Blog Posting 6 [Required]:Respond to the following questions in your posting, answering according to the videos and chapter readings, 200-300 words:
= How often should differentiation occur in the middle/high school classroom?
= What is the difference between differentiation, extra credit and remedial assignments?
= If some students do lower level tasks, how are they going to be able to meet standards?
= What are some ways to have all students do high level tasks and differentiate?
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In my opinion, differentiation should occur in middle/high school classrooms as often as possible. Although differentiated instruction requires teachers to be proficient—competent and skilled—in the content being taught, and flexible in terms of time, planning, student groupings, instructional styles, and teaching and learning strategies, this capacity to do so considers the diverse individual differences and needs of all students.
ReplyDeleteI consider differentiated instruction to be a guided and proactive approach, addressing each student’s readiness, interest, and learning style. While all students should be given a concise objective as to what they will be required to know at the end of a lesson or unit, differentiated instruction seeks to ensure that all students will meet that objective, and have a positive experience with the curriculum. Extra credit and remedial assignments, on the other hand, tend to be reactive approaches, serving to remedy an area of misunderstanding regarding assessment performance.
Regardless of students’ ability levels, including those capable of only lower level tasks and those capable of higher level tasks, differentiation should allow all students to meet a defined objective or standard without falling short, while also allowing students the opportunity to go beyond the standard. Differentiated instruction should provide various routes for accomplishing essential learning outcomes, while also helping students develop self-efficacy, independence, and proficiency. Personal interest inventories are a great tool for determining which routes may best suit a particular class. Furthermore, a differentiated classroom should provide opportunities that balance students’ needs with guidance and freedom.
Teacher beliefs about students’ capacity to succeed, while sometimes subconscious, can be powerful determinants in shaping student attitudes about learning. Therefore, differentiation should be characterized by motivating students to display persistent effort in order to consistently achieve higher goals.
Differentiated instruction should be a regular part of instruction and assessment at all grade levels. Teacher Jean Fryer Schedler called DI ‘active planning for diverse learners’ (Teacher to Teacher, 2005). I like her definition because it emphasizes the creativity and active involvement of students, which is so important to learning.
ReplyDeleteDifferentiated instruction is an effective way to address the needs of students who all have different approaches to learning. By using DI in the classroom, teachers can deliver the curriculum in new and exciting ways and assess student progress through a variety of options (Tomilson, 2005, p. 1). Extra credit assignments are projects reserved for the students that have already accomplished the assignment. Remedial assignments are for students who need to practice skills they need to learn before completing the assignment.
In an inclusive classroom, some students will learner more than others. Pre-learning activities and assessments are important to shape the course of instruction. Students with disabilities may not be able to meet standards, but by working with their peers, they can improve their understanding of a subject.
With adaptations, DI and a teacher who knows their subject and their students, meaningful learning can be accomplished.
Through DI a teacher can prompt even learners with disabilities to take part in high-level tasks. As an art teacher, creativity is the high level task I want all students to achieve. An example of DI in an art class would be looking at the work of an artist as a group, and discussing the work. We will look at slides, movies, or prints of the work. Groups will then pick a painting by the artist, and analyze it using given criteria, and present their views to the class. Individuals could finally create a piece of art in the style of the artist.
How often should differentiation occur in the middle/high school classroom?
ReplyDeleteDifferentiation Instruction (DI) should occur in the middle/high school classroom regularly. It is important to tailor curriculums to every student’s needs to everyone has an equal chance at succeeding. Carol Tomlinson had the best definition of what DI really is:
“A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense-making activities or processes through which students can come to understand and ”own” information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned (Teaching Students, p. 408).
If we, as teachers are able to implement this into our daily routine in the classroom then students will have a better chance of comprehending material and succeeding.
What is the difference between differentiation, extra credit and remedial assignments?
Differentiation in the classroom is a way to make learning fun and exciting to students in order to keep them interested. Extra credit is solely reserved for those who have finished the otherwise assigned task. Remedial assignments are great for students who need practice in order to understand and execute the regularly assigned assignment.
If some students do lower level tasks, how are they going to be able to meet standards?
I think that it is up to the teachers to try as hard as possible to get students, at a lower level, to meet standards. I know that this can be an hard task but with group work, help from families, and adapting the curriculum to meet special needs, anything is possible. DI can definitely help with this task.
What are some ways to have all students do high level tasks and differentiate?
