(Training Educators And Creating Hope), Plymouth, Michigan. I'm still learning this room's Power Seats and Safe Zones, but I'm close. These fluid dynamic measurements helped to describe the flow both quantitatively and qualitatively throughout the cardiac cycle. • Introverts work best with few, quiet neighbors (for example, auditory learners). How do you visually scan a classroom? B) most students do not acquire emotionally intelligent behavior at home. Direct them to go to stations, to the four corners, outside, back inside. Have you observed Power Seats and Safe Zones in your classroom? Flexible grouping A fluid or dynamic method of grouping students. A kinesthetic learner, like Reyna, fit perfectly there. Modeling for students how to fail gracefully instills perseverance and mindfulness in our students. Seating students inside the U required knowing which students would spontaneously turn and follow instruction. Students are far more likely to remember accountability measures that they help to create. This varies up the teamwork dynamics and ensures everyone gets to know and work with one another. This set-up, I learned from experience, tended to promote positive interactions. Select your primary connection to education turn to for help and a great view of instruction. What methods or observations do you have about classroom arrangements that meet all student and community needs? But I haven't heard many teachers talk systematically about how we use the physical characteristics of the room—combined with our communication patterns—to leverage learning and relationships. Are there different answers to these questions, depending on the content you're teaching? %PDF-1.6 %���� Philanthropy How can we use what we learn about our students to arrange optimal permanent seating? Then, at the end of the week, I send a quick automated email—highlighting all infractions—to the student's parent(s). (Interested? Students in these seats have a good view of instruction, but aren't in the view of other students. endstream endobj startxref But moving one student meant moving someone else: The game never ended. Keep students moving between individual work, pairwork, groupwork, and whole-class activities. Start by answering the following questions. This may be especially critical in inclusive settings that serve students with When students were confused with my instruction, she would stand up and declare, "What he's trying to say is … " She perfectly illustrated her explanations with her hands—to the benefit of everyone in the class. I smile at this statement by educational futurist David Thornburg: "Any teacher who can be replaced by a computer deserves to be." I had to be cautious, though, that they didn't dominate me. Invite them to help determine what constitutes appropriate and inappropriate behavior, as well as the rewards and consequences for each. School-based Leadership (Principal, Asst. Juggle teams regularly. He is a member of the Teachers Leaders Network and the ArizonaTeacherSolutions Team. University or College Faculty/Administration But when I need a few minutes of clear, focused direct-instruction time, I tell everyone to leave their devices at their tables and come to the center of the room. The significance of hearing often goes underappreciated until it is no longer available, and for students who have lived their entire life with a hearing loss, education can prove challenging. A National Board-certified teacher in Career and Technical Education, he blogs at Teachers Do 2. Find ways your device can accomplish tasks efficiently; for instance, photograph, record, and store student work digitally. -Works with different students differently -Changes approach to meet new situations -Tries new and different ideas periodically -Constantly searching for new ideas, approaches and methods -Open to student suggestions on content, methods, and projects -Uses individuality and originality in arranging teaching-learning activities 9. He had a neighbor to his left, but not his right. As teachers, we seek to nurture creators, inventors, and discoverers—the kind of men and women who will build and sustain our shared future. District Leadership - Business, Communications, HR 1-800-346-1834 (Main Office) School-based Technology Coordinator There are certainly different answers based on your communication patterns as the class's facilitator. In my own quest for optimal seating, I've discovered what I call Power Seats and Safe Zones. But the kind of contemporary learning environments we aspire to create are, well, different. Nick was larger than life: loud, smart, fun, and always engaged. But what next? h��Yko�6�+��A��oR@���6��q֬�A��D�c��5�~��+�c;��,������9���F3μ1L��e�I��J��Q4�2+��r�D��`���J&�6h(&�������Y4,Zz46�!Ϥ=)�1�8� Maya, with her enviable self-management skills and gift for asking the right questions, sat in a Power Seat on the right arm of the U. Establishing order through movement may seem counterintuitive to those of us educated in an environment that attempted to achieve stability by being static. Cox (n.d.) Formative assessment A form of formal or informal evaluation “used to plan instruction in a recursive way,” providing regular assessment of student progress. The Power Seats on the left arm of the U, near the front, went to students who consistently voiced insightful questions and comments. ), and make sure your device is always charged. Give clear instructions about mobile devices. They were surrounded by strong students and good models from whom they could learn to channel their behaviors more positively. And experienced teachers will recognize most of these techniques as tried-and-true, just