Differentiated
instruction is not a new concept. In fact, many of the ideas originated
from Universal Design. Still, the differentiated movement has really
grown of the past decade and is not part of the education lexicon.
Define differentiation. What are you thoughts about differentiation and
how it can impact your instruction? Do you think that it is reasonable
to expect everyone to differentiate instruction? As you answer this
question, indicate if you are answering it before or after you have
investigated this week's readings.
Differentiation is an instructional theory that allows educators to take into account the diversity of their students when planning the curriculum in their classroom. It also enables the teacher to be more efficient in their delivery of the curriculum that is developed for their classroom of diverse learners. Although it may seem tedious or time consuming, it really only gives more attention and detail to the applications that most teachers are already applying in their classrooms. Thinking outside of the box is how I feel applies to differentiation to a certain point. Asking the KUDo's, what do you want your students to know, understand and do is the essential back bone for the differentiated style approach. I think a lot of times we as educators get caught up in what is expected of us rather than what we should be expecting of our students. By truly wanting our kids to fully understand concepts we must strive to assist them in every way possible. By doing this enables our students to be more successful and accomplished. Whether it be the gifted child or the child who has struggled through school. To make each student a promise to better them to become active members of society should be every educators goal. Now that I am a mother to four school aged children I find this to be more important than ever. By having such prominent members of education as Diane Heacox, Rick Wormeli, and Carol Ann Tomlinson, to name a few, is a huge assistance to veteran teachers and newcomers alike. Kristy Estes
ReplyDeleteSorry, forgot to state that I have read the readings for the week before my response as well as my readings for my research paper. Kristy Estes
DeleteI am responding to this discussion after looking at this week’s readings and other videos.
ReplyDeleteIn my opinion, differentiation is using various teaching strategies, tools, and activities to communicate concepts to children in their zone of proximal development. This does not necessarily mean “individualizing” instruction for each student, but at times, individual students who are outliers from the majority may need more one-on-one instruction or support.
I think especially in today’s diverse classrooms, differentiation is a must or else your instruction will likely only reach one specific group of students, leaving the others bored (too easy/have already mastered skills) or completely overwhelmed by the skill or concept. There are very few classrooms in which I see differentiation as unnecessary-- those groups of students would need to be very homogenous in academic skills and learning styles.
I think we can achieve differentiation through different forms, may that be by offering student choice, using small group instruction, teaching through the multiple intelligences, using relevant teaching materials/literature/manipulatives, and project-based learning. I think as all schools adopt the Common Core/Career Readiness Standards and the rigor of the curriculum increases, it will become more important for teachers to seek out multiple ways to teach students concepts to all types of learners.
I really enjoyed the Sir Ken Robinson/RSA Animate video “Changing Education Paradigms”. While I don’t entirely agree with every idea in the video, I think it asks some important questions about how the American deals of education are changing/need to change based on the changes in our society and ways of life. I think agree that we are “alienating” certain groups of children by not adapting. Robinson also speaks to the question of “Why do we force students to be educated by their age-group and not their level of academic readiness?” This is a question that I have pondered many times. I see with my 5th graders (and I know even more so in secondary classrooms) the “gaps” of skills/information that students are missing are growing larger by each passing year of schooling, yet many teachers are pressured to teach that year’s specific curriculum standards, of which students cannot master because they have been unable to master the previous years’ curriculum, etc. I see this as a big problem and one that is causing many students to get “left behind”. On the other end, not allowing students who are gifted/talented to move further along can cause many of them to become disinterested in the schooling process. As teachers, I think we must find ways to balance teaching the curriculum standards as well as meeting the academic and social needs of our students—this, by design, is differentiation.
The two of y'all have concisely described differentiation and the difficulties with correctly implementing this theoretical approach. I can be difficult, but I think most of the difficulty falls into two areas: 1) misunderstanding of the differentiated instruction approach and 2) inexperience with this approach. The only way to become comfortable with this type of teaching is to practice. Hopefully the content described this summer will provide you with the right set of knowledge about differentiated instruction. However, you will have to jump into this approach in the fall.
ReplyDeleteI have read the reading material for the week before I answered this question.
ReplyDeleteIn my opinion, differentiation means modifying instruction to meet the individual needs of all learners. Depending on the needs of your students, teachers differentiate content, process, products, or the learning environment.
I think differentiation is a must in today's diverse classrooms. Students I teach have diverse levels of expertise and experience in the core subject areas. To make sure all students are engaged in learning, I use ongoing assessments such as formative assessment. Small group instruction should be flexible and is important when using differentiation in the classroom. It is very important to collaborate with your colleagues often to exchange ideas and see what's working and what's not working.
I think it is reasonable to expect everyone to differentiate instruction. Engaging all students regardless or their abilities to absorb information and different ways of describing what they have learned is to be expected in differentiating instruction.
Differentiation is planning varied instruction for an entire class, several groups, a group of students, or 1 students. Depending on what is needed. Sometimes several groups are the result of differentiation.
ReplyDeleteAs I was reading the article about busting myths, I was reminded of how many times I have been told that it must be easy in the gifted classroom because I don't have to differentiate as much. MYTH! While I have a group of students who share the needs of a gifted learner, their needs are all unique. Differentiation is not a lesson, a set of groups, or planning for the needs of 1. Rather, differentiation is teaching in a way to meet the needs of the diverse learners within ANY group of students.
Differentiation occurs in all grades; in the special education classroom, general ed classroom, and gifted classroom; it occurs during conversations. For example, suppose the grandmother of a family dies. She has three grandchildren: age 2, age 7, and age 17. Let's say the 17 year old has Downs Syndrome. Chances are there would be lots of questions about the grandmothers death or death in general. The one year old child might question where their grandmother was, the 7 year old would be very likely to question where she was and what happened-maybe even why it happened. The 17 year old might need more explanation than even the 7 year old-all depending on the situation. All of this to say that we differentiate daily.
Differentiation within the classroom is a must. Every teacher should differentiate instruction. It is imperative that teachers understand how beneficial differentiation is. Differentiation itself is a simple concept. Planning and knowing how to differentiate is the key!
*Have read articles/seen videos.
I have read the material for this module.
ReplyDeleteDifferentiation is more than just providing a variety of activities for students to complete. Differentiation is modifying instructional practices in order to meet the needs that are present in your classroom. A teacher who is successful at differentiation must first assess the needs of their students,design lessons that meet those needs, and engage students in the learning process. It is not providing extra work when one student has progressed farther than others.
Differentiation has it's place the classroom. Proper use of differentiation will produce more effective teachers, and students with a wider range of skill sets. Differentiation requires students to become active participates in the learning process and moves students away from rote memorization. I know differentiation can impact my instruction for the better. As a teacher that has only been teaching for 3 years (if I count the year I was a long-term substitute), proper differentiation seems almost like a goal that is not attainable. I think however that we tend to forget that we need to start small, master one aspect, and then move to the next. The concept is simple. The first step is the most difficult.
It is reasonable to expect every teacher to differentiate instruction. Differentiation is simple if you start small. As teachers we should already be assessing student needs and progress on what we are teaching. The next step is applying that knowledge. Learning is not "one size fits all." It isn't even "one size fits most." Our teaching should not be either.