I think it is great to offer different tasks that fit the student’s needs and interests. If students are interested in a certain type of music or show a teacher could try to adapt their lesson plan to fit those materials in. It is also great to promote group work and have them discuss different parts of the lesson with each other. If a teacher can pair a low level student and a high level student in a group together then it can help both. Not only will one be helping the other but it will also help with social skills among students in the classroom.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Differentiation should occur in the classroom on pretty much a day to day basis. Differentiation gives students a chance of teaching themselves as well as their peers, they get the information in a variety of different ways, and engage the students in the classroom. Often when students are in a lecture classroom, they become bored and not engaged. When teachers get the students up and around while using visual, kinesthetic, and auditory learning styles together, they are more likely to have better attention span and also have fun while learning. Students become accountable for their actions and the role they can play in the classroom. Differentiation in the classroom is based off of the student’s interests and the best learning styles they learn from. Extra credit is where students are offered an opportunity to take on extra assignments on top of their assignments they already have in the classroom. Remedial assignments are given to students that are having a difficulty in a certain area of the school work or to students with learning disabilities. The great thing that I have seen and heard from other students that are observing a classroom or from a teacher is that differentiation gives some leniency. Differentiation allows students to meet a certain standard the teacher and themselves have set and others that have the capability can exceed beyond this objective. For example, in the first grade video, the teacher uses differentiation. She is allowed to break the students into groups as she wishes. She can group them within their learning capabilities and this provides students that are at the same level to learn together and keep moving forward. The teacher can move freely throughout the groups and helping each group according to their weaknesses, that way when they all come together, the students can all be on the same page. Justin I like your example of the quadratic equations and how they are all accomplishing the same goal, but just through a different way. One way to have all students do high level tasks and differentiate is the way the teacher did in the science classroom in the video. She provided the students with some easy questions in the lab and the end questions were challenging for the students. Their objective was to try the m all out and then to come together at the end so they could communicate about them. This allows students to take on challenging tasks and then the students can teach and collaborate with their peers to come to a correct conclusion. The way I think is best is just to keep challenging the students. If a student figures out a tough problem, then provide them with another one to make sure they know how they came to the conclusion and can feel a sense of accomplishment.
ReplyDeleteWhen one writes a lesson plan they state their attended objectives. A well written lesson plan should strive to meet a professional standard. So as the speaker stated in her presentation, the goal is to have all students obtain the objectives but each student will do this in a different way. I myself would love to see more classrooms taught using differentiating instruction (DI for short).
ReplyDeleteThe difference between DI and extra credit is that extra credit is offered to a student in addition to the regular assigned work. Allow me to offer an example, our previous postings dealt with the issue of accommodations, such as extra-time on completing assignments and test. The knowledge required to complete a task was the same for all students, thus one standard for all. Extra credit allows the student who totally bombed an assignment a chance to redeem their overall score. Whereas DI lets them obtain the knowledge in a manner best suited for their learning style.
The challenge is how to get lower level functioning students to be capable of meeting the stated standards, while also increasing the performance level of the rest of the students. I agree with the statement that, “In the absence of learning no teaching has taken place.” If I am not increasing the knowledge base of all my students, both high and low functioning, then I am not being an effective teacher. Lessons should be designed to promote learning for all students in the classroom.
Howard Gardner’s theory of multiple intelligences must be considered when teaching a classroom. No two students are alike; one cannot assume that a student who is brilliant at mathematics will excel in language arts. I strongly believe that scaffolding can be used as an effective tool in teaching. This is not only true of teachers but also for students working in small groups. The videos on Stamford’s website demonstrated how scaffolding is being used in classroom situations.
I believe that differentiating instruction is an effective method of teaching. However, it requires effort on a teacher’s part. One has to take time to learn about his/hers students. It takes more effort to prepare and present lessons. I believe in some ways schools are like an assembly line where a student receives a one size fits all education. I simply do not believe that public school teachers are permitted the resources or time to meet the needs of every student.
Differentiated instruction should be an ongoing process in throughout the entire school year. Student learning abilities are too diverse to be taught one way. As a teacher I have to provide learning for all students (Vaughn et al., 2011). There are advanced students, English language learners, and students with disabilities all within the same classroom. Each group needs different forms of instruction.
ReplyDeleteDifferentiated instruction links extra credit and remedial assignments together. Differentiated instruction satisfies the plethora of learning styles in one classroom. Even with unique instruction students will still struggle with content. This is where extra credit and remedial assignments help. Extra credit assignments can be over any part of the content and aid students in obtaining a better grade. These assignments are in addition to regular assignments. Remedial assignments are ones that are given to address areas in the content where students struggle with comprehension.
