Monthly Archives: March 2016

03/17/16

Practicum Reflection

March 3, 2016

Yesterday was such a productive day on practicum. First thing in the morning, my students watched the remainder of the movie, “Holes.” My SA finished reading the book last week, so as promised, she showed the movie to help the students visualize the events, characters and settings from the novel. After watching the movie, my SA conducted a discussion with the class. She began asking them to compare and contrast the book to the movie. Instantly, students were able to identify the differences. Students noticed that there were certain scenes in the movie that were never mentioned in the novel. Also, they recognized how the movie elaborated and altered the appearance of characters, which were very different to how the author described the certain characters in the novel. To my surprise, my students were able to point out the small differences to the props and small details. I enjoyed this discussion because I was able to see how my students were critically thinking. While a majority of them preferred watching the movie than listening to the book, the whole class agreed that reading the book gives more detail and context to the background of characters and events.

Relating to my inquiry, I witnessed differentiated instruction in my classroom. For quite a while now, my class has been working on their cursive writing. From practicing how to write letter-by-letter, they are now writing words and sentences depending on the student’s progress. However there are still a few students who have trouble printing, so their handwriting is not up to par to their peers. For differentiated instruction, my teacher has projected a YouTube video where it visually shows a step-by-step process of how to handwrite letters. She has also drawn dotted versions in books where students can draw over the lines. While the class is at different levels when it comes to handwriting as well as many other subjects, my SA has different approaches, different ways to instruct the diversity so that each student is learning the given subject/assignment at their own pace.

Another example of differentiated instruction was in P.E. During this period, I organized a plyometric relay for my class where students had to do 5 jumping jacks, 5 hulas on the hoops, and 5 burpees. In my class I have a student who has multiple sclerosis, so the burpees were going to be too difficult. Instead we told her to jump high on the spot 5 times. Differentiating this one move did not affect the other students, as they are all aware and accepting to accommodating to one another. Through this differentiation, the entire class was able to participate in a cardio filled activity.

I can see how differentiated instruction can make a major and minor difference to student engagement in lessons. If differentiation is not made I could see the decrease of engagement occurring subsequently. Teachers cannot teach the class as a whole that would be foolish. Instead, teachers must look at each student and increase engagement, learning, and motivation at their own pace.

03/14/16

Inquiry Synthesis

Where I Started:

Initially my inquiry reflection began as:

All learners come at different academic levels, so how as educators can we treat, support and respond to them all equally (considering different lesson plans, curricula, technology and personalized learning)?

I realized during my Thursday visits that every classroom was filled with diverse learners. Not one individual was the same to the next. It became clear to me that educators have the power to truly help all learners excel in classrooms. Through my initially research, I noticed how differentiated instruction was a constant buzzword that kept popping up relating to my inquiry question. I found one article that really shifted my mind and inquiry to focus more on differentiated instruction and here is one quote that inspired me:

“Educators have to look at where the bar is set and where the students are when they enter classrooms. Some students will work all year with tutelage and barely make the bar; some can leap over the bar gracefully; and some were already over the bar before they entered dass. If we use the standards as our guide, we can teach all students equitably. The risk is our focus will shift to the standards and away from the child. With the tools of differentiated instruction, we can keep the focus where it belongs and take each student as far as he or she can go” (Levy, 2008, p.164).

Where I Am Now:

Now, my inquiry question focuses more on differentiated instruction since it encompasses technology, unique lessons planning, and personalized learning. So far, my inquiry question looks a little like:

All learners come at different academic levels, so how as educators can we treat, support and respond to them all equitably through differentiated instruction.

I am constantly researching how to differentiate my lesson plans, activities etc. for my practicum so that I am able to be consistent with my inquiry throughout. I found a great article by Barbara Taylor that really hones in on how to model differentiate instruction in the content, process and product. This article helped me understand not only how to differentiate, but it also delivered concrete examples on how to actually do it.

