Week Three

Differentiated Instruction Doesn't Have to be Daunting J

This past week we looked at an article detailing differentiated instruction in mathematics: DifferentiatingMathematics Instruction. We also watched videos detailing why making mistakes in mathematics is a good thing and actually leads to success. In class the learning goals were to explore more instructional methods of differentiation, explore strategies for working with English Language Learners, and gaining skill in recognizing rich tasks and using parallel tasks (which also overlaps with the article on differentiation that I mentioned we read.

            First things first, differentiating instruction can appear to be a daunting task. That is definitely what I thought when I was first exposed to and taught the concept during my first year of teacher’s college. Unfortunately, that concept continues to seem challenging. However, I believe that is because I will continue learning how to differentiate and continue developing the skills and tools to do so, throughout the rest of my teaching career. Not only is differentiation a fluid and ever-evolving concept, but it is extremely contingent on the students in your class. You will, year after year, be exposed to different achievement levels, learning styles, abilities, exceptionalities, personalities, and more. Through this week’s readings, videos, class slideshows, and another great blog post that I read and want to share with you, I have compiled some tools, tactics, and learning that makes differentiated instruction a little less daunting J

            Firstly, you should definitely: encourage your students to make mistakes and learn from their mistakes; model your own mistakes and how those mistakes allow your creativity, learning, and development to flourish; and preach how struggle will lead to success. Not only will students use those mistakes to grow, but you will have the opportunity to understand student learning styles, preferences, and next steps. Having students be open and transparent about their mistakes, will help you to guide them to overcome said mistakes using differentiated learning, and ultimately be successful. Brooke mentioned in her forum post, the need to not stress quickness when problem-solving or answering math equations. She quoted Laurent Schwartz, who said “… rapidity doesn’t have a precise relation to intelligence. What is important is to deeply understand things and their relations to each other” (Laurent Schwartz). Students tend to relate math with being quick. However, that will produce the wrong kind of mistakes; mistakes made from moving to quickly. If students make mistakes while solving math problems at a slower pace, they will be thinking deeper, maximizing their understanding, and have a better chance at using those mistakes to learn and develop.

            Secondly, understanding a student’s capacity for learning; Zone of Proximal Development, can be a great strategy to develop instructional plans based off of student differences, that will tailor learning in a way that is meaningful all students. In the Differentiating Mathematics Instruction article, I learned it is crucial to develop strategies that acknowledge where student learning currently is, where they can go, and how they can get there. Furthermore, when connected to the concept of “making mistakes is good,” when students are comfortable making mistakes, they will hopefully be comfortable taking risks, and then as a teacher can be aware of student trajectory, have students respond to assessment tasks that could be beyond their trajectory, and students could thrive and meet the challenge. Brooke also mentions in her forum post the need to provide students with open-ended questions, that allow them room to struggle and take risks. Open-ended questions do not need to be only associated with language arts projects or social studies assignments. They can fit seamlessly into math, and students will be set up for success because of it.

Thirdly, the lesson slideshows provide methods to differentiate instruction such as:

·   Select instructional strategies that allow for discussion and make the room visible

o   This aligns with the idea of transparency mentioned earlier

o   Bringing the learning to the forefront and allow students to feel comfortable asking questions, using resources in the classroom, and being aware of their own learning

·    Differentiate the content

o   This can mean rich tasks and open problems (similar to what Brooke mentioned)

o   This can also allow students to set personal goals (as they are aware of and proud of their mistakes; next steps)

·    Differentiate the process

o   Options for learning such as partners, groups, resources, flexible timing

·    Differentiate the product

o   Number of tasks, group roles, subject matter, product formats

Fourthly, I read a blog post titled What MyFavourite Math Routine Taught Me About Differentiation written by Lily Jones. She begins by explaining how she went through what I thought differentiating instruction was before I began learning about it, and essentially my worst fears. She said when she first started teaching she went overboard with differentiation, which is definitely something I could see myself doing. She was great in learning about and utilizing the uniqueness of each student in the class and their learning needs. However, she went as far to create individualized homework packets and personalized assignments. She mentioned how very exhausting doing that was. She mentioned how “tiering” can be a great strategy for differentiating instruction. It reminds me of the parallel tasks mentioned in the article we read for class, as well as the slide show. However, instead of the teacher creating two tasks with the same concept and addressing different levels, the students are given one simplified task and would make it as difficult as they needed, and come up with different methods and strategies to get to the same answer. Some students may be building their understanding, and some may be extending on what they already know, “students will adapt the activity to their own abilities,” (Lily Jones).

This week has been rich with my own learning of differentiated instruction and reflection on my own growth and development; all of which will positively inform my teaching practice. Here is another great video to watch to hopefully help you develop your learning on differentiated instruction (it is great for visual and auditory learners J)