Students performing lower level tasks can meets standards if they are motivated properly and continually challenged in their assignments (Vaughn et al., 2011). They need to understand the importance of assignments and how to complete them (Vaughn et al., 2011). When assignments are successfully completed their confidence grows and they will feel more comfortable taking on higher level tasks. Essentially students have to be challenged on multiple level and they will be able to satisfy standards.
The way to have every student perform the same task is by utilizing different literacy strategies. You can use graphic organizers, semantic maps, concept diagrams, and timelines (Vaughn et al., 2011). These help convey the content from the text in a reader friendly manner. Instead of deciphering text structure they can focus on comprehension and all function on the same level. Using different strategies also allows for differentiated instruction.
Works Cited
Vaughn, S. R., Bos, C. S., and Schumm, J. S. (2011). Teaching Students Who Are Exceptional, Diverse, and At Risk (Fifth edition). New Jersey: Pearson
Differentiation should occur in every lesson in the middle and high school classroom. As Jody Guarino referenced in her presentation on Standards-Based Differentiation Math presentation, when a teacher is planning any lesson, he/she will know that the lesson will be too easy for certain students and the lesson will be too difficult for certain students. Furthermore, every student has different interests, learning styles and will enter each class/lesson with a different base of prior knowledge. That means that a one-size-fits-all approach to learning will not work in any lesson. While it means extra planning for the instructor, differentiated instruction means helping each student work towards their potential and reaching a higher percentage of students (or, in the words of the U.S. Department of Education video’s words “leaving no child behind”).
ReplyDeleteExtra credit and remedial assignments both imply a uniform baseline of expectation for students. There is a uniform assignment with “extra credit” given to students who exceed the work expected in those assignment and a “remedial” version of the assignment given to students who cannot mean the level of work expected. Differentiated instruction, however, is focused on the instruction rather than the final evaluation. This is achieved by means of different instructional strategies promoting learning for all students and can include activities such as “preteaching vocabulary”, “using graphic organizers”, using group work, etc. (Vaughn 408-409). While assignment adaptation and curriculum modification can be used as a means of modifying the assignments that are evaluated, this is distinguishable for labeling assignments remedial or extra credit.
The “Tips For Teachers” section on page 406 of Vaugn’s text provides a framework for using standards-based instruction but allowing for instructional differentiation in this instruction. While standards serve as a very useful framework to ensure content alignment across multiple teachers, focused instruction and uniformity of curriculum, it is important to adapt standards to meet the needs of particular students. Furthermore, the same learning standards can be taught using a variety of instructional techniques that can target students with different learning profiles. Finally, just because a learning standard exists, it does not mean that there will not be exceptional students who will not fine those standards too easy. It is important to provide opportunities for these students to go beyond the standards where they can as other students work to meet the standard and others work to achieve a portion or modified version of the standard. Standards are important to guide overall instruction but in pursuing these uniform standards it is important that we don’t lose the unique characteristics of learners.
An example our text gives for having all students do high-level tasks while differentiating is to differentiate homework assignments. For example, if the “base” assignment is a multiple paragraph essay analyzing a passage, it would be a disservice to a learner with special needs to give them a “remedial” assignment such as having them simply answer a few multiple choice explicit questions. However, if that student needs additional time to do the assignment it could be modified to only require one paragraph of analysis. As a result, the student would be engaged in the same type of high level task but within a length and time structure that is more appropriate for the student. Another type of adaptation could be including a suggestion that students “consider examining at least one metaphor in analyzing the passage”. This would not be an extra credit assignment but could provide an additional challenge for students who are looking for an added level of difficulty.
Works Cited
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
How often should differentiation occur in the middle/high school classroom?
ReplyDeleteDifferentiation should be occurring every day in a school classroom. Using a teaching style such as differentiation allows for students to see another way of figuring out an answer that they might not have thought of on their own. It also allows for the student that does understand the problem to help guide their classmates in finding the right answer.
A good example of differentiation is in the video with the high school students in the forensic science class. The other videos explain the style but this particular video stated and showed how students that understand the assignment and “get it” show their fellow students what or how to complete the problem.
What is the difference between differentiation, extra credit and remedial assignments?
Difference between differentiation, extra credit and remedial assignments is that differentiation is a different style of learning in a classroom. This style allows for students to become the teachers for their fellow students and vice a versa. Extra credit in something students chose to do in addition to homework. Remedial assignments are assignments for students that need help in completing the learning of the lesson from the classroom.