adapted to the modern learning environment. Superintendent Education Research/Analysis Teacher - High School School-based Technology Coordinator The only danger may be in waiting for policy to catch up to practice. Otherwise: Safe Zone. Education Services Agency the different areas you will need in your classroom. These questions can also be found on a reproducible form at the back of the book for your use. Figuring out how this works is like a game. endstream endobj 833 0 obj <> endobj 834 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/StructParents 0/Thumb 67 0 R/TrimBox[0.0 0.0 612.0 792.0]/Type/Page>> endobj 835 0 obj <>stream The outside Power Seats on the base of the U went to disciplined, high-ability, visual learners. For example, English-language learners placed there had strong neighbors they could School Board Member This won't work with every classroom arrangement, but it can be very helpful, especially during assessments. �O?�v�f��ӹ{-Lw᪭�.��@���Q��O!j� : Teacher - Early Childhood/Elementary field velocity profiles. Show Student Association/Advocacy Organization And most importantly, my relationship with them could be supportive and consultative rather than corrective and authoritarian (as it might have been if they were in Power Seats). 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[Education Week]. (2018, Sept. 11). Differentiating Instruction: It’s Not As Hard as You Think. [Video File]. Retrieved from https://youtu.be/h7-D3gi2lL8 Differentiation refers to a wide variety of teaching techniques and lesson adaptations that educators use to instruct a diverse group of students, with diverse learning needs, in the same course, classroom, or learning environment. Differentiation is commonly used in “heterogeneous grouping”—an educational strategy in which students of different abilities, learning needs, and levels of academic achievement are grouped together. In heterogeneously grouped classrooms, for example, teachers vary instructional strategies and use more flexibly designed lessons to engage student interests and address distinct learning needs—all of which may vary from student to student. The basic idea is that the primary educational objectives—making sure all students master essential knowledge, concepts, and skills—remain the same for every student, but teachers may use different instructional methods to help students meet those expectations. Teachers who employ differentiated instructional strategies will usually adjust the elements of a lesson from one group of students to another, so that those who may need more time or a different teaching approach to grasp a concept get the specialized assistance they need, while those students who have already mastered a concept can be assigned a different learning activity or move on to a new concept or lesson. In more diverse classrooms, teachers will tailor lessons to address the unique needs of special-education students, high-achieving students, and English-language learners, for example. Teachers also use strategies such as formative assessment—periodic, in-process evaluations of what students are learning or not learning—to determine the best instructional approaches or modifications needed for each student.
Also called “differentiated instruction,” differentiation typically entails modifications to:
Differentiation techniques may also be based on specific student attributes, including interest (what subjects inspire students to learn), readiness (what students have learned and still need to learn), or learning style (the ways in which students tend to learn the material best). Differentiation vs. ScaffoldingAs a general instructional strategy, differentiation shares may similarities with scaffolding, which refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Because differentiation and scaffolding techniques are used to achieve similar instructional goals—i.e., moving student learning and understanding from where it is to where it needs to be—the two approaches may be blended together in some classrooms to the point of being indistinguishable. That said, the two approaches are distinct in several ways. When teachers differentiate instruction, they might give some students an entirely different reading (to better match their reading level and ability), give the entire class the option to choose from among several texts (so each student can pick the one that interests them most), or give the class several options for completing a related assignment (for example, the students might be allowed to write a traditional essay, draw an illustrated essay in comic-style form, create a slideshow “essay” with text and images, or deliver an oral presentation). Alternatively, when teachers scaffold instruction, they typically break up a learning experience, concept, or skill into discrete parts, and then give students the assistance they need to learn each part. For example, teachers may give students an excerpt of a longer text to read, engage them in a discussion of the excerpt to improve their understanding of its purpose, and teach them the vocabulary they need to comprehend the text before assigning them the full reading. (edglossary, 2013) Myths and Misconceptions about Differentiated Instruction and Universal Design for LearningDifferentiated instruction is just one component of UDL. Tomlinson (2001), declares that differentiated instruction is the intentional application of specific lesson planning and multiple learning approaches to support all learners. The key difference between differentiated instruction and UDL is that differentiation is a strategy that supports instructors in addressing each student’s