M5U3A2 - Differentiating for and Anticipating Student Needs

Carol Ann Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a range of students, from those with learning disabilities to those considered of high ability (Cathy Weselby, 2014).

 In 2013, the Namibian Parliament approved the sector policy on inclusive education. The policy paves the way for all children in Namibia to learn and participate fully in the education system, particularly in schools commonly referred to as "mainstream schools."
Physical educators now have to plan for differentiation to teach the same material to all students using a variety of instructional strategies.

The two disabilities I have identified in my classroom are ADHD and Autism.

ADHD
Attention-deficit hyperactivity disorder (ADHD) is diagnosed when an individual has chronic and serious inattentiveness, hyperactivity, and/or impulsivity that are present in multiple settings and give rise to social difficulties (Hallahan, Kauffman, & Pullen, 2012).

Instructional Strategies
Content

• Lesson content should be divided or chunked into meaningful units

Process

• Explain lesson objectives and outcomes clearly to avoid confusion
• The teacher should demonstrate the activity so that the students have a clear understanding of how it should look
• Guide the students where necessary and provide feedback

Product

• Independent practice, where the students should be able to understand and perform the activity required

Learning environment 

• Station teaching
• Cooperative learning
• Guided discovery

Autism
Autism is a pervasive developmental disorder that can impair an individual’s ability to interact socially and form relationships as well as communicate verbally and non-verbally. Children with autism may also show a preoccupation with objects or topics, a need for structure and routines, and demonstrate stereotyped behaviors that limit their participation in activities or play.

Instructional Strategies
Readiness
Provide an initial screening process to determine student’s physical strengths and weaknesses. This will also help in writing appropriate IEP goals and objectives.

Content

• Lesson content should be divided or chunked into meaningful units
• Plan more individual activities
• Focus on activities that engage and provide less complex tasks and concepts
• Plan practical activities that can develop agility, balance, and co-ordination

Process

•  Use balls that will promote sensory input during activities. (e.g., bumpy balls, koosch balls, bell balls, )
• Consider using video images and video feedback as children with autism often benefit greatly from visual cues.
•  Use appropriate rewards to support and confirm good traits and characteristics.

Product

• Independent practice, where the students should be able to understand and perform the activity required

Learning environment

• Consider having a designated space that can act as a withdrawal room/area so that students can withdraw themselves to and access
• Ensure excess equipment and distractions are removed from the teaching space

Differentiation Flow Chart

References

Autism Society of America. (1996-2006). The Voice of Autism. Retrieved April 25, 2017 from http://www.autism-society.org 
Mulrine, C., Flores-Marti, I. (2014). Practical Strategies for Teaching Students with Attention-Deficit Hyperactivity Disorder in General Physical Education Classrooms. Retrieved April 25, 2017 from http://www.tandfonline.com/doi/full/10.1080/08924562.2014.859004?src=recsys&