I differentiate my instruction by taking into consideration the backgrounds my students are coming from on a socioeconomic, cultural, family-structured, and value-oriented basis. Each of these facets of background have a significant effect on learning, and not all students coming from these backgrounds learn the same way. Some may need language assistance, some may need extra help or time to complete the assignment due to lack of supplies at home, and some may just be disinterested in the instruction if it doesn't pertain to them. With all this being said, it is crucial that I differentiate my instruction in such a way that all my students' learning needs are reached in all of these areas. For example, if I had an ESL student in my class, I would take the time to create a handout in the language they understand best, or even find an audio tape in a native language. If attaining a translator is possible, I would try to find one to help this student. For students of another culture, I would make sure I create lessons that allow them to express aspects of that culture in order to express themselves and to teach other students about their culture. These are just a few examples of how I would differentiate my instruction according to my students' backgrounds.
I also differentiate my instruction according to the different ways students learn within my classroom. As a teacher, it is important that I am aware of which students are auditory, visual, and kinesthetic learners, and that I create lessons that include aspects of each. For example, during instruction, I would verbally discuss the lesson with the students, which addresses auditory learners, and I would also incorporate images or videos to address visual learners. Kinesthetic learners would be addressed through the demonstration, or even during the instruction if I pass an example around of something that pertains to what I am teaching them.
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