Differentiation of Beliefs?

Differentiation of Beliefs

My first year of teaching, I began my eighth grade physical science class with a question and discussion about what was known to be permanent about the universe. My goal was to help my students realize that change would inevitably be a part of their entire lives just as it is in the universe as a whole. We quickly arrived at a shared axiom that the only thing permanent about the universe is change. From this fundamental principle, we then proceeded to make sense of these changes and use our experiences to construct a system into which we can function. Science was the construct that we used as a type of interpretive medium to gather further knowledge about the physical world. However, the philosophical implications of this discussion continued all throughout this year and by the end of the term led to an important realization for us all. Several students had the insight that even though initial beliefs could differ greatly from one person to another, they are not absolute or permanent, but can also change over time. However, I also realized that a shift in belief could only occur when profound circumstances or prolonged intrinsically supportive experiences produce a need for assimilation within the current structure. Through a course of study and contemplation, one's beliefs will be inevitably influenced, but the degree to which any individual's beliefs may change will be differentiated depending on a large number of personal characteristics.

Since the beginning of this course in differentiated instruction, my beliefs have been influenced by the readings, discussions, and activities. Not only have I gained more knowledge about differentiated instruction, but I have also learned more about myself and how I can find better opportunities to connect with my goals as an educator. It is only through embracing the fluidity, flexibility, uncertainty, and "inter-connectedness" present in all educational relationships that we can proceed to improve our effectiveness in connecting learners with content. By viewing differentiation as a philosophical paradigm shift and not just a set of instructional strategies to improve instruction, one comes to the realization that the learning process serves as the foundation for the most effective forms of education. A heuristic model of potential connections between all portions of the learning web provides an enlightened view of the roles of each part. The phrase "we're all in this together" almost does not do justice to this concept. For not only do the educator, learner, and content play dual roles, they are also in a constant state of flux themselves! Here again, the only permanent aspect of any educational process is that it is constantly changing.

Through the course, one proceeds to understand that not only does differentiated instruction shift the paradigm about instruction, but it also illustrates that even aspects of differentiated instruction are not the absolute answer, but merely a model for understanding how to improve education. As we strive to move our learners and ourselves towards greater meta-cognitive thinking in higher levels of Bloom's taxonomy, we must accept the principle of uncertainty and tentativeness within our own beliefs just as we do within our instruction. Much as in surfing, we often find our "groove" and like to stay in it, but when the wave crashes on the shore, we must paddle back for another one. Change can be difficult unless one is prepared for it. By accepting that our educational "waves" are constantly ebbing and flowing, we can "surf" the educational ocean of knowledge for longer periods of time. We may fall off, but we get back up knowing that each new wave is not only different, but full of possibilities. It may contain the next "eureka" moment in our lives or those of our learning partners. We must embrace it together, stay balanced, keep our heads above water, and enjoy the ride. After all, if every wave was exactly the same, surfing (like teaching) would just not be as much fun...This...I believe.

Differentiation RAFT

How do we begin to put differentiation into practice? Here are a couple of Strands from a RAFT on Differentiation to consider. The first is a short letter for a newsletter on using differenation in a science class. The second is a list of parent questions about differentiation in a classroom.

Differentiation in our science class:

Why do some flowers come out in May and others in September? Don’t they all get the same rain, live in the same soil, and get exposed to the same sunlight? Were they planted at different times or do they just have some genetic strategy that makes them bloom at a different time? Why, then, do they not all bloom at exactly the same time? Is it variety? Are the flowers differentiated? Life, it seems, likes a "full house".

This year, science class will be using a variety of responsive teaching methods known as differentiated instruction. This approach involves a shift in thinking about education that will help all students to learn better. The word, educate means "to be brought out" and in differentiated instruction, that is just what we intend to do. Differentiation is a responsive teaching system that creates greater learning opportunities for all students in the class. To differentiate means that we respect each other and work to achieve growth in knowledge and in our understanding of ourselves.
Differentiation is not always easy, nor is it a magic pill to cure all. Making better connections between student, content, teacher, home, and the wider world, will help all to function more effectively together. By differentiating the instruction within the class, students will have greater opportunities to focus on what they need to learn to grow and improve.
In science, we will often model the methods used by real scientists including collaboration and learning about something from our experiences. Differentiation will be the same. As we learn more about ourselves and how we are connected to science, we will all become more attuned to a diversity of learning opportunities. The nature of science is to understand the functioning of our environment and ultimately how humans fit within this larger world. Differentiation of instruction will encourage students to pursue a greater variety of these paths and uncover much more about our universe. By making instructional adjustments with regard to the readiness, interest, and learning preferences of each student, our science class will provide a richer wealth of learning options for everyone.
Ultimately, differentiation of instruction will allow the science class to be more responsive to each student. This may mean that initial plans may be altered or that assignments may not always follow a pre-determined schedule. However, the learner will always be respected and allowed to grow. By embracing the differences in learning through differentiation, students will achieve more growth, knowledge, and understanding. This year’s journey will be a learning process for all. I encourage everyone to ask questions and consider how science class will be enriched through differentiation.

A few parent questions about differentiation:

1. I understand that differentiation of instruction will match each students’ skills and interests to methods that will help him or her learn best, but how will this insure that my child learns the content of this course of study? Will my child know what he/she needs to pass standardized tests like the SOL’s?
2. How will the grading system be adjusted so that my child will have equal access to achievement through differentiation of instruction?
3. Will the need to teach a variety of different types of lessons in different ways compromise your time as a teacher in the classroom? What will you as a teacher do to insure that my child has equal access to you as needed for extra help within a differentiated classroom?
4. How will a differentiated classroom help my child be more productive in a collaborative future society? Does differentiation of instruction lead students to false beliefs about the "real world" outside of the school environment?
5. What advantages does a differentiated classroom have in developing student skills needed for the future, such as critical thinking, collaboration, creativity, and evaluation?
6. How will differentiation change the way that my child learns? Will he or she need further support from me as a parent and what can I do to be supportive?
7. What references and resources would you recommend to parents who want to learn more about differentiation of instruction? Will a differentiated mixed-ability classroom be better for my child than a class of similarly tracked students?
8. I want my child to be challenged, not to have to spend time teaching other students to do the things he/she already knows. How will a differentiated classroom provide him/her with this opportunity?
9. Differentiation of instruction seems to take a lot of teacher preparation and time. Will this detract from the quality of the teaching in your class? How might it help?
10. My child gets distracted easily and a differentiated classroom seems to be a bit chaotic. How can you help my child stay on task with this type of instruction? What could I do to help him/her with this?