If some students do lower level tasks, how are they going to be able to meet standards?
I think that when students don’t meet the standards and are completing lower level tasks it is because their “bar” is set to low and has been. Capable student will only live up to the standards that you set for them in school and in life. But making sure that the students are given the assignments and understand what is expected of them. Also following through the day after and having an open channel of communication just in case the student has questions they feel comfortable enough to come to the teacher and ask the questions.
What are some ways to have all students do high level tasks and differentiate?
I believe that students in a classroom that involves differentiationing will ultimately perform at the high level tasks. At the age of students in school, whether it been middle school or high school, feed off of each other. In my eyes it is like having class in a “study group.” Hasn’t the saying always said 4 or whatever number heads is better than one. Looking at the same problem from say 5 different angles is not going to hurt a student it is ultimately going to be to their advantage.
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ReplyDeleteJean-Fryer Schedler, Educational Consultant described differentiating instruction (DI) as, “Active planning for diverse learners in the instructional classroom.” Differentiating instruction is used at the middle school and high school level to reach to meet the educational needs of all students, those that are lower level learner, special needs and gifted and should be used as often as possible in the classroom.
ReplyDeleteThe two videos, showcasing a 6th grade class at Cloonan Middle School and a Forensic science class at Westhill High School did an excellent job of showing how DI works in the classroom. Both classes were made up of students from different levels of learning that required various learning styles to understand the material. The math and science class had assignments that divided the students into groups of different educational levels and learning abilities. Some students took the role of teacher and some took the role of the learners allowing the teacher to act as a facilitator in the classroom. Both teachers provided worksheets challenging the strong students to achieve a high level of learning.
Differentiation is a style of teaching and is used to teach a subject to students a t a mixed academic level. Extra credit is an assignment given to students after the instruction has been taught as a way for them to earn more points for an assignment. Remedial assignments are assignments given to reteach the information that was not understood during the instruction.
DI assists students of all levels with meeting the standards. DI allows students of different learning abilities to work together and learn from each other. DI combines a group of students with different learner styles and abilities to work together meeting their academic level and then challenge and push them reach a higher level of understanding. Worksheets, challenge questions and lab assignments are examples of assignments that can be added to the DI to push the students to reach a high level of learning. DI is an extremely effective way of teaching to reach all students and challenge them to reach their highest level of learning.
Differentiation should occur every day! In fact, I think every lesson plan should include differentiation strategies (and differentiated evaluation if appropriate). The first grade video from Stark Elementary was a fabulous example of differentiated instruction; students participated in different learning activities based on achievement, skill, or interest levels. In addition, expectations for learning were outlined at the beginning and results were shared with the entire class in closing.
ReplyDeleteExtra credit is additional work for students that have completed the other required tasks; usually it is a more challenging problem or project. From the standpoint of evaluation, I think extra credit can sometimes warp the results if the goal is to measure the learning of the student. Remedial assignments allow students to revisit a lesson they struggled with, improving their mastery (and grade to reflect this). Differentiated instruction differs from these both since it encompasses the entire learning experience and is planned from the beginning. I think that often extra credit and remedial assignments are sort of an afterthought attempt at differentiated instruction.
Differentiation can provide high level tasks for all students by developing equivalent activities that utilize different vehicles for learning. For example, some students may learn content best from reading, discussing in small groups, participating in hands-on activities, or from sharing information verbally or in writing. Utilizing all of these modes not only provides students opportunities to maximize their learning but also invaluable practice with these skills. I think that providing lower level tasks for struggling students could be an effective strategy initially to build interest or confidence, but the end goal should be the same level of proficiency as the rest of the class. If a student is consistently lagging behind and cannot meet grade-level standards, perhaps an IEP with modified goals or additional resources should be considered.
I believe that differentiation instruction should occur frequently within the classroom and will most likely occur on a daily basis. Because every student will have their own unique ways of learning accompanied with students who have special needs and learning disabilities, it is important for a teacher to be able to change or alter lessons to suit those individuals. It is a tall order, but it is our responsibility as teachers to provide each student with the best education possible. And if that requires teachers to be experts in the subjects that they teach then Why should the students settle for less?
ReplyDeleteDifferentiation gives the students the chance to accomplish goals that are set to meet the requirements of the class. Some may think that extra credit and remedial assignments may seem like differentiated instruction but they are different. Extra credit may be given to gain some additional points but it is not changing or adapting curriculum so the student will learn the subject in the easiest way they can.
