This week's articles were all about differentiating instruction. In the article, "Three Ways to Plan for Diverse Learners: What Teachers Do", it begins by comparing the characters in the Wizard of Oz, who already have what they long for, to teachers who already have the tools necessary to differentiate in their classroom. With attention being given to planning to differentiate teachers could successfully differentiate content, process and product.
The other article "Food for Thought on Differentiated Instruction (DI)", the author points out five ways that are not good ways to differentiate. Together the two articles comprise a "Do & Don't" listing of implementing DI. When I first started taking the teaching courses at Trinity, I did think that DI did consisted of having three groups of students, high, average and below average, with appropriate content & assessments for each group. That is #3 in what not to do to DI. I also thought it would be impossible to differentiate for all the students, which was #2. Originally, I think I believed every one of the DI "don't" list for proper differentiation.
Thankfully, I have learned a lot here at Trinity and have learned first how to differentiate the assessments, then the content followed by the process. Professor Lenarz taught me how to differentiate for the whole class so that every student would benefit by designing lessons by purpose with differentiation for every student. I remember the night she explained that she wanted the lesson plan with a differentiated content, process & product, for the "whole class" in our lesson plans. It blew my mind a bit and there were a lot of questions that night, but it really did bring a deeper dimension to planning by design.
I really do feel like differentiating for all of the students is very important. When I was a schoolchild there was no such thing as differentiation. If you couldn't keep up in class, you were sent to the special ed classroom and if you were advanced, you were sent to a gifted class once a week. Most of us were truly bored to tears, regardless of how we were performing on our tests. Writing your spelling words 10x's each every week for eight years is not inspiring and I am still not a particularly good speller; thank goodness for spell check! DI helps students avoid ruts and can motivate students, instead of deflating and disengaging them. As a middle school teacher, I would dread grading 65 or more of the same assessments, differentiation helps keeps it interesting for the teacher too!
Working with my own kids during e-learning I appreciated any choices the teacher offered for my kids assignments. It really brightened their spirits to have a choice as compared to "Complete this Dull Repetitive Assignment" especially, week after week. Everyone loves a choice. I think of DI now sort of like going to a restaurant. As a student I can pick what I want to eat (content), how it is cooked (process) and what to have to complete the meal (product), dessert is the best part and so too should be the summative assessment. When my future students get as excited for a summative assessment in the same way I do about dessert, I will know I have finally arrived as a master teacher. 😊
Mary,
ReplyDeleteHello again! I like how you stated what the article said about the wizard of oz characters in comparison to what teachers already have. I thought that the way the author put that into the article was great. I like what you had to say about what you thought differentiated instruction was. Your idea of it was completely different from mine. I wrote in my blog post that I thought it was a type of individualized instruction for students in one classroom. Your idea was that there were 3 different groups of students: high, average, and below average. What a difference! I guess I did not have a full understanding of what differentiated instruction was. I kind of took what I thought it meant and made an idea of something that it was not. You are quite lucky to have had a discussion about differentiated instruction already. It is great that you have a better understanding already.
I really enjoyed your personal perspective about differentiated instruction. The part where you mentioned spelling tests really stood out. Spelling tests were a strong part of my curriculum and I had them every week also. I hated them. I was not a bad speller and I knew that, but when you put a test on it, it feels more scary and different. I also like how you pointed out that after taking spelling tests for so many years, you are still not a particularly great speller. What a great point! Doing the same thing over and over doesn't always make you better at something. Thanks for sharing that. I also thought that it was awful that in your schooling, if you couldn't keep up, students were sent to the special ed room. How awful! That is not fair at all. You also made a great point about how differentiated instruction is fun for the teacher as well. Grading needs to be fun for us too! Also, no words for your last paragraph. I thought that was an awesome metaphor. I think since you said that, you already are a master teacher. Great post!
Hi Mary I was like you before I started the program here. I had seen the words differentiated instruction, but didn't know what it truly was or even how to implement in the classroom. The articles will help when I get into my classroom. DI is still a struggle and I will need help to be able to implement into the classroom. I think the more I use DI the better I will get to implementing DI in my classroom.
