Differentiating+Instruction

I think that when we talk about differentiating instruction, we forget that there are more than two levels of abilities in classrooms. We have the low students, the average students, and the higher level students. When a classroom is differentiated, it has to be differentiated in three levels rather than just two. I think that higher level sometimes if forgotten in the mix while we try to take care of the lower level students.

I also think that most teachers, whether they realize it or not, are already differentiating in their instruction. Any time they go over information in more than one way, they are actually working to involve all their students in the instruction and trying to help them all understand. I guess maybe those teachers just need the reassurance that they are doing the differentiated naturally and that it really shouldn't be a lot of extra work on their part to incorporate it into their classrooms.

Tara 5/6/09

I've differentiated a lot of the instruction in my Algebra 1 class. We are solving systems of equations and are learning four methods to solve them: graphing, substitution, addition, and multiplication. I wasn't happy with the way things were going so I set up a practice assignment for each method and then a quiz to be taken when the student is ready. The some students finished all quizzes in four days and moved on to other things. Others are still working their way through things. It has been interesting to see how the students have kind of fallen into three bands and it has been nice to keep the higher achieving students moving on to new things instead of waiting for others to catch up. I'm hoping to continue on in this fashion. We'll see how it goes. Strom 2/18

Trying to find time to share but there are soooo many wikis calling for my attention. Our reading assignment for "December" was chapter 9 & 10 so I glanced through those chapters looking at my highlights from last year. One of them was p. 53 where they are talking about allowing students to investigate a time period by exploring their own interests. For any of you teaching history, especially Iowa history, I strongly recommend the Iowa Pathways site hosted by IPTV. It allows students to punch up a topic & then takes them in pretty much any direction they want to go from there.

Also P. 57 talks about it not being the best use of time to have every student share their project with the class. Instead they recommend having sharing quads. Since we are doing so many new things with the computers I was wondering if you agree. Seems like the more the see what's possible, the more they will push themselves. Well, now that I know this is our wiki I will put my 2 cents in... Matt, I think you (and the numerous others who feel the same way) are differentiating more than you realize...If you are showing them on the board (more than one way) to work problems, using real world situations to help them picture it, letting them use their macbooks, allowing group work, allowing alone work, grouping students with different ability levels, assigning peer tutors where needed, etc...you indeed are already differentiating:-) Standing in front of the class lecturing is what hurts some students. They can't "get it" that way. Just remember the different learning styles and try to reach them during your units and you have done it!! I do not get to come into your class, but from conversations I hear out of the students, you are doing a good job. Don't try to do all this new stuff at once or you will find yourself buried under that "avalanche" you mentioned. Just pick one thing like, tying a lesson to real world (mechanics, carpentry etc...), pre-teaching the next unit, or re-teaching it, or try a new mixed group, or one small thing that will not overwhelm you and then evaluate what you tried and decide if it was a success. When I was in school you had to learn it one way or you did not learn it. Differentiating is simply trying to get away from the old "model" to reach those of us who got lost in the shuffle before. Sometimes we put too much "thinking" into it and make it more difficult than we need to. If I was a betting woman, I would bet that you are doing A OKAY:-) Keep up the good work, we are all in the boat with you and are more than willing to help (except for solving quadratic equations)... Heidi Kildow I believe that differentiation is a good thing, but I still have more questions than answers at this point. Sometimes I feel like it is difficult enough to prepare for and teach one non-differentiated class. At first glance, bringing differentiated instruction into the picture would seem to require the teacher to teach several different classes simultaneously. I realize that isn't exactly a fair characterization of differentiated instruction. It is more of a reflection of my own fears about how to engage in the process of bringing more differentiation into my teaching without burying myself under an avalanche of new work that I can't handle. I think that the macbook program will make it easier for me to differentiate instruction after I figure out how to use them effectively. I envision students doing more online, self-guided, self-check math exercises. This would allow students to work at many different levels while allowing me to spend more time working individually with students each class period. Matt Strom

I agree with Shelia that sometimes even though we do differentiate, we still sometimes forget that students get frustrated too. I mean I do realize that students get frustrated, don't get me wrong, I just meant I sometimes forget.Know what mean? This moment came to me again when we were talking about Dr. Martin Luther king Jr. the other day. I discussed with the kids how hard he worked towards equality for all people. I reminded them that next time somebody snaps at us we need to remember what their day may have been like before you saw them. Not only did I remind them but I reminded myself. I reminded myself that next time a student is acting out in my class, maybe I need to be a little more compassionate about what their morning may have been like before they even got to school. What I do know is that almost all of my students, no matter their academic ability, is able to run the computers. They love the t get on the computer. In fact I am almost convinced that they are learning more by being on the computer on a reading site everyday than listening to me. I know that if my students could have even more access to the computers, they would be learning more than I could ever imagine. Differentiating would be a piece of cake! Stephanie Ferrell I totally agree, a lot of the new technology is difficult for me as well. I worry that students who are struggling will be afraid to ask how to do things as well. I think as teachers, not just the special education teachers but all of us need to remember that some students will definitely need some differentiation with the new technology until they get more familiar with the computers. Heck, even some of us need differentiation until we become more familiar with them as well. Paula Pollock Just an insight about differentiating. . . I am a believer that some things happen to us for a reason, and many of you already know, I believe in differentiating in the classroom. Even given that I am pro differentiating, I had an experience Tuesday that really brought home to me the importance of teaching individual students and not just teaching a class. Like everyone else in my building I was asked to post my thoughts on the new Wiki site by noon. This was not a task easily accomplished for me. I was very frustrated with the process and with the fact that it seemed to be going so easily for the teachers around me. I was ready to throw my computer on the floor and do something that resembled an Irish River Dance on it. Middle school teachers do not have a prep period before noon, so that added to the difficulty and the stress. BUT it got me thinking about how if the assignment had been differentiated for the different needs of the participants, I (and maybe others) could have completed the task with less stress. Imagine what we do for students in our classroom when we take into account their particular needs and deficits. Extending the time for me Tuesday would not have lowered the expectations of what I was to learn and do. Providing me with step by step instructions that the other teachers didn't need would not have lowered the expectations of what I was to learn and do. It also would not have been unfair to the other teachers who didn't need it. In fact, it would have been unfair to make them go through all those steps if they didn't need them. And finally, just like my students who have been pushed to the limit emotionally when I have overwhelmed them in the classroom, I wanted to act out inappropriately. I will still refer to a bad day as a "Wiki Day", but I'll also remember Tuesday may make me a better instructor. Sheila CHAPTER ONE