ONM1 TASK 2 - ONM1 TASK 2: ANALYZING STUDENTS’
INDIVIDUAL DIFFERENCES
Differentiated Instruction I (Western Governors University)
David Mungai [Date] [Course title] lOMoARcPSD|44397427
ONM1 TASK 2: ANALYZING STUDENTS’ INDIVIDUAL DIFFERENCES
A.Describe strategies relevant to the practice of differentiated instruction that you can use to learn the following information about the students in your classroom:
• individual students’ learning preferences : pre-assessing students’ learning preferences
with questions for the student to answer or letting the student choose how they prefer
to work (i.e. alone, in a group, fast paced, slow paced). “By providing choice and
respectful tasks, we can provide meaningful literacy experiences” ( Wilder, n.d.).
•intelligences: I will allow students to choose their preferences by offering choices such
as numerical or visual math equations, practical or sequential discussion prompts and
so on. This will give me a better idea of how the mind of my students’ work and how
to continue differentiated instruction for their intelligences as time moves on.
•culture and gender influences: I will have students make a “get to know me better” poster that we can hang on the wall. In that poster I will ask questions such as family
size, pronouns, language spoken at home, and their role models etc. I will also be able
to get to know more about the students through these posters and understand how their
culture or gender can influence their learning styles in the classroom (Doubet, K. et al,
2017).
•interests: I will be able to use the previous activity, a “get to know me better” poster, to
also allow the student to share their interests as well. I will ask them to draw them doing
their favorite hobbies, foods or movies and that way I can use that information to motivate
them in their schoolwork throughout the year. A motivator would be,
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INDIVIDUAL DIFFERENCES
Differentiated Instruction I (Western Governors University)
David Mungai [Date] [Course title] lOMoARcPSD|44397427
ONM1 TASK 2: ANALYZING STUDENTS’ INDIVIDUAL DIFFERENCES
A.Describe strategies relevant to the practice of differentiated instruction that you can use to learn the following information about the students in your classroom:
• individual students’ learning preferences : pre-assessing students’ learning preferences
with questions for the student to answer or letting the student choose how they prefer
to work (i.e. alone, in a group, fast paced, slow paced). “By providing choice and
respectful tasks, we can provide meaningful literacy experiences” ( Wilder, n.d.).
•intelligences: I will allow students to choose their preferences by offering choices such
as numerical or visual math equations, practical or sequential discussion prompts and
so on. This will give me a better idea of how the mind of my students’ work and how
to continue differentiated instruction for their intelligences as time moves on.
•culture and gender influences: I will have students make a “get to know me better” poster that we can hang on the wall. In that poster I will ask questions such as family
size, pronouns, language spoken at home, and their role models etc. I will also be able
to get to know more about the students through these posters and understand how their
culture or gender can influence their learning styles in the classroom (Doubet, K. et al,
2017).
•interests: I will be able to use the previous activity, a “get to know me better” poster, to
also allow the student to share their interests as well. I will ask them to draw them doing
their favorite hobbies, foods or movies and that way I can use that information to motivate
them in their schoolwork throughout the year. A motivator would be,
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