Where Am I Headed:

I believe I am headed in the direction where I will be continually researching and looking for new ideas to differentiate my lessons plans, activities, etc. I found that reading other teachers’ blogs, watching YouTube and TEDtalk videos are really helping me refine my inquiry as well as gives me ideas on how to take on differentiated instruction.

I have high hopes that through my incorporation of the differentiated strategies available on the Coquitlam SD 43 Redesigned Curriculum Planning Framework, I will be able to “engage all students…that is appealing, developmentally appropriate, and motivational” (Taylor, 2015, p. 17).

References:

Levy, Holli M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. Clearing House: A Journal of Education Strategies, 81(4). P. 161-164.

Taylor, Barbara Kline. (2015). Content, process, and product: modeling differentiated instruction. Kappa Delta Pi Record 51(1), p. 13-17.

Here is my synthesis on Prezi:

?utm_campaign=share&utm_medium=copy

 

Differentiation in Classroom

03/13/16

WHERE GOOD IDEAS COME FROM

There is a lot of debate on whether the integration of technology distracts learners in classrooms from actually learning. While this may be true, Steven Johnson explains in his YouTube video/scribe/infographic that today’s tools, environment, radical innovation is extraordinarily accessible to those who know how to cultivate it. Johnson’s video also goes back into history and explains where good ideas came from.

Johnson says so powerfully, “the great driver of scientific innovation and technological innovation has been historic increase in connectivity and our ability to reach out and exchange ideas with other people and to borrow other people’s hunches and combine them with our hunches and turn them into something new…this has been the primary engine of creativity over the last 600 or 700 years…”

“Technology has the power to connect us to ideas that are not technology focussed. We are all tinkering with things and that little tidbit one person shares can/might have a profound impact on their learning and their life.  Technology has the power to connect our ideas, improve our practice, and show people” around the world the hunches we have.” (https://hughtheteacher.wordpress.com/)

McDonald, Hugh. Transformation is not about technology but about being able to tell a story. Message posted to https://hughtheteacher.wordpress.com.

RiverheadBooks & Steve Johnson. (September 17, 2010). WHERE GOOD IDEAS COME FROM. Retrieved from March 13, 2016 https://www.youtube.com/watch?v=NugRZGDbPFU

03/13/16

Differentiated Instruction is Meeting the Needs of All

This 2:40 minute YouTube video created by Henry Schmitges is a video scribe that explains what differentiated instruction is through images and scribe. Schmitges defines what differentiated instruction is then goes through the process of how to reach its optimal potential. Through each process it is connected to the next using arrows, which in the end shows how differentiated instruction is a cyclical process that requires continuous assessments (from the teachers) followed by supportive learning environments.

This video shows how teachers first needs to pave the way of differentiated instruction, then students will respond accordingly so long as teachers are implementing it effectively and equitably.

Henry Schmitges. (January 27, 2014). Differentiated Instruction. Retrieved from March 1, 2016 https://www.youtube.com/watch?v=wCt751vEqEY.

03/13/16

Place-based Education

image105

“Place-based education immerses students in local heritage, culture, ecology, landscapes, opportunities and experiences as a foundation for the study of language arts, mathematics, social studies, science and other subjects.”

This PDF was first introduced in my science class by my professor. As I was reading this document, I noticed how place-based education could be a way teachers could differentiate instruction to students who learn using their visual, kinaesthetic, tactile strengths. In addition, when tapping into the interests of your students, you may find some of your students are deeply interested in their environment, nature, or using their bodies.

This document expresses that students who had “more exposure to strong place-based education outperformed their peers on all measure analyzed.” Furthermore, “educators at sites using place-based education models consistently report that their students have become increasingly engaged and enthusiastic about learning.”

Place-based Education Evaluation Collaborative. 2010. The Benefits of Place-based Education: A Report from the Place-based Education Evaluation Collaborative (Second Edition). Retrieved March 1, 2016 from http://tinyurl.com/PEECBrochure.

