No Series: Differentiation to Combat Learning Loss and Accelerate Learning

Differentiation to Combat Learning Loss and Accelerate Learning

Lesson Objective: Investigate specific strategies for varied readiness, interests, learning profiles, and affect.
Webinar / Differentiation / Back to School
57 MIN

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Discussion and Supporting Materials

Thought starters

  1. How can differentiation be used in support of equity?
  2. How can you give students multiple ways to demonstrate their knowledge, understanding, and skills?
  3. What's one thing you noticed in the video that Wendy shows at 18:34?

6 Comments

  • Private message to Jeremy Dixon

People learn different, some by reading, some by listening, some by hands-on, and some by watching. These do not cover every possible way people learn, but are the most common ones. In a classroom setting, you have to figure out how the students learn best and incorporate it into the lesson. In this modern time, technology is a big part of learning. Playing an educational game like KAHOOT which covers every possible section can be benificial because everyone is involved. This along with lectures and videos will cover a wide range of learning and everyone will have recieved the same level of information with different ways of instructions. This helps make the lesson equal through the different methods of delivery. Not only will this help the students learn but you can get an instant feedback of how many students are understanding the material, or have a great guess. Also, having an open discussion about the material being covered will also allow you to see if the students are grasping the information. I also seen where a teacher included a song within the math lesson to help students remember. Songs are a great way to learn, most people will learn a grasp a song quicker than any other method in my opinion.

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  • Private message to Stacey Skillman

1. Differentiation is the flexible planning to give kids what they need. Adapting instructional methods is what makes is equitiable. Adapting instruction insures that all studnets can adequately access the information they need to learn. Equity is not equal. Equity is the value of the return. In this case equity in education is the impartial access to information.

2.We do not change the goal. We do change the delivery of the content, the pace of the content, the starting point fo the delivery on content, and the method of delivery. Most importantly, we base our instructional decisions on data. A teacher's perception is just that. Data is impartial. 

3. The video at 18:34 diffenitly shows how strong the content processing by adding rythm encourages the retention of the information. Students are still listening, however the auditiory learning method of adding rythm helps studnets build connections that encourages making connections. It also encourages partitipation or interaction with the content material. 

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  • Private message to Christine Garner

1. Differentiation supports equity because you do not change the learning goal but give students a range of ways to demonstrate their knowledge. 

2. There are many different ways to demonstrate learning through ensuring access such as interest groups/choice boards and graphic organizers. Differentiation by product examples could be poems or broshures, visuals like posters and videos, oral interviews, kinesthetic role plays and models. Finally differentiation by process examples are workshop models and journaling.

3. I noticed that the math instructor differentiated instruction by making a catchy song to help her students remember the rules for multiplying and dividing integers.

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  • Private message to Crystal Bennett

Those are all great ideas! I struggle to provide differentiation and do forget that we don't all learn in the same way. It's easy to get frustrated when we feel like we are doing all we can in the classroom and students don't do well on tests. Thanks so much! :)

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  • Private message to Maria Argelia Chapa

During my first visit with new interns, I ask them how they are feeling about what is happening in their classroom? Based on their response, which most of the time is, "I teach the lesson but when they test, they fail? and then comes the sigh.Crying Animated icon

Most times I lead with this, "I totally understand the frustration you are going through; I have a solution for this do you want to know what it is?" They instinctively answer, "Yes". What teacher isn't looking for a short cut. Winking Smiley icon

1. I Define Differentiated Instruction and Academic Ability. They work hand in hand to create a successful lesson.

2. Know who is sitting in your classroom. Special Pops, EL, GT, etc.

3. Take time and review prior standardized test results, grades, attendance, health, and family units. All these things factor into your lesson planning and implementation.

4. Have your students complete a short learning style survey. This will not only help you but will help the student understand how they learn best.

 http://www.educationplanner.org/

5. I then tell them this, "We teach the way we learn, but you do not have YOU sitting in the desks, you have many different individuals with their own set of learning styles and needs. When you prepare the lesson, include something for the Visual Learner (pictures, videos, illustrations, etc.), Listener (recording, discussions, etc.), Speaker (discussions, pair-share, groups, etc.), Reader/Writer (notes, stories/passages, etc.). Some students have a combination of these four learning styles.

6. Then I tell them this, "Now we must look at their academic abilities. This information you gathered from #3. "Your lesson must accommodate for the needs of your students, not what is easiest for you. This is not about you, but about the student. You already know the content, now you have to teach it to them." This is never an easy statement to make. This dispels the belief that teaching is easy. As humans we are looking for the easiest and shortest route, but in the process, we miss many students and they start to fall through the cracks.

7. Use Formative Assessment throughout your lesson. Teach about 10 min. STOP and assess. There are many ways to do this. Use white boards, ask questions (Bloom's), Raise Right had if you know it, Left hand if you don't, Games (Kahoots, Quizlet, etc.) Once you know that they know the information, move on to the next point in your lesson. After 10 min. STOP and assess again.

If you do not follow this process, you will be very frustrated. After you have taught for 30 mins., you assess the students and a very low percentage pass. We start making excuses for why the students aren't learning. It's not always them, it may be the way you are delivering the lesson. In this case, it is about YOU. Take a hard, honest look at how you are teaching and make the necessary changes.

 

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