Students who are only capable of doing lower level tasks may have difficulty performing tasks and meeting the required standards of the class. With differentiated instruction, teachers can set goals for students that meet the required standards of the course and grade the students on these particular goals. If the lesson is covering a wide range of information then the goal for the lower level learner may be to identify a few key terms that would meet the standard. Using this method of setting goals gives the student something to accomplish and isn’t difficult for a teacher to alter in a lesson.
I think the best way to get all students to do high-level tasks and differentiate is to provide them with multiple opportunities to learn the material. As teachers, we should not have a single style of teaching and never veer from that. We should change our lessons to include hands on material, group work, discussions and many other methods. Ask the students what they like to do in the classroom and work that into the assignments. The key is to get their attention and keep it throughout the lesson. If this can be done then the students will learn on a higher level.
I think differentiated instruction should be incorporated into the middle/high school classrooms as much as is feasible. There are many variables involved in the occurrence of differentiated instruction; the efficiency of the teacher, the number of students in the class, the number of students who require differentiated instruction, etc. It really has to do with the class and the individuals involved. For instance, it may be that there are one or two gifted students within the class and that they're fairly self-sufficient in pursuing an alternative curriculum. Or it may be that there are students with behavioral issues who are operating at a lower level and they require a tremendous amount of time that may already be precious.
ReplyDeleteThat being said, personally speaking, I fully intend on providing differentiated instruction on as many levels as is possible. If I can present the curriculum in a fashion that encompasses all those involved, then everybody wins. As well, I'm in favor of making adaptations (p.408) and raising or lowering the bar a little so long as I'm still challenging the student. At the same time, it's not something I'll do very easily. It would require a tremendous amount of research with other teachers and faculty who deal with the student in question.
The difference between differentiated instruction and extra credit or remedial assignments is that differentiated instruction alters the current curriculum in a fashion that everyone will benefit from, whereas extra credit is something provided to those who have already met the core curriculum goals. Remedial assignments are used in strengthening skills that are required to learn the current material.
If some students do lower-level tasks, it may actually be too difficult for them to meet standards. However, it is the students that should have a IEP in place so that their goals are clearly in place and their achievement can be closely monitored. If these students don't quite meet the requirements for an IEP, it might be that a varied approach may be required by the teacher. These students might just need a little more attention or put in the environment of a cooperative learning group (p. 408).
For the students who do high level tasks, it may be that they require some acceleration or enrichment. In which case, the text states that a teacher can take two approaches to the curriculum; curriculum compacting or use the parallel curriculum model (PCM). Personally, I think that a learning contract is an excellent approach for a student performing high level tasks. However, if these high achieving students are willing, they might help the rest of the students perform at high levels through the use of heterogenous grouping.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Every students needs are different within the classroom, differentiating lessons to tailor make them for every student is obviously impossible! I feel teachers may be able to differentiate instruction for groups of students with general needs within the classrom. Thus, allowing every student to have an opportunity to learn and at least are given the opportunity to learn at their potential level.
ReplyDeleteDifferentiating extra credit and remedial assignments can be tough, most students who are given remedial assignments stress over the fact tat they must get it right, when handed extra credit work students are more optimistic about doing work that is stress free. By offering homework with the label "extra credit" may ignite a Passion for students to homework without all the stresses.
Distinguishing high andow level instruction el deviate instruction for students who struggle with even small low level instruction. By adding key words and explanations within high level instructionmay help alleviate non understanding that students who strufgle may deal with. The more comfortable a student is with lessons and homework, the best opportunity you have as a teacher for understanding within your classrook without having to differentiate a whole higher level lesson!
How often should differentiation occur in middle/high school classrooms?
ReplyDeleteDifferentiation Instruction, or DI, should occur on a regular basis in all middle and high school classrooms. What will decide how often DI is needed, in my opinion, is the students in your classroom. The more students with exceptionalities you have in the classroom, the more DI may be needed to help them to be successful. Those teachers who work in tracked classrooms where all students are judged to be around the same learning level, while they should still use DI, may use it less than a classroom with mixed learning levels.
What is the difference between this and extra credit and remedial assignments?
According to Jean Fryer Shedler DI is “active planning for diverse learners”. This means that teachers need to actively plan their lessons to meet the needs of students who learn in many different ways. This may mean singing a song about prepositions to help students who learn verbally, rather than just having them memorize a list or do activities to learn them. Extra credit assignments serve several purposes. They can supplement assignments if students are lagging. They can also be given to advanced learners to challenge them while giving them a reward for doing it. Remedial assignments supplement other activities the students do to enhance the understanding of concepts students are having trouble understanding. For instance if a student failed an assignment they could be given a remedial assignment that is easier but introduces the same concepts.
