Every student learns differently and for this reason, a “one size fits all” curriculum will not meet the needs of all students in our classrooms. All students have backgrounds and learning styles and preferences uniquely their own. “How we recognize and relate to those differences depends on the prevailing culture, how individuals choose to make their needs known, and the technologies available to accommodate differences” (Bray, Brown & Green, 2004, p. 1). Although these differences may present many challenges, educators must continue to strive to embrace student differences and identify how such differences can be valuable in the classroom.
Reflection is a critical component of teaching. Every day I am analyzing the actions of myself and my students and making changes necessary to promote active learning the classroom. Differentiated instruction was a term that I was always familiar with and I recognized the value behind it; however, I was a bit misguided. Dr. Tomlinson reminds us that differentiated instruction is “one clear set of goals with different systems or avenues to reach them” and not simply “individualization” (Laureate Education, Inc., 2009). Universal design for learning (UDL) supports the differentiated instruction model as it “builds maximum flexibility into curriculum” (Laureate Education, Inc., 2009). According to Dr. Rose, many curriculums are poorly designed and make it difficult to accommodate students’ learning differences. The UDL approach encourages educators to remain flexible by providing multiple means of representations, expression, and engagement (Laureate Education, Inc., 2009). Learning more about differentiated instruction and UDL has encouraged me to take multiple factors into consideration prior to planning lessons and developing curriculum.
Teachers can differentiate based on students’ readiness, interests, and learning profiles. In the past, I have differentiated primarily based on students’ readiness due to my ability to quickly assess students to determine their level of understanding for various academic concepts. Next year, I plan to have parents help their child complete a comprehensive student survey, such as the one developed by the University of Connecticut (http://www.gifted.uconn.edu/sem/pdf/thingsdo.pdf) and answer questions about their child’s previous schooling experiences and learning preferences. Such a survey will provide me with enough information to determine what instructional practices will prove to be most beneficial with individual students and the class as a whole.
Technology can lessen the challenge of differentiating instruction in a Kindergarten classroom. My new SmartBoard undoubtedly will allow me to introduce and practice core concepts in an engaging manner that will appeal to a variety of learning styles and preferences. Websites such as http://www.iknowthat.com/com and http://www2.scholastic.com/browse/learn.jsp contain many leveled activities that will meet individual students’ needs. Allowing students to use technology to demonstrate their understanding of concepts encourages student creativity, individuality, and choice. Teaching students how to use technology tools such as VoiceThread, Photo Story, and other digital storytelling programs supports the UDL and differentiated instruction models as they support flexibility in representation, expression, and engagement.
Change is necessary to keep the learning process from becoming stagnant. The first step I must take to becoming a greater proponent of differentiated instruction is to analyze the challenges that my students and I face based on student differences and determine how those differences can be advantageous in our classroom. Second, I must make a conscious effort to differentiate when developing lessons by determining how the curriculum and materials used can be adapted to meet all students’ needs. Lastly, I must incorporate technology as a means of differentiating instruction in my classroom. All of my students are digital natives with an understanding of technology that far surpasses that of Kindergartners ten years ago. Their familiarity with technology and sense of comfort when using technology supports its use as a means of differentiating instruction in the classroom. Maintaining a high level of awareness about the various factors that contribute to student achievement and using technology resources that appeal to a variety of learners will promote the principles of UDL and differentiated instruction and will ensure that all students’ learning needs are being met.
References:
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.
Bad News- The Game
3 months ago
