Essential question: How do you make decisions about your own actions for students in a differentiated classroom? What is your criteria for intervention, and/or for letting learning happen?
I tend to be more over bearing with my kids, I am sure this characteristic will trickle over into the classroom. I would like to give highlights in my lesson plan that I hope will inspire direction in students’ independent learning. I would like to give the starting point (point A) and where they should end up (point B). However, as we have learned in previous classes this journey is not a straight line or the same for all students which is where the differential teaching comes into play.
The Learner Relationship (McCarthy) supports my statement:
We as teachers will prepare the lesson plan such as a Science lesson on Electricity. We will ensure that the content is accessible to all students. This is the Readiness step in the student engagement. Next the students are able to process the information, or can make sense of the information. The student is able to relate to the information because it is interesting to them. They can tie the information in real life situations (Step 2 of the student engagement cycle). The final step in both process is that the evidences that the information was digested by the student. We see this in the learning artifacts, such as the student can explain the lesson back to the teacher, peer, or through some type of classwork.
The differentiated area is when students do not learn the same. They come from different backgrounds and they do not digest the lesson plan the same. Maybe the student is a weak reader or English is not their first language. Therefore, the teacher might pair the student up with a peer student or give additional information to the student to ensure they understand the lesson. I like using analogies and real life scenarios to inspire critical thinking when introducing new concepts.
On my concept map above you can see the teacher giving the Lesson, such as Electricity. Most students are able to digest the information with no issues. However, some do need more explanation of the topic. The teacher is able to pick up on the confusion and helps the student. The student is then able to connect the dots on the concept. The final mapping is that all the students are on the page.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria: Association for Supervision & Curriculum Development (ASCD).
McCarthy, John. (2014, July 23). 3 Ways to Plan for Diverse Learners: What Teachers Do. Retrieved on Jan 22, 2017 from: https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
BBCActive.com. (N.d.). Methods of Differentiation in the Classroom. Retrieved on Jan 22, 2017 from: http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx