Is our toolbox full?
Key Questions:
1. Why is differentiated learning important?
Differentiated learning allows educators to tailor their teaching to individual student needs and interests. This type of teaching and learning allows us as educators to meet the student where they are. As agricultural educators, we use this a lot when helping a student decide what SAE or CDE they would like to participate in. Differentiated learning focuses on three areas: readiness, interests, and learning preferences. Differentiated learning differs from individual learning in that differentiated learning can be done in a group setting. Differentiated learning is important because it gives students choice and a sense of autonomy. When students are given the opportunity to learn about topics that they are ready for, that meet their interests, and are able to learn about the topic in a way that they like and feel comfortable using; the student will be more likely to be engaged rather than disengaged and frustrated.
While differentiated learning and instruction is incredibly useful and beneficial, how do you know when to give students that choice and when they have lost that privilege? Would this be an appropriate tool to use during student teaching in the Spring? Differentiated learning and instruction seems to be beneficial when you thoroughly know your students- would 15 weeks be enough time to really get to know students enough to be able to use this tool effectively?
2. How could we utilize individual learning techniques?
Similar to group teaching techniques, individual learning techniques are used for individual student work. We can utilize individual learning techniques by providing assignment handouts and offering independent studies. At Boonsboro, we often have one or two students who would like to complete an independent study (typically within a greenhouse/plant science topic) during their senior year. I am excited to be working with a student this Spring that will be having an independent study connected to a greenhouse class. Some of the other techniques that I found interesting and would like to try out include student notebooks and skill sheets. I would like to try the student notebooks technique by requiring students to keep a notebook during class which will include their bellwork and notes for the day. At the end of the week, I will collect the notebooks and students will receive a grade based upon completion. The notebooks will be graded this way so that students are motivated to use the notebooks but do not have to worry about having incorrect notes or not copying everything word for word.
Chapter 7 – Individualized Teaching Techniques (36 pages)
Chapter 4, Learning as Problem Solving (13 pages)
EduGains. (2015). Reach every student through differentiated instruction.
Retrieved from http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf
Kayla, you pose some great questions in this week's post. Differentiated learning should not be seen just as a privilege or allowing students a choice in what they learn, but also as a method for connecting with and incorporating each student's unique learning style. As you get to know how your students and how they learn best, you can begin to adapt learning activities to provide flexibility and multiple ways for your students to "show what they know".
ReplyDeleteAwesome job! I really like how you started off connecting it to SAEs! I agree that SAE is a great example of differentiated learning; I've seen it working well already at Cedar Crest.
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