Differentiated Instruction
Differentiated Instruction
“What Is a Differentiated Classroom?” is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s “The Predictable Failure of Educational Reform.” The quote states:
“A different way to learn is what the kids are calling for ….All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no …show more content…
As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question “How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?” There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable …show more content…
I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom.
WHAT:
HOW?
WHY?
Student-centered & Experiential
Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field.
Relevance is one of the primary student motivators to be a more self-directed learner
Inductive
Introduce content through the process of problem solving, rather than problem solving after introduction to content.
Research indicates that “deeper” learning takes place when information is introduced within a meaningful context.
Builds on/challenges prior learning
If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts.
The literature suggests that learning takes placewhen there is a conflict between prior learning and new
“What Is a Differentiated Classroom?” is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s “The Predictable Failure of Educational Reform.” The quote states:
“A different way to learn is what the kids are calling for ….All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no …show more content…
As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question “How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?” There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable …show more content…
I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom.
WHAT:
HOW?
WHY?
Student-centered & Experiential
Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field.
Relevance is one of the primary student motivators to be a more self-directed learner
Inductive
Introduce content through the process of problem solving, rather than problem solving after introduction to content.
Research indicates that “deeper” learning takes place when information is introduced within a meaningful context.
Builds on/challenges prior learning
If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts.
The literature suggests that learning takes placewhen there is a conflict between prior learning and new