At this point in my education I would like to someday teach in a mild to moderate special education classroom setting. The students I would primarily like to teach would be high school, but recently the elementary children have grabbed my attention. In my future classroom I would like nothing more than to differentiate instruction so that my students receive the most valuable education their is. The first way I would start to differentiate instruction would be to group my students according to better categories. Instead of just putting two students together, I will place them based on their interests, their learning levels, or their individual talents. Placing my students based on these aspects as compared to just placing two students together will enhance their relationships and the amount of information they learn from on another. The second thing I would like to implement to differentiate instruction is to use learning centers. In every classroom there should be a place for children to read and to use the computer. Other centers that I believe would be beneficial would be those that change with each unit. At these centers students can get emersed in art, history, and math puzzles. Each of these centers needs to be uniquely different so as to keep the children interested in the material. The third activity I would like to use to differentiate instruction is Extension Menus. I really like these because they play to each students individual strengths so that know one will have a tough time applying themselves to the activities at hand. I also like them because they give the children the option to chose their project. I feel that we always enjoy something more if we are give a choice as to how we would like to perform it.
The excerpts we read this we left me with some great food for thought. One main idea that stuck with me was that differentiation is not a magic potion. It will not solve all of our problems (Tomlinson, p.9). To me this means that we must not only provide differentiated instruction, but also social and emotional assistance. Our jobs as teachers does not simply stop at providing instruction on curriculum. We must always be mindful of our students and what their individual needs are. Another idea that struck me was that differentiation is for all (Tomlinson, p.9). I feel that many teachers over look this matter and believe that only those in special education require that teachers differentiate their instruction. Differentiation focuses on students readiness, learning levels, and interests. Some students may need more in depth material and others may need scaffolded material, but this does not mean that differentiation does not benefit all of these individual students.
After this weeks lecture I feel that I still do not fully grasp compacting students. If a student is compacted and is taking the math course a grade level above their own, would the student not always be a grade above their peers in math? I think once we discuss this in class a little further I will come to understand, but right now it seems that the child being compacted may always be one step ahead of their peers in certain subjects.
Tomlinson, C. A. (n.d.). Advancing differentiation. Defining How Differentiation Looks in Toda'ys Classroom, 08-12.
Hello Kirsten!
ReplyDeleteI enjoyed reading your discussion post because it was very interesting and informative. You pose some very interesting teaching strategies. I especially like the one about the reading and math centers because students are often the weakest in these areas. I believe that if you really focus on these areas then your students will be much better off. I think you will be an amazing teacher because your students will have choice over their projects and assignments. I think that having a democratic style of teaching is great because students will be more integrated in your classroom. Excellent job on your post, and I wish you much sucess in your professional endeavers!
Agreed, Douglas! Nice post my friend. Very thorough and informative. I'm just like you with centers. I look forward to giving my students choices and options. Not only does this boost knowledge of material, but also independence and confidence. I love your statement about how our job doesn't stop simply after providing instruction based off curriculum. I believe teaching is a "round the clock" job. It requires instruction, communication, education and reflection. We must always be available for assistance and guidance for students and their families. As time passes, we must be mindful we will always be "students". We will ALWAYS be researching and learning new evidence-based practices as the information comes available.
ReplyDeleteFirst off, I love your background pink is my favorite color. I, like you want to teach in a high school and like that you will place students with others of similar interests. Nothing is worse than being in a group where there is no commuication. Giving students choices will only bring about more enthusiasm and therefore more learning. Great post!
ReplyDeleteGreat discussion! I am impressed by your thorough and relevant comments. Kirsten, you make several accurate points about DI in your post, such as your following quote, "Another idea that struck me was that differentiation is for all (Tomlinson, p.9). I feel that many teachers over look this matter and believe that only those in special education require that teachers differentiate their instruction." You clearly described three evidence-based strategies for facilitating differentiation in your future classroom. In response to your question about compacting, the answer is yes. If a student was accelerated (sometimes called "grade skipped") in a subject such as math, then this would need to continue throughout his/her school career. However, there are many options such as dual enrollment college classes for high school students. Or, if a teacher at a particular grade level was unwilling to obtain the next grade level's materials and/or work with the next grade level math teacher, the student instead could work on an independent project related to math or another area of interest. Does this make sense?
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