"A different way to learn is what the kids are calling for. All of them are talking about how our one-size-fits all delivery system - which mandates that everyone learn the same thing at the same time, no matter what their individual needs --has failed them."
Seymour Sarason
What is a Differentiated Classroom?
Differentiation is a way of teaching; it’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning. As Carol Ann Tomlinson has said, differentiation means giving students multiple options for taking in information (1999). Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction. Here is a list of some key principles that form the foundation of differentiating instruction.
Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need so they can meet students where they are and help them move forward.
Recognition of diverse learners: The students we teach have diverse levels of expertise and experience with reading, writing, thinking, problem solving, and speaking. Ongoing assessments enable teachers to develop differentiated lessons that meet every students’ needs.
Group Work: Students collaborate in pairs and small groups whose membership changes as needed. Learning in groups enables students to engage in meaningful discussions and to observe and learn from one another.
Problem Solving: The focus in classrooms that differentiate instruction is on issues and concepts rather than “the book” or the chapter. This encourages all students to explore big ideas and expand their understanding of key concepts.
Choice: Teachers offer students choice in their reading and writing experiences and in the tasks and projects they complete. By negotiating with students, teachers can create motivating assignments that meet students’ diverse needs and varied interests.
From this list you can see that differentiating instruction asks teachers to continually strive to know and to respond to each students’ needs to maximize learning. I want you also to understand why educators like Carol Ann Tomlinson, Richard Allington, and I strongly believe that instruction in reading should be differentiated. To deepen your understanding, let me share information with you that explains this strong commitment to differentiated learning.
Data That Supports Differentiation
Whether they come from middle- and upper-class income levels, from low-income households, from families living in poverty, or from families who are English language learners, 70 percent of adolescent learners will benefit from differentiated instruction. This is a powerful statistic that we teachers need to remember and act upon as we teach reading. Right now, too many middle schools place students in a curriculum in which everyone reads the same text and completes the same assignments. Unfortunately, this leaves too many students behind instead of moving them forward (Tomlinson, 2002).
You and I need to explore and try ways to teach our students at their instructional levels. This is the heart of differentiation, and this is the primary reason I have written this book. In it, you’ll find the planning techniques, strategies, and organization and management suggestions I have developed and that my students have helped me refine. As Hannah, an eighth grader, noted in her evaluation of instructional and independent reading: “Give kids books they can read so they can learn. They might even like school because they can be part of a discussion.”
How do I motivate students?
The way I motivate students is through engaging lessons. Engaging lessons are lessons where students interact with me, other students or with technology. Sometimes, I will have think aloud and will ask students questions over information. It could be to assess prior knowledge, or to assess information on a video. I like to draw what are known as mind mapping on a board and get students to help with the mapping. Scaffolding also helps with interactions. It also helps if students have more than one option available to gather information, process the information, and display the product. I like to allow students to construct their own knowledge whenever the necessary resources are available. Students working in pair, constructing their own knowledge and using technology to display the results, is an engaging lesson model that I use frequently.
Constructivism in Practice
The way in which generating and testing hypothesis correlates with constructivist learning theory is that the students will build personal understanding of the world around them and develop artifacts that widen knowledge using the technological tools as resources (Laureate Education, Inc., 2011). As a social studies teacher, I would have the students postulate on the events surrounding reconstruction of the South if Lincoln had not been assassinated. Students would have to support their predictions by citing articles or speeches made by Lincoln. The only technological resources used were the Internet, a word processor or PowerPoint. The web resources in this week’s materials showed that simulation software can provide engaging learning environments, resulting in increased motivation and retention in learning (Pitler, Hubbell, Kuhn, & Malenoski, K. (2007). I was especially interested in the game The Calm and the Storm by Muzzy Lane a World War II strategy game. This game is similar to Civilization IV which lets each player control industrial, economic, resource, research and diplomatic management. I visited Dave McDivitt’s website and was impressed with the scores on the test using the software simulation game. I also like the PrimaryAccess web site. I think that this would help students to create movies regarding historical events.
My only concern is that I am sure that the present school administrators will not see these simulation games as a learning tool. I will slowly introduce software such as Smog City, Nova Building Big and gradually build up to it.
References:
Laureate Education, Inc. (Producer). (2011). Program seven: Bridging Learning Theory, Instruction, and Technology [DVD]. Constructionist and Constructivist Learning Theories. Baltimore, MD: Dr. Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.