Artifact 1: Multiplication and Division Algorithms for Third Grade Students.
In my course, Basic Concepts of Elementary Mathematics, I had the opportunity to learn about differentiated algorithms for students. In the document below, I have included the notes that I created about the different algorithms I have learned about. Through learning about these notes, and being exposed to these different algorithms. I realized that I can teach all of them as approaches to mathematics for young children. This influenced my creation of my differentiated instruction focused key insight. Using the differentiated instruction method, children will be exposed to a wide variety of methods by the teacher. After initial teaching, they can choose which method that they use. This allows for autonomy of the learners.
Artifact 2: Differentiated Instruction Lesson Stations-3-Dimensional Shapes
Through my Beyond the classroom experience of Student Teaching 3rd Graders at Geiger elementary I had the opportunity to craft lots of differentiated instruction focused lesson plans and teach them to my students. In the following lesson plan document below, differentiation is shown through the use of multiple stations. Learners were given the option to chose one of the six activities to complete. Students chose options that worked best for them. Also, the accommodations to satisfy IEPs listed are another way that instruction was differentiated to fit the needs of all learners.
Artifact 3: Student Exit Slips-Elapsed Time
Through my Beyond the classroom experience of Student Teaching 3rd Graders at Geiger Elementary I had the opportunity to craft lots of differentiated instruction focused lesson plans and teach them to my students. Through teaching these lessons, I also assessed student outcomes. In this “Exit Slip for an “Elapsed Time” lesson. The students were asked to answer the question using a method of their choice. Students were able to use any algorithm that made sense to them and that allowed them to find the correct answer. As you can see in the exit tickets, one students chose to use a method of addition and subtraction to find the correct answer. The other students used the “T-Chart” Method. The important thing to note is that both students were able to come up with the correct answer using a method of their choice. This may not have been the case if they were confined to one algorithm. Seeing how these students each used a different method to find their answer, influenced me to develop my understanding or realization that differentiated instruction truly is a highly effective way to teach young learners and help them find something that truly "clicks" for them as an individual.