Running head: MEETING THE NEEDS OF INDIVIDUAL STUDENTS 1

Meeting the Needs of Individual Students

Liz Dougan

OTL541K-1 Evaluation and Assessment

Colorado State University Global Campus

Anne Mangahas, Ed.D.

May 3, 2017
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Meeting the Needs of Individual Students

The average classroom is filled with learners of varying abilities. It is important, and vital

to student success, that teachers have a process set in place to reach every single learner in their

room. By utilizing pre-assessments, frequent checks for understanding, and proven

differentiation techniques, teachers can successfully assess and support achievement growth for

every student on their roster.

The first step in differentiation is to determine the level of knowledge and ability of each

student. Pre-assessments are perfect tools for taking stock of where each student is, and then

teachers can determine where they need to go next (Goodwin & Hubbell, 2013, p. 154). Once

stock has been taken, teachers can then use differentiated instruction. Before jumping into

differentiated instruction, however, it is worthwhile to explore the importance of performing

formative assessments frequently throughout each unit. After assessing students prior

knowledge, teachers can then work with students on making personal learning goals that will

enable each student to meet or exceed the standard. To achieve this, teachers must elicit

information constantly from students to assess where they are with their learning (p. 155).

Formative assessments should occur multiple times a class period every single day. Todd Finley

(2014) lists 53 wonderful ideas for formative assessments in his article 53 Ways to Check for

Understanding. Specific formative assessment techniques from this article, and other sources,

are explored more on my website above.

The next strategy that will ensure the success of each student is differentiated instruction.

Holli Levy (2008) states that Through differentiated instruction strategies, educators can meet

the needs of all students and help them to meet and exceed the established standards (p. 161).

Levy goes on to mention how all teachers have used differentiation techniques at some point,
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whether it be something simple like extended time on an assignment, allowing choice, or giving

a modified assessment (p. 162); however, these examples are not true examples of differentiated

instruction. True differentiated instruction will help teachers meet each child where they are

when they enter class and move them forward as far as possible on their educational path (p.

162). Each course has a set of standards that teachers must use when planning instruction;

however, the homogeneousness must end there. In order to reach every child in the classroom,

teachers must utilize tiered lessons by differentiating in the following areas:

Content: the standards dictate the content; however, a variety of readiness exists in

each classroom. For example, a student who is below grade level in reading will need

to be provided a text on the content that is at their reading level, while a student at or

above his grade level in reading would benefit from a more advanced reading on the

same topic (p. 162).

Process: Levy states that Students do not learn the same way, so we cannot teach

them all the same way (p. 162). Teachers must find out what types of learners they

have in their classroom, and then teach each student accordingly. For example,

teachers can teach a lesson one way to visual learners and another way to auditory

learners.
Product: it is vital that the product, the way our students demonstrate their

knowledge and ability, gives a clear showing of what each student actually knows and

can do (p. 162). Students who struggle to write their ideas on paper need to be able to

show their knowledge in another way, such as through speech, for example.
Grouping: it is also important that teachers be intentional with their grouping

techniques. Different activities call for different types of grouping, and it is necessary

that teachers group accordingly. Teachers should first figure out the goal of the
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activity, and then decide on the best grouping technique: grouping for student needs,

learning styles, interest, or heterogeneously (p. 163).

By differentiating in the above aspects of teaching, each and every student will be

supported to meet and exceed standards. Teachers must first assess where each student is, help

them make personal goals that will result in them meeting or exceeding the standard, and then

constantly check their understanding to ensure that progress is being made. Incorporating these

strategies will provide wonderful rewards for teachers and students, alike.

References
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Finley, Todd. (2014). 53 ways to check for understanding. Edutopia. Retrieved from

https://www.edutopia.org/sites/default/files/resources/edutopia-finley-53-ways-to-

check-understanding-2016.pdf

Goodwin, B. & Hubbell, E. (2013). The 12 touchstones of good teaching: a checklist for staying

focused every day. Alexandria, VA: ASCD.

Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping

every child reach and exceed standards. Clearing House 81(4). Retrieved from

http://www.wou.edu/~tbolsta/web/texbook/24_Meeting_the_Needs.pdf