D187 Differentiated Instruction Task 1-Examining the Differentiated Instruction MSCIN-2026 Western G

D187 Differentiated Instruction Task 1-Examining the Differentiated Instruction MSCIN2026 Western Governor’s University

MSCIN-Western Governor’s University D187-Differentiated Instruction Natasha Whitney Jan 1, 2026

A. The ATLAS case study that I observed was Case 206: Creating History Projects Showing Change Over Time.

1. Describe specific examples of how the teacher in the video identified in part A does or does not demonstrate differentiated instructional practices in three of the following areas: • maintaining high expectations for all students The teacher in this case study does an overall good job at maintaining high expectations for all students. You can observe her allowing students to productively struggle through some of their ideas. She was also asking leading questions while doing so to allow students to continue to think about their ideas, and how they fit into what they were taught. The teacher also make sure that each student had a voice in their group by asking them what they thought about the ideas their group members had. She made sure that each student continued to work with their group, and that each member was contributing to the project.

• engaging all students in learning The teacher in this video did a great job at engaging all students in learning. She did this by grouping students together based on interest/ideas. This is a change because according to the notes, she usually seats students heterogeneously. This keeps all students engaged because they are excited about their learning. The teacher also visits each group and verified that each student is engaged in the group’s ideas for their projects. In a time where keeping students engaged has become a huge issue, it was great to see this teacher do such a great job of it.

• supporting all students in completing appropriately challenging tasks In this video, the teacher did a great job at supporting her students. She mentioned in the notes that some of her students are often disengaged or have intellectual disabilities. In the video, you observe her challenging the students to think deeper by asking probing questions. She also helps a group get on track, all while allowing the students to continue to think through issues, instead of just telling them what to do. As a teacher, productive struggle is sometimes a hard thing to do with students, especially when students don’t struggle well.

2. Describe specific examples of how the learning environment in the video identified in part A does or does not incorporate differentiated instruction in three of the following areas: • setting a positive tone for learning The teacher sets a positive tone for learning by modeling a positive tone and positive body language. She is pleasant when she engages with each student. She also lowers her body to the level of the students when talking to them.

• treating everyone as valued and respected members of the community In the case study, you can see the teacher making everyone feel valued and as a respected member of the classroom community. When she moves to each group, she makes sure to ask each student their thoughts. She also makes sure that the other group members hear each idea. While she did a good job overall, I think she should have set the expectation that each student takes turns talking. A few times, I noticed students were talking over each other. Although, she did go back and make sure everyone was heard, it would have been easier to set that up in the beginning.

• helping every student grow and ensuring students get what they need to succeed

This is an area that I think she should have done better in. At one point, a student said, “the pyramids were tooken down to make more room in Egypt.” The teacher knew this information was wrong but did not correct the student because she knew the student could become argumentative when he felt insulted. This does not show her holding that student to a high expectation. The whole class could have been brought together, and they could have made it a discussion, so the student got the correct information. I will say that she did make sure that struggling students were able to get on the right track, and also, I do not believe that as a teacher, you should avoid hard conversations if it means helping the student grow and succeed.

B. Using examples from the selected video in part A, describe a specific recommendation for the teacher to better achieve differentiated instruction in each of the following: • the teacher’s role The teacher could have instructed the groups to help determine each person’s role in the project (lead, timekeeper, recorder, spokesperson), She then could have modeled what each role oversaw. She also could have done a quick exit-ticket to determine students understanding before placing them in their respective groups. This might have cleared up some confusion, and misunderstandings that students had. Overall, though I think she did a really great job!

• the learning environment The teacher could improve the learning environment and better achieve differentiated instruction by giving the students a list of prompts for them to discuss. This could help lead conversation, help students stay on track, and help students gather a deeper understanding of the project. She could also give each student a set amount of time to

brainstorm (maybe 5-7 minutes), then have students take turns where they each have a set amount of time to share their ideas (maybe 2-3 minutes) while the rest of the group listens to their ideas. This would help each student have their voice heard without being talked over.

C. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

National Board for Professional Teaching Standards. (2014). Case #206 Creating History Projects Showing Change Over Time [Video]. Retrieved from: https://atlas.nbpts.org/cases/206 National Board for Professional Teaching Standards. (2014). Case #206 Creating History Projects Showing Change Over Time [Video]. https://atlas.nbpts.org/cases/2 chance to speak and they could decide what they agree with and if they would like to add on to the ideas already presented.

According to David Sousa, “In the classroom, maintaining safety and security includes having structures such as class rules and routines that lend predictability to the day. It extends to the assurance that students do not make fun of, belittle, or bully one another. Many students at all grade levels come to school each day feeling vulnerable to

peers, society, and even their families. If the learning environment is crafted to address issues of safety and security, the classroom becomes an oasis of order in an otherwise unreliable world.” If the students can safely and respectfully share their ideas with one another without feeling like no one is listening, then they will feel that their classroom is safe place.

References National Board for Professional Teaching Standards. (2014). Case #206 Creating History Projects Showing Change Over Time [Video]. https://atlas.nbpts.org/ James D187 Task 1 PAGE2 chance to speak and they could decide what they agree with and if they would like to add on to the ideas already presented.

According to David Sousa, “In the classroom, maintaining safety and security includes having structures such as class rules and routines that lend predictability to the day. It extends to the

assurance that students do not make fun of, belittle, or bully one another. Many students at all grade levels come to school each day feeling vulnerable to peers, society, and even their families. If the learning environment is crafted to address issues of safety and security, the classroom becomes an oasis of order in an otherwise unreliable world.” If the students can safely and respectfully share their ideas with one another without feeling like no one is listening, then they will feel that their classroom is safe place.

References National Board for Professional Teaching Standards. (2014). Case #206 Creating History Projects Showing Change Over Time [Video]. https://atlas.nbpts.org/cases/206/ James D187 Task 1 PAGE2 chance to speak and they could decide what they agree with and if they would like to add on to the ideas already presented.

According to David Sousa, “In the

classroom, maintaining safety and security includes having structures such as class rules and routines that lend predictability to the day. It extends to the assurance that students do not make fun of, belittle, or bully one another. Many students at all grade levels come to school each day feeling vulnerable to peers, society, and even their families. If the learning environment is crafted to address issues of safety and security, the classroom becomes an oasis of order in an otherwise unreliable world.” If the students can safely and respectfully share their ideas with one another without feeling like no one is listening, then they will feel that their classroom is safe place.

References National Board for Professional Teaching Standards. (2014). Case #206 Creating History Projects Showing Change Over Time [Video]. https://atlas.nbpts.org/cases/206/ James D187 Task 1 PAGE2

chance to speak and they could decide what they agree with and if they would like to add on to the ideas already presented.

According to David Sousa, “In the classroom, maintaining safety and security includes having structures such as class rules and routines that lend predictability to the day. It extends to the assurance that students do not make fun of, belittle, or bully one another. Many students at all grade levels come to school each day feeling vulnerable to peers, society, and even their families. If the learning environment is crafted to address issues of safety and security, the classroom becomes an oasis of order in an otherwise unreliable world.” If the students can safely and respectfully share their ideas with one another without feeling like no one is listening, then they will feel that their classroom is safe place.

References National Board for Professional Teaching Standards. (2014). Case #206 Creating

History Projects Showing Change Over Time [Video]. https://atlas.nbpts.org/cases/206