If some students do lower level tasks, are they going to be able to meet standards?
Though it is sometimes more difficult for students doing lower level tasks to meet standards, it can be done through adaptations of curriculum. This is where DI can help teachers find ways to increase student success.
Are there ways to have all students to do high level tasks and differentiate?
There are many ways to have students of all levels complete high level tasks. You can differentiate homework assignments. Take a base concept and then adapt the assignment so it challenges all the students in the class. Also using popular ideas, such as some from media, that the students like in your lessons can be effective. For example in a science class, you could watch a segment of Mythbusters and then put the students in groups to have them test out some myths of their own. When putting students in groups pair the higher level students with the lower level students. This way they can all collaborate and gain insight through other’s thoughts and ideas.
Differentiation is a concept that should be integrated into classroom whenever possible. If done correctly, it will benefit all students involved in the classroom. Differentiated instruction can appeal to visual, auditory, and kinesthetic learners while also appealing to different ability levels. Since there are not any negatives to differentiated learning, I would use it in my classroom as much as possible.
ReplyDeleteThe difference between differentiation, extra credit, and remedial assignments is obvious. Differentiation is used in classroom to ensure that multiple learning styles and abilities are being addressed throughout a classroom lesson. Extra credit assignments are suppose to be given after a student has completed and understood the lesson. They should supplement a lesson plan only after all the required work in the lesson is completed. Remedial assignments should be designed to help students understand subject matter that they are having trouble understanding.
Just because students are doing lower level tasks does not mean they are not meeting standards. I think the main difference between a higher level and a lower level task is the higher level task requires more critical thinking. However, good teachers with well made lesson plans can assign lower level task to lower ability students while still addressing the standards. In saying this, I think all students should be challenged perform at a higher level. Some students do not have the capabilities, so lower level tasks are good in these situations.
The concept of differentiation can help enable that all students are performing at higher levels. I think differentiation that consists of students working together is a way for all students to perform high level tasks. If students work together, the product can be a mixture of different ideas from different abilities of students. Everyone can provide valuable knowledge towards completing a task. Sharing and explaining their ideas with each other will help everyone learn a little more and perform at higher levels.
Differentiation should occur as much as possible in the middle and high school classrooms. Learning is about the students, and not about test scores or teachers. Everything we have to learn and do is to benefit the students we will have in the future. Differentiation is student focused, so it should be adopted into schools and applied. Differentiation is a practice of assessing students by some method, so we know better how to teach them. Every student has different needs, and differentiation is about addressing those differences. Extra credit is about rewarding extensive activities in the classroom. It is work that is optional which applies to the curriculum. Remedial work is work that students use to learn the material. It is used to correct any problems, and build up basic knowledge of the curriculum. Any method of teaching should always allow students to meet the set standards. If students are not meeting the standards, then that method is failing our students. Differentiation may focus on certain tasks for students, but it will allow time for all students to learn the standards necessary to move on.
ReplyDeleteWhen differentiating high level learners, it is important to offer a multitude of choices for homework and projects. I would like to teach English to 7th graders, so a way to differentiate during lectures in to form centers. If I was teaching sentence structure, I could have the following centers: word order, constituting complete sentences, locating direct and indirect objects, and diagramming sentences.
It seems to me that differentiation should be occurring constantly in the middle/high school classroom. Since differentiation can happen formally or on the spot it should happen both on a regular, planned and consistent basis, as well as in real-time when an opportunity presents itself. Differentiation is an umbrella of teacher practices and strategies which as a whole makes up a teaching philosophy which consists of many components. Two such components are extra credit and remedial assignments. They differ from differentiation in that they are specific activities that contribute to a differentiated classroom. Extra credit and remedial assignments could be described as two of the many building blocks of a differentiated classroom.
ReplyDeleteAlthough students who do lower level tasks are still required to meet curriculum and learning standards, it can be a difficult task to get these disadvantaged learners where they need to be. Teachers use many different strategies to reach individual students to help them meet standards and many if not most of these strategies involve curriculum enhancement and/or modification. By using accommodations and adaptations teachers seek to find the most effective way to teach to learning disabled and, for that matter, all students. One way to use differentiation to have all students do high-level tasks is by using grouping strategies with students. The right grouping strategy, whether it be homogenous, heterogeneous, or some other approach, can allow different students to learn the same content in a way that suits their learning style the best. Another strategy to have all students perform at a high level is to use differentiated assessment. I imagine that it could be easy to focus primarily on differentiating instructional methods but as we’ve learned in many of our classes, assessment is not only a measuring tool but also a pro-active teaching method when done right.
