The previous chapter was about differentiating content and this chapter is about differentiating the process in which students will learn the content. The process is how students make sense of learning and is an "essential component of instruction because, without it, students either lose the ideas or confuse them (pg. 79)." Many of the strategies are reviewed from previous chapters, but the emphasis is on developing an activity that requires students to use essential skills to understand an essential idea that includes a variety of time spans, modes of instruction, and scaffolding.
After differentiating content how can you ensure that the process of learning that content is differentiated?
I think you have to continually update your method of instruction based on your students interest and available resources. I think that in doing this you will also effectively change the process at which they learn due to how you are presenting it. I think you still need to allow students to have input but the chapter makes a good point that the quality and focus needs to remain the main goal. YOu are still wanting them learn the main concept, and so we have to be careful we don't "dazzle" the teaching up so much that we lose sight of that goal.
ReplyDeleteIn writing I stress the multi-paragraph essay. Most of the time, we focus on the 5-paragraph essay (prep for state test) and then build toward the research paper, which is more than 5. Obviously, what I expect from students in their essay is differentiated, but I hate that the essays students write today are scored by a computer. The computer doesn't know that student A is a special needs student who is very successful if he writes a multi-paragraph essay and has sentence breaks throughout the paragraph. YOu would be surprised how many times I see a paragraph without the first period. It is not that we haven't taught them, trust me! Then student B is a student who should have transitions, figurative language, etc. Granted, when I personally grade the research papers, I can take all of that into account and grade accordingly on the rubric, but education today is demanding everyone create the same type of work. The final product may not be comparable but if my student A has periods and mulitple paragraphs, then trust me, LEARNING HAS OCCURED because I have preached it and he has practiced it enough.
ReplyDeleteGood points both of you. Issac you were right to make the statement about "dazzling" up instruction so much we loose sight of the goal. Learning needs to be interesting, but at all times learning objectives need to be clear and related to the student. April, I hear your frustration of how students are all scored the same and expect everyone to learn the samething at the sametime. Periods are a break through! And unfortunatly, the education system is to broken to admit that some students need a lot more time to develop these skills. But at least by using DI in your classroom, and making the student feel successful, in your classroom you are creating a supportive and encouraging enviroment for that student.
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