WGU ONM1 Task 1: Examining the Differentiated Classroom
Differentiated Instruction —D187
ONM1 Task 1: Examining the
Differentiated
Classroom
Differentiated Instruction —
D187 October 12th, 2024
Stephanie Franklin
, A. ATLAS Video
The ATLAS video I chose to observe is Case #2135, “Using Non-Fiction Texts
to Make Connections About Ancient Civilizations”.
A1. Differentiated Instruction Practices
Maintaining High Expectations for all Students
The teacher in this video demonstrates differentiated instructional
practices while maintaining high expectations for all students. This is shown
throughout the video while the teacher is checking in with each group. In
every group, students had their materials out, using different materials, and
discussions were related to the topic. The teacher had high expectations for
her students to make connections to the text and participate in the group
discussions. During the group discussion, the teacher would walk around
asking questions such as “Did Egypt do the same thing though?” around 8
minutes and 22 seconds. This created the students to build on to their topic
of discussion. Asking questions frequently to check for understanding and
attention is important when maintaining high expectations. Furthermore, you
can see that students are in groups heterogeneously. Some students take
the leadership role in the conversations while others add to the discussion
every so often. This teacher demonstrates differentiated instructional
practices by grouping students to support student discussions. (Fulton, n.d.)
Engaging all Students in Learning
The teacher in this video demonstrates differentiated instructional
practices while engaging all students in the learning happening within the
classroom. This is shown in a few different ways. The teachers' differentiated
instructional practices show that students are engaged within their groups.
There groups are heterogeneous, this is “an educational strategy in which
students of different abilities, learning needs, and levels of academic
achievement are grouped together”. Using this strategy was helpful it seems
in the video. There was a team leader in the groups who started the
discussion and would ask questions or ask others for their thoughts during
the discussions. This gives all students a chance to respond and engage in
the discussion. (M.Ed, 2019)
Supporting all Students in Completing Appropriately Challenging Tasks
The teacher in this video demonstrates differentiated instructional
practices while supporting all students in completing appropriately
challenging tasks. The students were asked to read and analyze the text,
make connections between the two civilizations, and discuss what they had
said or found within the text. This is evident within the instructional
materials. It is shown that students had to take notes with their group on the
questions and answers they discussed. It is also shown that students were all
communicating by looking at the group discussion web. As for differentiated
instruction, the teacher shows this by giving the students tasks that
Differentiated Instruction —D187
ONM1 Task 1: Examining the
Differentiated
Classroom
Differentiated Instruction —
D187 October 12th, 2024
Stephanie Franklin
, A. ATLAS Video
The ATLAS video I chose to observe is Case #2135, “Using Non-Fiction Texts
to Make Connections About Ancient Civilizations”.
A1. Differentiated Instruction Practices
Maintaining High Expectations for all Students
The teacher in this video demonstrates differentiated instructional
practices while maintaining high expectations for all students. This is shown
throughout the video while the teacher is checking in with each group. In
every group, students had their materials out, using different materials, and
discussions were related to the topic. The teacher had high expectations for
her students to make connections to the text and participate in the group
discussions. During the group discussion, the teacher would walk around
asking questions such as “Did Egypt do the same thing though?” around 8
minutes and 22 seconds. This created the students to build on to their topic
of discussion. Asking questions frequently to check for understanding and
attention is important when maintaining high expectations. Furthermore, you
can see that students are in groups heterogeneously. Some students take
the leadership role in the conversations while others add to the discussion
every so often. This teacher demonstrates differentiated instructional
practices by grouping students to support student discussions. (Fulton, n.d.)
Engaging all Students in Learning
The teacher in this video demonstrates differentiated instructional
practices while engaging all students in the learning happening within the
classroom. This is shown in a few different ways. The teachers' differentiated
instructional practices show that students are engaged within their groups.
There groups are heterogeneous, this is “an educational strategy in which
students of different abilities, learning needs, and levels of academic
achievement are grouped together”. Using this strategy was helpful it seems
in the video. There was a team leader in the groups who started the
discussion and would ask questions or ask others for their thoughts during
the discussions. This gives all students a chance to respond and engage in
the discussion. (M.Ed, 2019)
Supporting all Students in Completing Appropriately Challenging Tasks
The teacher in this video demonstrates differentiated instructional
practices while supporting all students in completing appropriately
challenging tasks. The students were asked to read and analyze the text,
make connections between the two civilizations, and discuss what they had
said or found within the text. This is evident within the instructional
materials. It is shown that students had to take notes with their group on the
questions and answers they discussed. It is also shown that students were all
communicating by looking at the group discussion web. As for differentiated
instruction, the teacher shows this by giving the students tasks that
