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.

T is for Technology in the Classroom

Technology is becoming more prevalent in society. People of all ages are capable of learning how to use various devices. For example, my younger cousin who is 2 years old knows how to use an iPhone to listen to music, use apps, and take “selfies” as well as her Leapfrog tablet for educational games and listen to stories.

Personal photo

 (Lee, 2015)

The use of technology is being implemented more often in classrooms and is transforming education. Using technology is part of the process of creating a “new story”, or new approach, in 21^st century education that builds upon aspects of “traditional” education and can improve teaching and student learning (Drake, Reid, & Kolohon, 2014). For example, a study conducted by Bester and Brand (2013) compared the achievement of Grade 8 students who received either a form of technology during lessons (i.e. power-point presentation, interactive SMART board, videos) or just verbal instruction. Bester and Brand (2013) found that the group of students who were taught using technology had higher achievement levels and displayed higher levels of attention, concentration, and motivation during each lesson compared to the group who received lessons without technology.

An interesting resource called Fakebook can be used to create fake Facebook profiles of fictional and historical characters for learning purposes. The profile can also be saved and downloaded. I think it would be fun for students because many have their own Facebook accounts and it allows students to be creative while learning about the lives of the people/characters who they create profiles for. 

Retrieved from http://www.classtools.net/FB/home-page

Another resource is Kate Lechleiter's blog. She shares various ways to use the iPad and various apps in her lessons to support her students' learning.

Education Today. (2008). SMART board [Online image]. Retrieved from http://www.educationtoday.com.au/article/Future-present--573 

From my experiences at my school placements, I was able to observe technology being used in the classroom. In a Grade 2 classroom, the SMART board provided the teacher with several lesson plans and a visual representation to help students understand various concepts. The class was learning about coins and counting money and a math program on the SMART board allowed students to move and manipulate the coins. Bester and Brand (2013) mentioned that many students are visual learners and technology can be used to support this type of learning style. The following video discusses how using technology has improved the academic performance of the students at John Kelley Elementary School in Thermal, California as it allows students to learn in different ways. The students are active and engaged in their learning and are motivated to find their own answers to questions they may have.

KMIR. (2013, May 3). Local elementary students use ipads in classrooms [video file]. Retrieved from  https://www.youtube.com/watch?v=8x_61o8dKYQ     

Technology creates an interactive learning environment and promotes learning through fun activities and games. There are several websites where students could learn about various topics for each subject and practice different concepts and skills. For example, I observed students who enjoyed playing math games on www.coolmath.com, practiced typing on http://www.bbc.co.uk/guides/z3c6tfr, and listened to and read stories on https://www.raz-kids.com/. In a Grade 1 French-Immersion classroom, the teacher often used YouTube videos to complement her lessons. For example, she played French songs containing vocabulary words, raps about math concepts, multicultural videos, and for fun she played Just Dance videos for short exercise breaks. 

AverageAsianDude. (2013, Oct 8). Just dance 2014 - Y.M.C.A - 5*Stars [video file]. Retrieved from  https://www.youtube.com/watch?v=FOeebil3eKY 

Technology is great as it provides ways for students to do various tasks, such as research, writing blogs, and creative displays of work. However, I think there needs to be a balance between use of technology and engaging lessons without technology. There is an increasing reliance on technology as there is more access to various devices (iPads, laptops, tablets, and computers) and several programs, apps, and websites.  Glowacki (2015) brought up an important point that technology is great as a complement to lessons, but it cannot replace teaching. The Organization for Economic Co-operation and Development (OECD) found that technology improved student outcomes if it was used to complement learning done in the classroom by helping them study or practice various skills. I agree because we cannot rely on using just technology to teach students. Students need to be able to think critically and be able to demonstrate their learning and skills (for example, writing and math skills) without their programs, devices, and apps. 

In addition, there is a concern about the amount of time students are on computers and devices at home and school. At my placement, the Grade 1 teacher told me how she tries to make opportunities for children to play with each other in the classroom and use their imagination. Many children on the playground at recess were bored as they “didn’t know what to do”. With many children having their own personal electronic devices, it can sometimes limit their ability to play with others without technology and create relationships with others. Teachers not only teach lessons and skills, they build trusting relationships with their student to create a positive learning environment. Teachers must also support other aspects of development (for example, socio-emotional), individual learning needs of their students, and encourage critical thinking and independent thought, which not all technology can do (Wright, 2013). As a teacher, I hope to use different sources of technology to assist me in teaching and help students learn because they are wonderful resources. Overall, technology provides many advantages for improving student learning when used to complement lessons in the classroom.  

References

AverageAsianDude. (2013, Oct 8). Just dance 2014 - Y.M.C.A - 5*Stars [video file]. Retrieved from  https://www.youtube.com/watch?v=FOeebil3eKY   

Bester, G. B., & Brand, L. (2013). The effect of technology on learner attention and achievement in the classroom. South African Journal Of Education, 33(2), 1-15.

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.

Education Today. (2008). SMART board [Online image]. Retrieved from http://www.educationtoday.com.au/article/Future-present--573 

Glowacki, L. (2015, September 16). Technology in the classroom no shortcut to success: OECD report. CBC News. Retrieved from http://www.cbc.ca/news/canada/manitoba/technology-in-the-classroom-no-shortcut-to-success-oecd-report-1.3230587

KMIR. (2013, May 3). Local elementary students use ipads in classrooms [video file]. Retrieved from  https://www.youtube.com/watch?v=8x_61o8dKYQ     

Wright, P. (2013, June 20). Why new technologies could never replace great teaching. The Guardian. Retrived from http://www.theguardian.com/teacher-network/teacher-blog/2013/jun/20/technology-not-replace-teaching-learning