Hi! I find the biggest problem with differentiating is having the time to sit down and discuss the lessons of each individual teacher. The regular ed. teachers feel pressured to work with the majority of the students in the middle and do not feel they have time to adapt for the students at the top and the bottom.
Most gen ed teachers feel that there are to many students that they are responsible for to effectively change their lesson plans. As Chp 1 said, "They long for the good ole days." Unfortunately, even the good ole days were filled with students that were lost in the shuffle. As Alice said gen ed feels pressured to work with all students and do not feel they have time to adapt to all students. However, adapting could be as simple as a quick, verbal self check in place of a written test to test for comprehension. It seems that they have trouble moving from lengthy assignments to quick, simple practices. In the end you are still checking comprehension, just cutting down on paperwork.
I think there has been several attempts to differentiate instruction for students beginning with cooperative learning. Without follow up and collaboration many a great idea is implemented poorly. Cooperative learning is not just group projects. AR was never intended to punish students for not reading assigned book, no is differentiating more or less of the same. Amy makes the point that differentiating can be as complex as a learning contract, or as simple as providing providing a verbal check. I think there is a fear that if all students do not get the same instruction with the same assignment, how will I account for their learning.
Okay, this is my second time posting since my internet decided to freeze on me...so I condensed it from what I had before!
Ideas for dif. the content - allow running labs or assignments through out the quarter, semester, or year, allow students to work through learning contracts, provide enrichment materials that students can read or complete after their regular assignments, etc.
Ideas for dif. the process - provide a variety of ways for students to access the information - audio tapes, videos, picture books, expository texts, lecture, guest speakers, etc.
Ideas for dif. the product - allow students options for showing what they have learned, such as powerpoint presentations, making a movie or video, make a game, write an essay or paper, make a book or comic strip, write a song, etc.
I think teachers have difficulty with differentiation because they are not given adequate time to plan and develop the necessary materials needed for students. They are usually given an overload of information on how they can do it and expected to try it the next day. We need to be given one thing to try, the time to plan and develop it well, and then the time to use it with our kids.
Judy picked the Algebra/Geometry – Pythagorean Theorem to use for differentiating instruction. She used the wood shop as an alternative to the math classroom for learning content. Using a real world settiing to learn a skills helps students understand the practical application. Changing the process of learning the theorm was across three different choices. The product was differentiated through three different hands-on activities. I think using practical, concrete examples to learn a math concept is invaluable!!
Jerrie chose Biology II - Studying Mammals to use for differentiated instruction. One thing that I noticed as I read the book was that there were not very many examples for differentiating content. Jerrie agreed. She is using different ways to present the material which will help address more than one learning style. In the process section of her activity, she is incorporating three different learning styles: visual, bodily kinesthetic and auditory. This is excellent approach for all students. Finally, in the product section, Jerrie chose to use tow alternate ways to assess. The students will be allowed to show what they learned instead of taking a test. Allowing students to learn in a way that enhances their learning will result in increased mastery and higher state assessment scores.
I would agree that the time element is probably what most teachers consider their largest obstacle. Also, the impression that having a paper trail for accountability is necessary - both in daily work and assessment - is sometimes a tough one to break. Alexa brings up a good point by stating that we may not given the time to develop something well.
I find most teachers are so driven by State Assessments and making AYP and making sure they don't have a single child fall below the red line that they think they are differentiating even with that middle group of kids but if asked them to define what that is and what it should look like they really aren't sure them selves. Another issue I have faced when I talk to teachers about differentiating assignments and such "I wouldn't know how to put that in the grade book and then they would have a 0 for the current assignment the rest of the class does!" Wow are we that grade driven?
As several have stated above most teachers don't have the time or desire to differentiate. So many feel that the students should be doing the same as others in the classroom. Usually parents want the best for their children without thinking how it will possibly affect the child. Many times the students don't want to be so different - but they want to learn and explore the world.
