Differentiated Instruction Paper Pre-assessment of what a child knows or has learned is important to utilize with consideration of early learning

standards embedded. Planning starts with knowledge of child development, individual children, good practice (based on research), and appropriate learning goals (Follari, 2011, p.17). Having discussions with the children and gauging their interest in class along with their work is a great way to determine where they stand individually and as a group. Teachers must be thoughtful and deliberate in their planning and guidance of childrens lessons. Aligning standards with your curriculum is good practice. Child guidance builds a foundation on which everything else in the childs life is built, including social interaction with others, learning, and emotional development (Miller, 2013, p. 10). Teachers must determine how best to facilitate growth, development, and learning of children (Peterson, Puckett & Wittmer, 2013 p. 44). Instruction can be differentiated to meet needs of diverse sets of learners. Teaching incorporates childrens interests, curriculum, standards, learning experiences, and assessments. Teachers carefully create learning environments that plan for universal norms and also validate and support individual development and choices (Follari, 2011, p. 1). Children are active learners and need interactive lessons. To accommodate for attention spans, abilities, and interest it is necessary to have a varied activities to acquire and reinforce learning. Children are engaged in meaningful activities to investigate the answerers to their question, teachers can move about the room and observe or support the childrens explorations. (Follari, 2011, p.116). Content can be modified dependent on what children know or need to learn. Good teaching is built on solid understanding of developmental theories, which include universal expectations and awareness of individual differences (Follari, 2011, p. 5). Utilizing Multiple

Intelligences in your lesson planning will vary the curriculum and increase the childrens learning and absorption ability. Teaching should integrate all developmental domains and balance child- and teacher-directed activities. The teacher must assume a proactive role in identifying and providing the types of experiences that help children progress. Teachers provide resources, materials and suggestions as needed to help children work through challenges and guide children toward exploring many possible ways of processing and thinking (Follari, 2011, p.117). It is of vital importance to focus on their strengths and competencies rather than on their differences (Peterson, Puckett & Wittmer, 2013 p. 45). Different ways a child can show mastery of the objective being taught are by discussion, written (words, numbers, or symbols), art, role play, participation in physical or vocal activities, etc More than one way is always encouraged to determine the mastery of the objective. The assessment demonstrates outcomes on content standards, informs teaching, and guides future planning (Follari, 2011, p.17). Some assessments are more formal and straightforward such as checklists and artifacts. Others, especially related to role play and art are more informal. Its important to observe and discuss the process with the children. Its important to emphasize process and growth rather than the project itself (Koster, 2012, p. 77). The daily schedule can be modified when something comes up. Having flexibility in the lesson and back-up plans ready to flow with classroom or world events is essential. Facilities along with mandatory postings may also post an activity schedule, dated lesson plan, description of activities, programs, and alternative schedules (Arizona Department of Economic Security, 2013, p. 18 - 19).