Differentiated Instruction and Instructional Materials in the Social Studies Classroom

A Reflection on the Social Studies Clinical Field Experience
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A Reflection on the Social Studies Clinical Field Experience
Differentiated instructional materials and instruction involve considering each student's readiness level, learning needs, weaknesses, strengths, and individual learning styles during teaching or when designing a lesson plan. Differentiated instructions benefit high-ability students and those with learning disabilities since they factor in their learning needs and differences. This paper reflects on differentiated social studies instructions and instructional materials in a clinical field experience with students with diverse learning needs.
During the clinical field experience, individualized learning plans, visual and auditory means of learning, and specialized learning apps served as differentiated instruction and instructional materials for students with learning disabilities. Individualized learning plans accommodated all students’ learning needs and goals, particularly those with learning disabilities. Conversely, visual and auditory learning strategies like images, presentations, and tapes enhanced understanding for students with disabilities, such as blind, deaf, or students with dyslexia. On the other hand, specialized learning apps, like the Read and Write app, helped the students with reading and writing difficulties by simplifying the learning content. In addition, the mentor teacher differentiated instructions by providing clear guidelines that aligned with the learning needs of all students.
Furthermore, the teacher used learning materials, like historical resources, that reflected different students' home settings and cultural practices during the lessons to include the students' community and cultures. Such historical and cultural resources and textbooks incorporated students’ diverse cultures and communities. The mentor teacher also incorporated s...