Hi! I find the biggest problem with differentiating is having the time to sit down and discuss the lessons of each individual teacher. The regular ed. teachers feel pressured to work with the majority of the students in the middle and do not feel they have time to adapt for the students at the top and the bottom.
ReplyDeleteMost gen ed teachers feel that there are to many students that they are responsible for to effectively change their lesson plans. As Chp 1 said, "They long for the good ole days." Unfortunately, even the good ole days were filled with students that were lost in the shuffle. As Alice said gen ed feels pressured to work with all students and do not feel they have time to adapt to all students. However, adapting could be as simple as a quick, verbal self check in place of a written test to test for comprehension. It seems that they have trouble moving from lengthy assignments to quick, simple practices. In the end you are still checking comprehension, just cutting down on paperwork.
ReplyDeleteI think there has been several attempts to differentiate instruction for students beginning with cooperative learning. Without follow up and collaboration many a great idea is implemented poorly. Cooperative learning is not just group projects. AR was never intended to punish students for not reading assigned book, no is differentiating more or less of the same. Amy makes the point that differentiating can be as complex as a learning contract, or as simple as providing providing a verbal check. I think there is a fear that if all students do not get the same instruction with the same assignment, how will I account for their learning.
ReplyDeleteOkay, this is my second time posting since my internet decided to freeze on me...so I condensed it from what I had before!
ReplyDeleteIdeas for dif. the content - allow running labs or assignments through out the quarter, semester, or year, allow students to work through learning contracts, provide enrichment materials that students can read or complete after their regular assignments, etc.
Ideas for dif. the process - provide a variety of ways for students to access the information - audio tapes, videos, picture books, expository texts, lecture, guest speakers, etc.
Ideas for dif. the product - allow students options for showing what they have learned, such as powerpoint presentations, making a movie or video, make a game, write an essay or paper, make a book or comic strip, write a song, etc.
I think teachers have difficulty with differentiation because they are not given adequate time to plan and develop the necessary materials needed for students. They are usually given an overload of information on how they can do it and expected to try it the next day. We need to be given one thing to try, the time to plan and develop it well, and then the time to use it with our kids.
Judy picked the Algebra/Geometry – Pythagorean Theorem to use for differentiating instruction.
ReplyDeleteShe used the wood shop as an alternative to the math classroom for learning content. Using a real world settiing to learn a skills helps students understand the practical application. Changing the process of learning the theorm was across three different choices. The product was differentiated through three different hands-on activities. I think using practical, concrete examples to learn a math concept is invaluable!!
Jerrie chose Biology II - Studying Mammals to use for differentiated instruction.
ReplyDeleteOne thing that I noticed as I read the book was that there were not very many examples for differentiating content. Jerrie agreed. She is using different ways to present the material which will help address more than one learning style. In the process section of her activity, she is incorporating three different learning styles: visual, bodily kinesthetic and auditory. This is excellent approach for all students. Finally, in the product section, Jerrie chose to use tow alternate ways to assess. The students will be allowed to show what they learned instead of taking a test. Allowing students to learn in a way that enhances their learning will result in increased mastery and higher state assessment scores.
I would agree that the time element is probably what most teachers consider their largest obstacle. Also, the impression that having a paper trail for accountability is necessary - both in daily work and assessment - is sometimes a tough one to break.
ReplyDeleteAlexa brings up a good point by stating that we may not given the time to develop something well.
I find most teachers are so driven by State Assessments and making AYP and making sure they don't have a single child fall below the red line that they think they are differentiating even with that middle group of kids but if asked them to define what that is and what it should look like they really aren't sure them selves. Another issue I have faced when I talk to teachers about differentiating assignments and such "I wouldn't know how to put that in the grade book and then they would have a 0 for the current assignment the rest of the class does!" Wow are we that grade driven?
ReplyDeleteAs several have stated above most teachers don't have the time or desire to differentiate. So many feel that the students should be doing the same as others in the classroom. Usually parents want the best for their children without thinking how it will possibly affect the child. Many times the students don't want to be so different - but they want to learn and explore the world.
ReplyDelete