For those of you having trouble posting on this blog throughout the semester, I agree with Dr. Herring that we may not be signed in when we post our comments. I think the blog logs you off after a certain amount of time. If you log on and then take an hour to write your comments, the blog probably logs you off. I have had problems trying to post again this week so hopefully this is the answer.
ReplyDeleteIn today’s American classrooms, differentiated instruction should be the main method of instruction by teachers. Today’s classrooms are comprised of many different types of students. Students may be special needs or gifted, rich or poor, of different races or ethnicities, etc… Teachers cannot have only one teaching approach and expect to be successful at reaching a classroom of students of different strengths and abilities. The differentiated instruction approach allows every student the means and ability to learn at their own pace, strength, and ability.
ReplyDeleteDifferentiation is a proactive teaching method, whereas extra credit and remedial assignments are reactive teaching methods. Differentiation is an encompassing approach to teaching, whereas extra credit and remedial assignments are considered part of an overall teaching method. In fact, extra credit and remedial assignments could be a part of differentiated instruction if the teacher believes these types of assignments are needed.
Differentiated instruction allows students, whether they are doing low level tasks or high level tasks, to come together at the end of instruction with the same successful outcome. The belief behind differentiated instruction is that any student, regardless of his or her background or capabilities, will eventually succeed in learning by the use of this instructional method. Every student starts out at their own level and the lesson being taught is tailored to their learning abilities. For example, special needs students may need to proceed through information slower, take more breaks, and have information explicitly explained. On the other hand, gifted students may need to move faster and have more complex assignments than those of their peers. In fact, it is possible for a differentiated instructional teacher to allow all of her students to complete high level tasks, even if many of the students have different learning abilities. It should be expected by the teacher that the time and pace in which these tasks are completed will differ among the various students and their abilities in the classroom. Challenging any student is positive but knowing and understanding their limits and boundaries is also very important. In the end, the goal of differentiated instruction is to engage and encourage each individual student and ensure that each student successfully learns the lesson being taught.
As most others have stated, I agree that differentiated instruction should happen as much as possible. As an elementary teacher I work hard to make sure my classroom activities and assignments are accessible to all students. I work to ensure success as well as learning for all students at all times of the day. That being said, it is VERY difficult to do with 25 students. I can imagine that in middle school and high school with over 100 students, it becomes even more difficult. Differentiation really means meeting the student's needs, where they are as a learner. Basically differentiation is making changes and accommodations in the lesson to ensure that the student is properly supported in being successful in the assignment, in order to achieve the learning target (lesson objective). In some ways differentiated instruction is like a mini iep for each student.
ReplyDeleteIn my current teaching practice we have learning targets, which is the goal for each student to achieve. For example, "I can read silently for 20 minutes." "I can identify the parts of a plant and their functions." These learning targets are the expectations for students through out the trimester. If a student isn't ready to read for 20 minutes, or read silently they do 5 minutes and build up to 20 minutes. Or they start out by whispering. Even though these students aren't doing what I want them to right away, they are working their way up to meet the goal. Grading at my school, is not an average of the assignments, assessments and activities. Instead, if a child meets the learning target at any point during the trimester they have achieved the goal. So, even if a child in my classroom cannot read silently for 20 minutes until the last week of the trimester then they will still get a grade that indicates achievement. Therefore, I believe that "lower level" work is necessary in order for students to do higher level work. I think having high expectations for students is a must, but as teachers we must support them in meeting those expectations and that is done through meeting children's needs through differentiated instruction.
I think that differentiation should be happening as often as possible in the classroom. It allows students to learn the material at their learning levels so they are able to reach personal educational goals. Developing lesson plans and materials for each student/group can present challenges for the teachers, but I think in the end it is worth it because it is giving the students the education they need and deserve.
ReplyDeleteI think that differentiation differs a lot from extra credit and remedial assignments. Differentiation is tackling students’ learning needs before they become an issue, so that the students will not need extra credit or remedial assignments to help their grades. I feel that extra credit should be used when the work is complete and the project somehow enhances the work completed. Remedial assignments allow students to continue to master a certain skill by completing more work on the subject. In my opinion, if differentiated instruction is properly used in the classroom, extra credit and remedial assignments would not be necessary because the students would be doing their best work at their specified levels, so their grades would be improving.
