Introduction
Education has continually evolved to meet the needs of students with diverse abilities, aptitudes, and developmental differences. Differential instructional practices have become popular in primary and secondary education, as this methodology requires teachers to adapt educational materials to children’s individual needs, rather than using universal techniques for all (Van Geel et al., 2019). Differentiation can be described as “a teaching philosophy rooted in a deep respect for students, acknowledgment of their differences, and the drive to help all students thrive” (Smale-Jacobse et al., 2019, p. 1).
In the video titled “Investigating balance and motion with cars and ramps,” the teacher works with a group of first-graders with diverse backgrounds (Atlas, 2014). Some children in this class have some developmental problems like autism and attention deficit hyperactivity disorder (ADHD) that require additional methodologies and unique approaches. Specifically, one student with autism spectrum disorder has abnormal brain development, which complicates her learning; hence, this child needs more attention and patience. The teacher attempts to include every student, ensuring that all children have the opportunity to test vehicle motion at various ramp angles and practice data representation.
Differentiated Instructional Practices
In the video, the teacher applied differentiated instructional practices to ensure that every student had the opportunity for self-testing, as well as to feel supported and have high expectations for academic performance. These practices include establishing clear learning goals and grouping students based on readiness, performance, intelligence, motivation, and personality (Van Geel et al., 2019).
In differentiated methodology, instructors should not only be proficient in specific subjects but also understand the pedagogical planning for students with diverse needs and backgrounds (Van Geel et al., 2019). Additionally, teachers should be able to monitor children’s progress to adjust their teaching techniques and curriculum accordingly (Van Geel et al., 2019).
Differentiation is a challenging method to utilize, as it requires equal attention from all children, which can be exhausting for teachers in large classrooms (Smale-Jacobse et al., 2019). Hence, the grouping may prove useful to ensure that high-performing students are involved in helping their struggling classmates. Still, the teacher plays the leading role in setting the tone in a classroom and inspiring learners to put in more effort.
High Expectations, Self-Testing, and Support
During the lesson shown in the video, the teacher expressed high expectations for all students, ensuring everyone could test cars and articulate their theories about various observations (Atlas, 2014). The phenomenon of the car motion depending on the slope of the ramp that students observe is a relatively advanced topic for the first-graders; still, the teacher tries to involve everyone equally. For example, when one of the children reports her findings, the teacher encourages all students in the group to discuss what changes can be made to increase the distance the car will go.
Furthermore, the instructor asks questions to elicit learners’ interest and asks them to test their ideas. For example, the teacher asks individual students to express their opinions and suggest changes that can be made to the ramp or the vehicle. After all students in a group hear their classmate’s hypothesis, they are all invited to test whether it is true, which is an example of self-testing.
Notably, the teacher creates a supportive environment by never immediately stating whether the proposed idea is correct or incorrect; instead, she encourages students to explore and identify the correct answer. In fact, this approach is widely used in differentiated teaching practice when children are taught not only through the instructor’s explanations but also by questioning (Smale-Jacobse et al., 2019). Moreover, the educator ensures that all children feel heard and supported. For instance, when the girl named Hayley started answering her question, she asked other students to stop the discussion and listen to their classmate.
Positive Tone, Inclusion, and Encouraging Growth
The classroom environment plays an essential role in students’ academic performance. Indeed, according to Smale-Jacobse et al. (2019), it is crucial to create a safe, respected, and welcoming learning domain for children to succeed. The teacher sets a positive tone by ensuring that she addresses all students by their names and maintains eye contact with every child when talking to them. For example, when one of the learners suggested that the vehicle with bigger wheels would go farther, the instructor recognized and affirmed it, maintaining a friendly demeanor.
The teacher fosters an inclusive environment by forming diverse groups and ensuring equal participation for all students. As seen in the video, children from diverse ethnic and social backgrounds work and learn together (Atlas, 2014). The teacher’s warm attitude towards students and her ability to make them feel like equals to each other and the adult person in the room. It inspires them to be more open to new information, enhancing learning.
Moreover, growth is encouraged by the fact that students in different groups are assigned specific tasks, such as testing the car, measuring, recording the findings, and analyzing the results. Interestingly, these children seem to have different levels of confidence. Thus, the teacher ensures that those who are shy are listened to, demonstrates that their opinions matter, and supports more confident students in strengthening their leadership skills.
Recommendations for the Teacher
The Teacher’s Role
The teacher’s mission in attaining the goals of differentiated practices cannot be overstated, as it is the instructor who plans, guides, and adjusts the learning materials to meet students’ needs. Although the teacher in this video strives to make every child feel included and supported, there are still two additional suggestions for improvement.
Firstly, it would be better to encourage communication not only within groups but also between different teams of students testing the concept of vehicle motion under various conditions. It will help to increase the interaction and exchange of ideas between children with diverse backgrounds. The second recommendation is to invite other colleagues or volunteers from colleges to assist in conducting classes, ensuring that different groups of students receive equal attention from instructors simultaneously.
Learning Environment
The classroom setting is a crucial determinant of whether learning goals are met and if students succeed. The overall learning environment in this video appears friendly and supportive. Still, to make all students feel safe and understood, since some of them have neurodevelopmental abnormalities or at-risk households, some external cues can be used to help them relax.
For example, the classroom can be decorated with toys or plants. Furthermore, the classroom environment seems relatively noisy, which may be frustrating for students with autism and ADHD. Therefore, it will be better to ask students to discuss only information related to the lesson’s topic to eliminate unnecessary clutter.
Conclusion
In the video, the teacher employed differentiating practices to help students understand why different vehicles travel further at varying ramp angles. Specifically, the instructor ensured that all students felt listened to, welcomed, and supported. Furthermore, she encouraged equal discussion, cooperation, and critical thinking by posing questions and allowing students to test their theories. Overall, the classroom environment seemed favorable for a successful learning process; however, the only recommendations would be to invite college students for help and eliminate some external distractions.
References
Atlas. (2014). Investigating balance and motion with cars and ramps.
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, 1-23.
Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51-67.