D is for Differentiated Instruction/Assessment

I have volunteered with a teacher for 3 years. I told her that I really like the way she teaches her classes each year. She told me that the way she teaches is always changing. Activities and lessons that have been successful in one year’s class may be a disaster in another year. It all depends on the students. 

 

There is no “one-size-fits-all” instructional approach.  Students learn at different rates and in different ways. Students may have different learning styles (visual, auditory, or kinesthetic) and can express their knowledge and abilities in different ways (Gardner’s Multiple Intelligences).

Bennett, M. (2011). Multiple intelligences and comics education.[Online image]. Retrieved from - http://marekbennett.com/2011/02/28/multiple-intelligences-comics-education/

Differentiated Instruction (DI) and assessment is an approach used to meet the learning needs and preferences of individual students (Drake, Reid, & Kolohon, 2014). The DI approach emphasizes that all students are working towards the same learning goal, even though it may be done in different ways. It can be implemented by adapting instruction and assessment based on the learning styles of students. For example, some students may require additional time and resources for tasks. DI involves providing a variety of ways for students to learn (i.e. through using manipulatives, physically moving around, and working in pairs) and demonstrate their knowledge (i.e. through open-ended projects, having different versions of tests, oral presentations, and choice in assignments). I really liked how TechieTeacher Time created a giant clock on the floor with masking tape and students were able to practice telling time using their bodies. It was easy for the teacher to assess students on their ability to tell time and fun for the students.

Here is a video of a Grade 4 Mathematics classroom implementing DI:

Robbins, S. (2013, June 6). Differentiated instruction in 4th grade mathematics [video file]. Retrieved from https://www.youtube.com/watch?v=zCxwLcdzOIM

 

Piasta (2014) provided an example of how DI can support children learning letter names and sounds. First, the teacher conducted a diagnostic alphabet assessment to see what her students already knew and what their learning needs are. Then, the teacher looks for patterns within her class and divides students into groups of 2-5 students based on their learning needs. The teacher works with each group and tailors the instruction to match the difficulties of specific letters and individual/small group needs. Something that I previously did not know was that teaching the alphabet by spending time on letters equally and in alphabetical order ignores the fact that there are differences across letters since some are more difficult to learn than others. In addition, there are differences among children’s prior knowledge and familiarity of letters. Children are more likely to know the letters if it is in their first name, especially the first initial, and those letters tend to be of greater interest. This emphasizes the importance of understanding students’ knowledge and needs to create a student-centered learning environment by accommodating those learning needs.

I think it is great that students with similar learning needs are able to receive small group instruction based on their needs. However, these groups need to be based on achieving similar goals and not labeling them based on their ability. Also, I believe that there is a need to group students with various abilities together as well. It is beneficial to have students learn from each other, especially by teaching each other!

Differentiated kindergarten. (2012). Multiple intelligences chart [Online image]. Retrieved from
http://differentiatedkindergarten.com/so-you-think-you-know-di-how-about/

Peshek (2012) mentioned that when implementing DI, there are concerns of assessing students who are completing assignments or tests in different ways. However, assessment is a tool for helping students learn and can be used to ensure all needs are met. Formative assessments, such as observations, homework, and class discussions, can be used to understand student learning and to make appropriate instructional decisions on how to support students. For summative assessments, Peshek (2012) suggested that a rubric can be used to assess the learning objectives and the different levels students have reached even though students may have different versions of tests or projects and some students may need to use additional resources, while others may not. Overall, students learn differently and need to be provided with a variety of opportunities to learn and express their knowledge in ways they can do so successfully.

For more information, Edutopia provides 18 strategies for differentiated instruction in the classroom!

Differentiated kindergarten. (2012). Multiple intelligences chart [Online image]. Retrieved from

http://differentiatedkindergarten.com/my-favorite-differentiating-resources/

References

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21^st century learner. Don Mills, ON: Oxford University Press.

Peshek, S. (2012). Assessment and grading in a differentiated mathematics classroom. Ohio Journal Of School Mathematics, (65), 45-50.

Piasta, S. B. (2014). Moving to assessment-guided differentiated instruction to support young children's alphabet knowledge. The Reading Teacher, 68(3), 202.