My time in school, elementary and high school, was composed of predominantly traditional values with a sprinkle of constructivist activities here and there. Many teachers were not comfortable with, or not exposed to, the abundance of ways to inspire learning in their classes. The traditional style of memorizing and regurgitating suited me fairly well and I became accustomed to this style as learning. For a young student, I was able to focus well and was intrinsically motivated to complete my tasks. The piles and piles of worksheets were never a problem for me. I genuinely enjoyed school.
However, some of my peers did not have quite the same passion. This style of memorization and standardization was confusing and/or boring for a large chunk of the student population. Something must be wrong. Teachers are bound by the curriculum as to what they must teach their classes, which leaves many of them thinking - how can I possibly vary the lesson plan to make each student successful while making sure that they all engage equally with the material? Each and every one of us learns in a slightly different manner and speed, therefore it is extremely unfair to test us all at the same time on the same material. This is setting students up to fail!
http://honestpracticum.com/differentiated-instruction-at-odds-with-standardized-testing
It is crucial that teachers get to know each and every one of their students on a personal level - not just by looking at their test scores but by constructing a caring relationship with them. The teacher must learn about their students background, home life, interests and hobbies as well as their learning preferences. Based on these student learning preferences they can begin to build a comfortable environment based on differentiated instruction.
Differentiated instruction (DI) might sound intimidating but in reality it shouldn't be. A Teachers Guide to Differentiated Instruction (2014) explains that DI "does not mean providing separate, unrelated activities for each student but does mean providing interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp of a skill or idea."
In the textbook Interweaving Curriculum and Classroom Assessment, Drake, Reid and Kolohon (2014) describe DI as "a method of teaching that attempts to adapt instruction to suit the differing interests, learning styles and readiness to learn of individual students." In summary of these two definitions, differentiated instruction stems from a genuine understanding, on the part of the teacher, of what each and every student in the class needs in terms of support in order to succeed to the best of their ability.
In Lecture 2, Professor Susan Drake spoke a bit about the multiple facets of instruction and learning. She had briefly mentioned the idea of accommodation and modification. These terms refer to allowing your students to alter their work based on their needs. Some may need more time or more assistance than others. (Personal Communication, September 17, 2015). "When teachers differentiate instruction, they vary not only the materials students use but also the way students interact with them. Varying instructional activities allows all students to learn the same concepts and skills with varied levels of “support, challenge, or complexity” (A Teacher's Guide, 2014). For example, when leading a lesson focused on reading skills, the content of the reading is not as important as the actual reading process. The teacher can provide students fiction and non-fiction books in a variety of topics and allow each student to choose what interests them most.
There are so many ways that we can alter an assignment that ensures that our students are all successful. When students feel entitled to input in their own learning, this inspires intrinsic motivation. Group work, partner work, and individual seat work are all strategies to help our students comprehension. We must teach in a way that is relevant to each student. Author Ben Johnson of the article entitled "Differentiated Instruction Allows Students to Succeed" reflects on the reasoning behind differentiated instruction from an educators point of view. Johnson (2009) believes that "the ideal is to provide equivalent learning activities that cater to the students' strengths but bring all of the students to the same learning objective." He encourages all educators to motivate their students towards success. A "success" can also mean something completely different from student to student.
While doing some external research on the topic of DI, I came across this Youtube video called "Differentiated Instruction in the Classroom at Mesquite Elementary School." I found this video very inspirational. It caused me to reflect on the kinds of values and standards that I will strive to uphold in my future classrooms. Teachers must utilize all time effectively to ensure students fully understand the material. But on the other hand, students must also learn to hold themselves accountable for their learning.
Connie is a teacher from Arizona who worked at a school with a limited budget. Standardized testing was beginning to take over the nation and her school was doing poorly in the rankings. She took a genuine interest in her students and felt a need to ensure that every one of them succeeds. Connie, along with her other staff members, took it upon themselves to create a new learning program called "Reteach and Enrich." This program gives students the "opportunity to be retaught skills that they did not learn" (Edutopia, 2011). This is just one example of how by accommodating our students needs, it really does lend to a higher level of achievement.
Differentiated Instruction in the Classroom at Mesquite Elementary School
https://www.youtube.com/watch?v=t7kcFkRgiV4
The whole concept of differentiated instruction does sound intimidating and challenging to me. I am so used to one size fits all learning materials and standardized testing that I honestly have no clue how I am going to accommodate all of these different pace and styles of learning. However, I am going to do the best I can. The whole reason I am becoming a teacher is that feeling I get when I help someone to understand a concept they had been struggling with. I am willing to push myself out of my comfort zone to achieve the best results for the kids and I'm hoping that you are too!
A Teacher’s Guide to
Differentiating Instruction. (2014, Apr. 30). Retrieved from http://www.education.com/reference/article/Ref_Teacher_s_Guide/
Drake, S. M., Reid, J. L., and Kolohon, W.
(2014). Interweaving curriculum
and classroom assessment:
Engaging the 21st-century learner. Canada:
Oxford
University Press.
Edutopia. (2011, Oct. 3). Differentiated
Instruction in Classroom at Mesquite Elementary School [Video File].
Retrieved from https://www.youtube.com/watch?v=t7kcFkRgiV4
Johnson, B. (2009, March 2). Differentiated Instruction Allows
Students to Succeed. Retrieved
from http://www.edutopia.org/blog/differentiated-instruction-student-success.