Students working at lower level tasks are still able to meet standards through personalized instruction. This type of instruction allows the teacher to teach the material in different forms, allowing students to find a way that helps them best understand the material.
There are many ways to use differentiated instruction effectively. To get students working at their highest ability, teachers need to focus in on each student’s personal interests and hobbies. If the student is interested in the material, the student will become more engaged in the work and perform to the best of their ability.
Monday, April 25, 2011
ReplyDeleteBlog 6
I believe that differentiated instruction comes down to adjusting a lesson plan to approach the subject matter in a variety of ways allowing the different kinds of learners to zero in on the approach which they understand and can work in. Middle and High School classroom depend primarily on the lecture method of instruction. This will not work for the visual learner. It will also be inappropriate for students with shorter attention spans.
Diversifying the approach of instruction allows all of the students to engage in the educational process with in the classroom. This is particularly important within school schedules allowing for longer class periods. Teachers need to accept that minds are going to wander and come up with changes to re-engage students to the directed lesson.
It is particularly important to be creative at this age level because they are so much more aware of the distinction of being different. Producing plans that will work for all students without singling out any particular students requires creativity and understanding of the students learning challenges.
This process can begin with something as simple as handout which outline the topics covered on a particular day. Space could be allotted for the students to fill in notes on the subject. Class periods could be separated allowing for lecture, large and small group discussion and some form of hand-on project.
Using class discussion correctly would also re-enforce the idea of mutual respect and the value of all opinions and ideas. I believe that students are more likely to learn and remember if they are enjoying the process and this starts with the freedom to participate without condemnation. from other students.
Monday, April 25, 2011
ReplyDeleteBlog 6
I believe that differentiated instruction comes down to adjusting a lesson plan to approach the subject matter in a variety of ways allowing the different kinds of learners to zero in on the approach which they understand and can work in. Middle and High School classroom depend primarily on the lecture method of instruction. This will not work for the visual learner. It will also be inappropriate for students with shorter attention spans.
Diversifying the approach of instruction allows all of the students to engage in the educational process with in the classroom. This is particularly important within school schedules allowing for longer class periods. Teachers need to accept that minds are going to wander and come up with changes to re-engage students to the directed lesson.
It is particularly important to be creative at this age level because they are so much more aware of the distinction of being different. Producing plans that will work for all students without singling out any particular students requires creativity and understanding of the students learning challenges.
This process can begin with something as simple as handout which outline the topics covered on a particular day. Space could be allotted for the students to fill in notes on the subject. Class periods could be separated allowing for lecture, large and small group discussion and some form of hand-on project.
Using class discussion correctly would also re-enforce the idea of mutual respect and the value of all opinions and ideas. I believe that students are more likely to learn and remember if they are enjoying the process and this starts with the freedom to participate without condemnation. from other students.
Saturday, April 9, 2011
ReplyDeleteBlog 6
My understanding of differentiation is that this is not something that should be considered 'how often should this occur in the middle-high school classroom' but rather a "skill" that teachers should use every day within the classroom. I understand that time needs to be put into figuring out specific activities and/or approaches to certain topics and classroom activities. However I also believe that as the school year progresses "differentiation" will occur as a natural part of the teaching style. I believe that a good teacher knows his/her students and is aware of their needs. Incorporating different methods of instruction and activities will help to bridge the difference between the different type of learners. Differentiation differs from extra credit and remedial work in that it is the approach to a lesson which takes place within the classroom.not activities to be done outside of the classroom dynamic. Standards need, in some cases, to be conceptual. Lower level tasks can instill the concepts of a lesson.Also particularly in class discussion situations the playing field should be level. Regardless of a students "academic" ability, opinions should be freely discussed without repercussion. The only stupid comment should be the one not shared. Too often the "smarter" students feel that they are above many of the others in a class discussion. The different intelligence levels need to learn from each other as they both come at life from different perspectives. Working together in non-threatening situations help the slower students to realize that their opinions may have merit and it helps the "smarter" students to realize that a high GPA does not guarantee perfection in all tasks. Sharing opinions in class discussions can be a way to show the different groups of students that each have value. Incorporating this type of non-threatening discussion groups would be one way to have all students do high-level tasks and the differentiating would be done in the facilitating of the questions and responses by the teacher without singling out any particular student or group.