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?

Finding the "Fascination Factor"

How do teachers do it? The most effective educators somehow always find a way to turn on each student's "fascination factor" and jump-start learning. However, what special processes, philosophies, or instructional strategies help them to find these secret "starter-switches"? We should look deeper to find out.

Human beings are naturally interested and curious learners. We seem to learn best under natural conditions that will engage our own "fascination" about particular environments or conditions. Indeed, the article "Reconcilable Differences" points out that "Students will learn best when learning opportunities are natural." In such naturalistic learning the learning process proceeds much on its own without any types of artificial constructs such as lesson plans or instructional strategies. However, this natural environment is not enough to insure that all students will learn. Learning must be carefully planned or structured to ensure that the best natural opportunities will be present for each learner to turn on his or her individual "fascination factor".

Therefore, the teacher has to find some set of methods or techniques that will turn on this "fascination factor". The article, "Mapping a Route to Differentiated Instruction", points out that in order to maximize learning …teachers must develop an alternative approach to instructional planning beyond "covering the text" or "creating activities that students will like." The teacher must continually find alternate methods to help students learn. So, what technique is then most effective?

Differentiation of instruction is just such a technique. It is an attempt at finding this "fascination factor" for every student. Through differentiation, students are invited to learn and affirmed as individuals. Indeed, the article "Invitations to Learn", points out that students "need to feel like: I make a difference in this place." All students want to feel important and capable, and as educators, we should honor this student need. Teachers should find ways to empower students in a variety of ways and it is imperative that they do so. This article further states that a student's feeling of power is extremely important to the learning process. Indeed, for a student to learn effectively, he or she must be able to say "I make choices that contribute to my success."
Differentiation of instruction can provide these choices that will place the learner in a receptive state where their secret fascination factor switch can be engaged. By helping students to choose the best methods to turn on their fascination switch and keep it energized, teachers provide the most effective method for sustained learning. By capitalizing on student's strengths through choice, teachers may place students into an effective learning state of flow. Indeed, from the article, "Teaching Beyond the Book", Mihaly Csikszentmihalyi's theory of optimal flow leads to the realization that by utilizing student strengths we are "teaching in a way that takes advantage of student power to energize learning." Energizing learning turns on the "fascination factor" switch for these students.

By this point, students are learning, and perhaps can even sustain accomodation of new knowledge. However, the educators job is not yet complete, for to insure sustained and deep learning, students must be transformed through their learning experiences. Differentiated instruction must provide the types of experiences and learning opportunities that will lead to significant student change. The article, "Reach Them to Teach Them" states this best in that "…transformation is really what teaching is all about." We must find ways to sustain the "fascination factor" to induce positive long-lasting student transformation.

So what does all of this tell us as educators? We have to find the best methods to differentiate instruction to effect positive change in our students and sustain this "fascination factor" for all of them. By teaching through alternative approaches such as differentiation, a teacher will invite all students into a natural situation that empowers them to enter a state of flow inducing a transformation into a new self, thus making a significant difference in their life. It may not be easy, but it is a worthwhile goal. We must all keep searching for secret student "fascination factor" switches and when we find them, turn them up.

The Teacher's "IF"

You may know of Rudyard Kipling's famous poem "IF", but there is another one of these specifically for teachers. I actually found it at the bottom of a box of old pictures and papers a couple of years ago. I was visiting the North Carolina State Fairgrounds with some family and we went to the Flea Market that Saturday. I don't remember exactly where the vendor was from, but he had a large number of boxes from estate sales where you could pick items and buy. I found this little gem glued to an old piece of cardboard--apparently it had been published sometime previously, but I don't know how long ago. Most of the stuff in the box looked 50 years old or older, so it could have been a long time ago. If anyone knows anything about the author or copyright on it, please let me know and I will give further credit. Here it is:

The Teacher's "IF"

by R. J. Gale

If you can take your dreams into the classroom,

And always make them part of each day's work---

If you can face the countless petty problems,

Nor turn from them nor ever try to shirk---

If you can live so that the child you work with

Deep in his heart knows you to be a man---

If you can take "I can't" from out his language-

And put in place a vigorous "I can"---

If you can take Love with you to the classroom,

And yet on Firmness never shut the door---

If you can teach a child the love of Nature

So that he helps himself to all her store---

If you can teach him Life is what we make it,

That he himself can be his only bar---

If you can tell him something of the heavens,

Or something of the wonder of a star---

If you, with simple bits of truth and honor

His better self occasionally reach---

And yet not overdo nor have him dub you

As one who is inclined to ever preach---

If you impart to him a bit of liking

For all the wondrous things we find in print--

Yet have him understand that to be happy,

Play, exercise, fresh air he must not stint---

If you can give of all the best that's in you,

And in the giving always happy be---

If you can find the good that's hidden somewhere

Deep in the heart of every child you see---

If you can do these things and all the others

That teachers everywhere do every day---

You're in the work that you were surely meant for;

Take hold of it! Know it's you place and stay!

So, what do you think? I want to know who R. J. Gale is.

TP.

This I believe...

Hiya Differentiation class,

Here is my "Philosophical" summary of what I believe about education/children/learning:

This I believe…

1. I believe that all learning is "local". Tenets:

a. every individual learns differently, but all learning follows some
general patterns

b. every individual's past experiences influence how new information
is processed and assimilated or accommodated

c. communities/learning environments significantly shape how
learning is accomplished for local members of society

d. personal relationships greatly affect learning/instruction

e. individual values greatly shape the context in which learning
can take place

f. the drive to learn is fundamental to personal existence

g. it does "take a village" of experiences to educate the whole person

2. I believe that setting high goals/standards are essential in learning:

a. true achievement empowers individuals with self-esteem and/or
a sense of accomplishment only possible through great challenge

b. knowledge and understanding must be both broad and deep for
individuals to achieve their greatest potential

c. individuals possess an imperative to develop their gifts and talents in
areas of interest to be the best person possible for their own
affinity and for the greater advancement of society

3. All learning engenders a sense of community responsibility:

a. respect for oneself and one's place in the community

b. respect for one's peers and their diversity of perspectives and
backgrounds

c. respect for those of greater wisdom and experience (parents,
teachers, mentors, counselors) who contribute to one's
overall education

d. respect for the environment/planet and the necessity of proper
stewardship of precious resources

4. Diversity is a key to greater understanding:

a. A variety of perspectives/ideas enriches the learning process

b. A diversity of instructional techniques enriches the learning process

c. Personal expression is an important aspect of individual growth and
should be respected and utilized appropriately

5. All true understanding involves thinking:

a. The best definition of "teaching": is to cause one to get into a situation
from which one can not escape except by thinking!

b. literacy is not enough, we must learn to transcend foundational
knowledge and rise to meet the challenges through a greater
creative synthesis of our collective intellect…only through
encouragement of critical thinking, will all individuals
gain the greatest understanding of mind and universe.

Hope you enjoyed this!

Tim

Differentiation blogs

Hiya,

This is Tim from the Differentiation of Instruction class at UVA. My blog will contain reflections and discussions about my experiences in EDLF 739. Check back here to see what I am up to.

Thanks,

Tim P.