individual level of readiness, interest, and learning profiles (Nelson, 2014). UDL in comparison is an overarching educational framework that addresses the learning environment as a whole. This includes, both the physical learning environment as well as the lessons, units, and/or curriculum. When the whole environment is addressed first, it removes physical, mental and psychological barriers so all students have full access in the classroom, regardless of their needs and abilities. DebateDifferentiation plays into ongoing debates about equity and “academic tracking” in public schools. One major criticism of the approach is related to the relative complexities and difficulties entailed in teaching diverse types of students in a single classroom or educational setting. Since effective differentiation requires more sophisticated and highly specialized instructional methods, teachers typically need adequate training, mentoring, and professional development to ensure they are using differentiated instructional techniques appropriately and effectively. Some teachers also argue that the practical realities of using differentiation—especially in larger classes comprising students with a wide range of skill levels, academic preparation, and learning needs—can be prohibitively difficult or even infeasible. Yet other educators argue that this criticism stems, at least in part, from a fundamental misunderstanding of the strategy. In her book How to Differentiate Instruction in Mixed-Ability Classrooms, the educator and writer Carol Ann Tomlinson, who is considered an authority on differentiation, points out a potential source of confusion: “Differentiated instruction is not the ‘Individualized Instruction’ of the 1970s.” In other words, differentiation is the practice of varying instructional techniques in a classroom to effectively teach as many students as possible, but it does not entail the creation of distinct courses of study for every student (i.e., individualized instruction). The conflation of “differentiated instruction” and “individualized instruction” has likely contributed to ongoing confusion and debates about differentiation, particularly given that the terms are widely and frequently used interchangeably. (Myths and Misconceptions, n.d) Differentiated Instruction and Implications for UDL ImplementationTo differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. As Tomlinson notes in her recent book Differentiated Classroom: Responding to the Needs of All Learners (2014), teachers in a differentiated classroom begin with their current curriculum and engaging instruction. Then they ask, what will it take to alter or modify the curriculum and instruction so that so that each learner comes away with knowledge, understanding, and skills necessary to take on the next important phase of learning. Differentiated instruction is a process of teaching and learning for students of differing abilities in the same class. Teachers, based on characteristics of their learners’ readiness, interest, learning profile, may adapt or manipulate various elements of the curriculum (content, process, product, affect/environment). Adapted with permission from Carol Tomlinson: Differentiation Central Institutes on Academic Diversity in the Curry School of Education at the University of Virginia (September 2014) Identifying Components/Features While Tomlinson and most recognize there is no magic or recipe for making a classroom differentiated, they have identified guiding principles, considered the “Pillars that Support Effective Differentiation”: Philosophy, Principles, and Practices. The premise of each is as follows: The Philosophy of differentiation is based on the following tenets:
The Principles identified that shape differentiation include
Teacher Practices are also essential to differentiation, highlighted as
Content
Process
Products
Affect/Environment
The following instructional approach to teaching mathematics patterns has several UDL features (see Table 2). Through the use of clearly stated goals and the implementation of flexible working groups with varying levels of challenge, this lesson helps to break down instructional barriers. We have identified additional ways to reduce barriers in this lesson even further by employing the principles of UDL teaching methods and differentiated instruction. We provide recommendations of employing teaching methods of UDL to support this lesson in Table 3. Please note that we are not making generalized recommendations for making this lesson more UDL, but instead are focusing on ways that differentiated instruction, specifically, can help achieve this goal. Table 2. UDL Elements in a Differentiated Instruction Mathematics Lesson
Table 3. UDL Strategies to Further Minimize Lesson Barriers in a Differentiated Instruction Lesson Plan for Mathematics.
(Hall, Vue, Meyer, 2004) Additional Resources on Differentiated InstructionThe IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/ ReferencesDifferentiation, (2013, Nov. 7). The glossary of education reform. Retrieved from http://edglossary.org/differentiation/ (CC BY NC SA) [Education Week]. (2018, Sept. 11). Differentiating Instruction: It’s Not As Hard as You Think. [Video File]. Retrieved from https://youtu.be/h7-D3gi2lL8 Standard YouTube license Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004). Differentiated Instruction and Implications for UDL Implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [7.16.19] from http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license. Myths and Misconceptions. (n.d.) Retrieved from http://www.alludl.ca/myths-misconceptions (CC BY NC SA) updated 10/21/22 |