ReplyDeleteMary,
ReplyDeleteI wasn’t even thinking of the kids e-learning options when I read this but you are so right in your assessment! When the pandemic first hit I don’t think anyone really had anything prepared so it seemed like the homework my kids got was just hours of those dull repetitive worksheets. It was like having a second full time job after my job trying to help them understand what was going on and get through it all. Once we got a little bit into it the options really seemed to open up and they had links to games, videos, and multiple options for the product of the lesson. I know I got more into helping them when the content got more creative and I think that we got into deeper conversations at the same time. It really does make a huge difference!
Hi Mary!
ReplyDeleteI think you made a really good point about how DI makes it interesting for teachers as well! One of my favorite parts about teaching is that you get to be creative and DI is a perfect way to do that. I was watching a video today talking about burnout in teachers and I think that being able to be creative and grade things that aren't monotonous would help with teacher retention rates. Not only do I think it would keep the students engaged but it helps teachers as well!
Mary -
ReplyDeleteI love your blog ending and the comparison to the restaurant. That was truly interesting and a great example. When I read your blog it reminded me of a recent conversation my middle school son had with a friend's son who will be entering middle school. He told him these are the teachers you want in 6th and 7th grade and my son proceeded to list a handful of names. When we asked my son why those teachers, he said because they give you choices on how to complete an assignment or who you can group with on a project. Those teachers made learning fun because they could work with friends, if in the same class, but the teacher was excited about their subject. Finally my son said he let the class decide how to go about teaching the lesson that day. This last one surprised me but when my son said the teacher's name, I wasn't as surprised. Both my sons were fortunate to have this teacher and to this day my oldest son still says he was one of his favorite teachers for the same reasons. I like this teacher as a person because he was truly interested in each of my sons. He would ask about my oldest son and was truly interested in where his post high school path would lead. The teacher remembered instances about each of my sons and as a parent that told me, he enjoyed his job and was able to reach any student.
Hello and peace to all,
ReplyDeleteHello Mary,
So, I try to make posts and blogs where few have posted a response so that people know that people are reading their stuff from time to time (sometimes I am better at this then others), and/but while you already have a few comments for this week (and some don’t have any), I haven’t said hello yet to you in the classroom via a blog response, and so I thought I would here… I’ve been meaning to say hello before, as I want to make sure I say hello to everybody a few times before time is over to spread a good vibe in the classroom…. And I’ve also thought you had some very good work!
In the beginning of your week four post, you start off talking about the article “Three ways to Plan for Diverse Learners: What teachers Do,” by pointing out how that article made a connection to differentiated teaching for diverse learners to the Wizard of Oz storyline, and how the four protagonists sought something that they already had, and how we, as teachers, already have the tools and our disposal to do well with differentiated instruction if we are creative and think about it with intentionality.
Anyway, I thought that that was a great introduction in the article, and it made a great connecting point by illustration, to the point the article wanted to make, that differentiated teaching is something that we can all do, and I see you thought it was important enough to point out as well! So, I just wanted to say that I completely agree with the importance of raising that point from the article that we read!... For in some ways I think it was the main point of the article…. That in the say that differentiated instruction is not is complex and/or as mysterious, or overtaxing, as some might think!
I also like and agree with how you talk about the importance of differentiated instruction, and allowing for some choice in the classroom. So these were some of the things I gravitated to the most your post this week , however there are a lot of other good things said as well!
So anyway, some really good stuff in your post(s)…. Thanks… Peace Mary…. Peace all.
Mary, I agree with your post on DI. I have observed classrooms where some teachers do better in that area than others. I think that it is important for teachers to get to know their students both inside and outside of the classroom. They should know what interests them and how to reach their interests and incorporate them into classroom instruction. My 6th grade daughter definitely connects with teachers who show an interest in her and who ask for student input in classroom activities and topics.
ReplyDeleteI think that it is important for DI to occur in classrooms so teachers have more opportunity to work with as many students as possible. According to teachers who use this consistently, it may look chaotic, but it really is not and can help with classroom management quite well. Thank you for sharing your post.