"Learning takes place more effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied, and students feel a sense of safety and connection (pg 8)."
The above statement is a "no duh" sentiment, but the most crucial part to focus on is the term "highly active." Properly designed lesson plans of an experienced teacher and classroom structure should provide the clarity and organization, but that does not mean all students will be engaged with learning. Teachers vary instruction from large group, to small group, to individual, provide hands on activities, but there are always those students, often the same ones, that are disengaged. The goal of differentiating instruction is to engage all students. Of course teachers always want to engage all students in meaningful learning!!! That is why teachers teach! Yes, there will always be those students who are unmotivated who are only in school to get their drivers license or are waiting until they are sixteen to drop out. Is it the teacher's fault these students are not learning? No. Is the teacher's fault the student can be a behavior problem? No. Teacher's themselves are seldom the problem, but the structures they use can ignore the issue. No classroom will ever be perfect, but differentiating instruction takes a proactive approach in planning for those students who are advanced/slow/behavior problems or even average. A common misconception of differentiated instruction is that if we use direct instruction one day, small groups the next, and a hands-on activity then we are differentiating instruction. This assumption, while not a bad approach because it does increase motivation, is not differentiating instruction because it assuming that all learners will learn the same material at the same time. Gardner's theory of multiple intelligences only offers the way students learn best not how much students learn. By assigning more work for advanced learners and less for students with IEP's teachers create a "pecking order" among students. Also, we are assuming that IEP students are only capable of drill and practice which does nothing to improve motivation and ignores Bloom's Taxonomy. Differentiating instruction synthesizes both the ideas of Bloom and Gardner by allowing students to learn in different ways and to different levels. Teachers use direct instruction without shame and provide then different pathways for clearly stated goals.
After reading Chapter 2, how have your ideas on differentiating instruction changed?
Think of the lesson that you teach that you are the proudest of, how can you add an additional pathway to learning that would help slower students obtain mastery level skills? What is an activity that your advanced learners could do to obtain distinguished level skills?
Please provide any other reflections that you might have to this chapter or differentiating instruction?
I find that they write in chapter 2 about how bridging connections to the students make them more motivated learners a very good point. I also like the idea that students who find "success" without effort may lose potential brain power, that we need to push them outside their comfort zone to learn.
ReplyDeleteAlong with peer tutoring to help slower students. I feel the best way to have these students obtain higher skills is to help them to compare the topic at hand to something they are familiar with in their own lives. Whether it be by explaining it in a different context or using analogies I feel that can help get the point home.
I like how it also points out a good way to help lower level students is to give them small successes to built confidence. Confidence is the key between having a student develop learned helplessness and start having confidence in themselves.
Issac- How do you keep your peer tutoring focused? Do you set guide lines for the tutors? Your statement about confidence is so true! I have so many students who are capable of doing Chemistry, but they don't think they can learn it and as a result they don't. I wish confidence was inherent.
ReplyDeleteI love the association of how the mind loses capacity and "tone" without vigorous use (11). I don't mean anything negative, but some of these kids haven't used their minds in so long that even Jillian Michael couldn't whip it into shape. One of my favorite lessons is when we study Edgar Allen Poe and read one of his shorts stories (kids choose - two going on in class at same time). Then they rewrite a nursery rhyme to make it "Poe-ish". Then they record it in Audacity, change their pitch of their voice, add eerie music and sound effects. They add that recording to a movie with pictures, video, etc. "MOST" students get into it and they their minds are engaged, but others lag as usual. I did have 100% completion on this assignment, but those who are habitually late were late with this one as well. I try to tell them that in life you can't pay your bills late, when you want to pay them. Somehow, I don't think they understand.
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