03/13/16

What is Differentiated Instruction?

see-1020175_960_720

This website provides a clear and concise definition of differentiated instruction. In addition, this website goes through the history, and provides ways to differentiate instruction through content, process, and product. It also weighs in on the pros and cons of differentiated instruction as well.

One part I enjoyed reading was how to differentiate instruction through learning environments. “The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.”

Some examples of differentiating the environment include:

  • Break some students into reading groups to discuss the assignment
  • Allow students to read individually if preferred
  • When students are given more options on how they can learn material, they take on more responsibility for their own learning
  • Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule
  • Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons

Weselby, Cathy. October 1, 2014 (Updated January 6, 2016). http://education.cu-portland.edu/blog/teaching-strategies/examples-of-differentiated-instruction/. Retrieved March 6, 2016.

03/13/16

Maximizing Student Success with Differentiated Learning

Morgan’s article describes a case involving a child who had difficulty learning and shows how differentiated instruction was used to help this student learn. Morgan insists that instructional strategies (traditional modes of teaching) tend to make students comprehend little and lose focus in classrooms, however on the flip side, advocates that differentiated instruction can alleviate or eliminate the disengagement that comes from instructional ways of teaching.

Referring to Carl Ann Tomlinson, Morgan explains how personalized instruction is “particularly useful for pupils who do not fit the mold” (p. 36). There are three strategies to implement personalized instruction which is: emphasizing student interest, using the right starting point and allowing students to work at their own pace” (p. 36).

This article also touches on differentiated instruction the the 21st century. Students of the 21st century will likely benefit from instruction that greatly involves the effective implementation of technology. “Since today’s students tend to be more engaged while using technology and may find traditional approaches less motivating, teaching effectively with digital resources should help teachers instruct in a manner that matches the learning styles of their students” (p. 37). “Additionally, digital resources can easily be used to provide support for struggling learners and offer a way for them to learn through various formats that match auditory, kinesthetic, and visual learning styles. Brain research supports the notion that digital natives are more stimulated through digital resources than material in print format” (p. 37).

Morgan, Hani. (2014). Maximizing student success with differentiated learning. The Clearing House: A Journal of Education Strategies, Issues, and Ideas 87(1), p. 34-38.
finger-man-451211_960_720

03/13/16

Perceptions about Implementation of Differentiated Instruction

images

This article presents many different perspectives of differentiated instruction like the effectiveness, data collection/analysis, evidence of quality/trustworthiness and the obstacles. However one part that stood out to me was the problem statement. In this statement, the researchers put forwards reasons why many educators today do not implement differentiated instruction.

Since “differentiated instruction calls for educators to create lessons for all students based upon their readiness, interests, and background knowledge” (p. 3), many teachers find themselves absent of participation because of many factors “such as lack of professional development, lack of time, or considering differentiated instruction to be another educational trend that will quickly pass and be replaced with something new” (p. 3).

This article is worth a read if you are trying to understand what differentiated instruction is and how to implement them in your classrooms. Furthermore, this article has interviews from 9 teacher participants who were either elementary, middle, or high school teachers, and shows how they differentiated instruction to their students at all three levels.

Robinson, Lora., Maldonado, Nancy. and Whaley, Jerita. (2014). Perceptions about implementation of differentiated instruction. Online Submission, Paper presented at the Mid-South Educational Research (MSERA) Annual Conference (Knoxville, TN, Nov 7, 2014).

03/13/16

Increasing the Teaching Efficacy of a Beginning Special Education Teacher Using Differentiated Instruction: A Case Study

Unknown

This article follows a “beginning special education teacher who used pre-assessment, self-assessment and on-going assessment to implement the principles of differentiated instruction to become more responsive to her students’ needs in a systematic way” (p. 191). This teacher candidate’s “overarching structure was to address three interrelated areas: a) data collection, b) data-based planning, and c) use of differentiated instruction as a systematic approach to individualization” (p. 193).

