Theory of Differentiated Instruction (DI)

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by TREVOR ROBINSON1 view·Updated Nov 30, 2020
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  1. hi eso for this presentation, I'll be discussing a few
  2. different theories.
  3. Okay, so the first theory is going to be theory
  4. of differentiated instruction.
  5. Um, example of this is when students struggling and they
  6. don't really wanna pay attention in class.
  7. So they tend to kind of wander off or just,
  8. you know, put their head on the desk.
  9. Um, it's your job as a teacher.
  10. Some so to kind of, like, go around your the
  11. script of your class.
  12. You know what kind of get them involved?
  13. So kind of, like, pick out, you know?
  14. No, the student, you know, pick out what they like,
  15. what gets them involved.
  16. So maybe, for instance, like sports or comics, you know,
  17. get them to go and write an essay about that.
  18. At least you're getting them involved, Which is important, Like
  19. for my focus, student number one.
  20. Um, he is not an easy person to to focus
  21. on things.
  22. So what helps him focus is to listen to his
  23. headphones and do the work, and he gets his more
  24. productive that way.
  25. Okay, so my second theory is theory of transformative learning.
  26. Um, mhm.
  27. The theory of transformative learning.
  28. Okay, an example of this could be the way you
  29. explain things.
  30. Um, students don't necessarily understand.
  31. So you have to kind of flip it around a
  32. little bit.
  33. Use different words.
  34. Um, So, for example, if you're teaching a student in
  35. basketball for P e how to shoot a basketball, it's
  36. like, Yeah, you wanna put your two hands on the
  37. ball towards the rim?
  38. It's It's a little bit more difficult than that.
  39. Eso Another example could be like, Yeah, you wanna have
  40. your hand placement certain areas and you want to push
  41. forward with your right hand or your dominant hand that
  42. you use, and that's how you gonna shoot the ball.
  43. Some students will see that a little bit differently and
  44. the understand and will be like, Okay, I understand how
  45. to do this.
  46. Now. The next theory is social emotional learning theory.
  47. I think this is the one of the most crucial
  48. theories because you need to really pay attention.
  49. Your students know your students understand them, you know, know
  50. their background over they've come from, you know, they could
  51. have Ah, tough life, tough childhood.
  52. And, you know, maybe you're having a bad day and
  53. you can take it out on them, you know, and
  54. you you don't know.
  55. It's never the kid's fault.
  56. So you should always understand the students, Um, and where
  57. they come from and it's very important to have parents
  58. involved with their students.
  59. Um, I think this is the most important thing, because
  60. when you have parents involved and they buy into the
  61. system, then that makes the students understand it as well,
  62. and they can also buy into the system.
  63. The next theory would be Constructivism theory.
  64. Um, you know, there's certain ways people learn, um, things
  65. and how you're explaining them eso You know, if you're
  66. explaining to a student on how to weight lift how
  67. to do a proper bench bench press, you know you
  68. can say this is the way you do it.
  69. This is the way you lift it, Okay?
  70. You know, and they don't fully understand it.
  71. They don't understand Why.
  72. Why are they doing this?
  73. So once they do it and they participate, then they
  74. have an idea.
  75. Okay, some people think, OK, it's to make me breathe
  76. harder, okay?
  77. It's to make me sweat more, or it's to make
  78. me stronger.
  79. Some people have different types of results for that.
  80. Okay. And the next theory that I have is behaviorism.
  81. Um, I specifically have a student, which would be my
  82. focus student number three.
  83. Um, this person has a tough time with their behavior.
  84. The reason they have a tough time with behaviors because
  85. they get frustrated, they get frustrated with the work, they
  86. don't understand it, and they want to move forward because
  87. they won't understand it, and they just can't get it.
  88. Um, so behaviorism is something to pay attention to when
  89. you see a person.
  90. I'm sorry that a person, a student, and they look
  91. like they're struggling, you know, they're shaking their head a
  92. lot, and they're just, you know, have their hands up
  93. here scratching their head, you know, they don't understand.
  94. And that's when you need to kind of, like, focus
  95. on them and pay attention.
  96. Kind of go up to, um, ask him on question
  97. that Hey, are you OK if you having trouble with
  98. this assignment and for my last theory, is inclusive education.
  99. Uh, an example.
  100. I have for this is the 504 plan.
  101. Um, and one time when I was in high school.
  102. Um, I had a student in my class who he
  103. had broken his leg from playing football and they had
  104. the option to go into a different kind of class.
  105. Or you could stay in the class it once.
  106. But there's nothing wrong with him.
  107. There was learning, technique, everything.
  108. He's fine.
  109. He understand a lot.
  110. He just had a broken leg.
  111. That's it, Um, so everybody should be given the right
  112. to learn, you know, in the regular classroom, you know,
  113. if they can handle it, then you know, maybe we
  114. should seek some help, or teacher should pay attention to
  115. that and and notice it and direct them to a
  116. different type of classroom.