) Curriculum → it is what teachers plan to teach and what essentially they want their
students to learn. It is identifying the characteristics of quality in a curriculum and what
nature should teachers teach and what should we ask of our students to learn. There
isn't one distinct answer but the three main fundamental attributes are goal clarity, focus
on understanding and engagement. This all comes to the point that it should have clear
goals for what students should know and be able to do as a result, it should also result in
student understanding of important content and lastly how students are engaged
throughout the whole learning process.
3) Assessment → With the strong belief that teachers have the ability in both their content
and curriculum that it improves student learning, then assessment and differentiation
should follow suit. Assessment would be as natural as examining the process of a
classroom and for differentiation to be effective, teachers would need to know that for
each student where that student begins and ends in their journey of meeting the level or
criteria for that lesson. Assessment is the compass for daily planning in a differentiated
classroom.
4) Instruction → it refers to how teachers teach and how students will experience learning.
Instruction is more powerful in student learning rather than curriculum as argued by
many researchers. Instruction is at the core of differentiation because the ultimate goal is
to ensure that students have the best possible learning experience in order to have
academic growth. The goal of academic growth is dependent on effective instructional
practices that is working with effective curriculum which ties in again effective
assessment. So, instruction that is effective in moving students ahead from their starting
points will 1. benefit from and contribute to a positive learning community, 2. be targeted
at helping students acquire and use the specified learning targets which is just the
 KUDs, 3. be informed by pre-assessment and formative assessment, and 4. necessitate
flexible classroom routines and student participation.
5) Classroom Leadership → this can be described as the teachers job to lead students and
manage processes and routines. Especially in a differentiated classroom, this shows that
teachers have a vision for the classroom welfare and that each student is important and
can come together to achieve important goals

3. How would you describe the learning environment in your field placement? Use specific
examples to support your opinion.

In the field placement of Mount Saint Michael, as seen from a math madness standpoint, the
strong aspects are the teachers instruction and classroom leadership. Students feel comfortable
enough in the classroom because the teacher has created a space where they can share out
and speak in comfort while also maintaining academic integrity. Teachers instruct students so
students follow with success and to achieve their academic goals.

How would the students at your field placement describe the learning environment?

The students would describe it as an environment where teachers are doing their best and
giving all their hard work for students to reach their full potential and academic goals. Students
can also say that classrooms are comfortable and safe enough because their teachers have
made a classroom environment like that.

4. Describe the KUDs for your 7th grade learning segment.

- A KID for a 7th grade classroom is the learning target. This can be done by using the
learning segment. For example, in a seventh grade math classroom the learning
segment could be to be able to solve inequalities using a word problem. You can use the
KUDs for the learning target. One day the focus of the learning target can be to solve
inequalities, another day can be to understand word problems and finally on the third
day it could be bringing those two components together. This is called the learning target
and it focuses on the goals for the day but written in students language.

5. Why should you plan your learning segment for the highest level of performers in the class
– that is teaching up instead of planning for the lowest performers?

- It is probably best to teach up so that you know what the highest level is. Even if
students don't get to reach that level or haven't yet, you know as a teacher where you
want your students to be and what the standard calls for. You can help this by building
your students up to that level so they can reach the level of what you're teaching up.
6. What pre-assessment will you use in your learning segment to know where students
BEGIN in this learning segment?

- A pre-assessment that can be used can either be a Do-Now or a pop quiz in the
beginning of class. This can be a topic that students will learn in that same class, the
quiz doesn't have to count as a grade but is just used as a way of introducing students to
the topic that they will learn before actually starting.

7. What would be the learning target for your learning segment? (review learning targets from
EDUC 206 if necessary)

- When reviewing learning targets for a learning segment as we did in EDUC 206, a
learning target has been described as clear and cut goals that are written in student
friendly language and is describing what students will be able to do at the end of the
class. Specifically for this past semester's learning target, the learning segment was
being able to solve and graph linear equations. So the learning target for one day was to
be able to solve linear equations, then the next day be able to graph them. This allowed
students to understand one step and master the learning target for the day that
contributed to completing the learning segment.

8. Based on the case study you chose, what is the readiness level of the learners you are
addressing?

- In most cases, the readiness level of the clearness is not quite there yet. For Ernesto's
case, it states that he got a level 1 on the english proficiency state test. This shows that
he is not there yet and needs more on developing his language skills. He does not get to
practice his skills at home as his family's native language is spoken at home. The
readiness level is ot quite there yet so students will need more practice and experience
to get to that level.

9. What are the interests of your field experience students?

- In most cases, a lot of adolescent students in today's age are interested in things such
as sports and technology. When observing in fieldwork, a lot of social language that was
used in between the students was about sports or about the latest game on the latest
consoles. Including these types of students in the classroom could prove to be beneficial
to student engagement and learning.
- 10. Brainstorm a way students can:

a. Take in knowledge in your learning segment

- Some ways I can take knowledge from a learning segment could be to break down the
segment into smaller components

b. Engage with knowledge in your learning segment

c. Explore knowledge in your learning segment

- Students can explore with that smaller component, they can explore how it ties in with
the learning segment and why it is important.

d. Demonstrate knowledge in your learning segment

- Once students have understood the learning segment, they can take a small practice
assessment that isn't worth a lot of points like an exit ticket or a pop quiz to help them
strengthen and fine tune their knowledge.

11. How have your ideas on differentiation changed after reading this chapter?

- My ideas on differentiation have definitely changed after reading this article, especially
the ideas of tying it in with the learning target and segment were really important. I
understood the five main components and understood curriculum and assessment on a
much clearer level. Before I used to think of assessment as a way to just give students
work so they can practice and understand the concept but now I know that assessment
is the compass for daily planning in a differentiated classroom.