To illustrate this TC’s process, she first wrote about the students’ strengths and challenges, they engaged in their own self-reflection regarding their current practices in the classroom. Second, the information was then used to plan how she was going to use differentiated instruction practices and integrate on-going assessments into the data-based planning process. Third, she implemented the principles of differentiated instruction in her inclusive first grade classroom, using on-going data to inform decision making in a cyclical process (p. 194).

By using this cyclical process, this particular TC was able to respond to her students’ needs in a systematic way. In other words, she was able to understand each of her students’ needs, then differentiate for them in a structured, planned, and routine way. I realized consistency is key when differentiating for your students. If a teacher is inconsistent in the way they differentiate for their students, the message can become lost in translation. I see the importance in knowing your students’ strengths, challenges but also understanding your students’ own self-reflection could provide crucial information in finding different paths in differentiating successfully. I can relate to this article in a big way since the teacher in the this case study was a TC like me. She was able to implement her inquiry in her classroom and truly find answers and adaptions throughout her practicum. I find hope and inspiration in how she “successfully broached the research to practice gap using differentiated instruction as an effective way to meet the needs of all of the children within an inclusive setting” (p. 198).

Earnest, James M., Heckaman, Kelly A., Thompson, Shirley E., Hull, Karla M., & Carter, Shannon W. (2011). Increasing the teaching efficacy of a beginning special education teacher using differentiated instruction: a case study. International Journal of Special Education, 26(1), p. 191-201.

03/9/16

Content, Process, and Product: Modeling Differentiated Instruction

diNew

Barbara Taylor’s article “Content, Process, and Product: Modeling Differentiated Instruction,” gives great insight on how teachers, especially teacher candidates like myself could differentiate instruction through these three steps: content, process and product. In detail, Taylor explains how teachers generally differentiate “content—the “what” of instruction; process—the “how” of instruction; and product—the “evidence” of instruction” (p. 14).  Furthermore, teachers also “differentiate by levels in the class: below target, on target, and above target” (p. 14).

Differentiating content means that teachers can vary the level of complexity. To further illustrate how to differentiate content, Taylor discusses how in “an English class, students can read textbooks or other literature at different reading levels addressed to their specific needs. Because most classes have only one set of textbooks at grade reading level, the teacher must provide other reading materials at various levels” (p. 14).

Differentiating process means that teachers can vary the learning activities based on the students’ interests or learning styles. “For example, in a history class, students could conduct Internet research, interview community members, draw maps, or construct models. While all students have similar content to cover, they may choose from an array of activities or processes that are of interest to them or that address their various learning styles” (p. 14).

Differentiating product means that students have a choice in how they demonstrate what they have learned. “For example, in a science class, students can write a paper, conduct a lab and report the procedures and results, or present a PowerPoint® on the topic” (p. 14). Taylor explains that any one of these aforementioned choices also can be used to differentiate target levels as well. “For example, everyone in the science class can conduct a lab, but the requirements for writing the procedures and results can be varied for each target group” (p. 14).

This article is simple yet powerful in how I can differentiate instruction in my diverse classroom and any diverse classroom for that matter. The article speaks on not just how to differentiate the content, it also gives concrete examples on how teachers can differentiate process and product. I think it is so easy to just differentiate one out of the three aspects, but in order to equitably respond to all diverse students, teachers like myself, need to take into consideration of the students’ level (whether they are below target, on target, and above target), students’ needs, interests and learning styles. By doing so, I will be able to be in the right mindset to thoughtfully and critically differentiate the content, process, and product for each student so that each student is provided with multiple paths to a learning goal. Additionally, differentiating instruction in the content, process and product, teachers “can engage all students…that is appealing, developmentally appropriate, and motivational” (p. 17).

Taylor, Barbara Kline. (2015). Content, process, and product: modeling differentiated instruction. Kappa Delta Pi Record 51(1), p. 13-17.