KTM User Pages
21 Apr 2006 - 23:39
Steve mentioned that Carol Ann Tomlinson is the diva of differentiated instruction. Here Carol explains differentiated instruction in the mixed-ability middle school classroom:
Students are active explorers. Teachers guide the exploration. Because varied activities often occur simultaneously in a differentiated classroom, the teacher works more as a guide or facilitator of learning than as a dispenser of information. As in a large family, students must learn to be responsible for their own work. Not only does such student-centeredness give students more ownership of their learning, but it also facilitates the important adolescent learning goal of growing independence in thought, planning, and evaluation. Implicit in such instruction is (1) goal-setting shared by teacher and student based on student readiness, interest, and learning profile, and (2) assessment predicated on student growth and goal attainment. source: Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom
Yes, this initiative sounds well-tailored to the sociodemographics of Irvington, NY, populated as it is by wealthy couples who have chosen to bear children late in life and limit family size to 1, 2, or, in rare instances not infrequently involving the birth of twins, 3 children at most. So often, while chatting with an Irvington mom or dad on the sidelines of a Little League game, have I heard the lament, "How I wish our middle school could be more like a large family." Well, we're in luck. Differentiated instruction is coming to Irvington. We have a 5-year plan, we have school board approval, and, soon, we will have full-time facilitators. I can't wait.
they're gonna need a whole lot of facilitators.... ....if they expect the teachers to be doing this:
Differentiated Instruction Diagram with Suggestions for Approaches
strategic plan for differentiated instruction
is there a research base for differentiated instruction?
timeline for implementing direction instruction & the administrator's career path
teacher's role in differentiated instruction
differentiated instruction in middle school
differentiated instruction & the pre-test
differentiated instruction in Steve's town
follow-up on DI in his town from Steve
pre-tests & post-tests w/o formative assessment
differentiated instruction & executive function
flexible achievement grouping & accelerating average children
acceleration for average & slow learners
Tom Loveless on tracking research
flexible achievement grouping in Dan's school
Wayne Wickelgren on math talent & when to supplement
Wickelgren on math talent
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Wait, in large families, aren't some children completely ignored? And no one gets enough time with the people in charge? You're there already! -- GoogleMaster - 21 Apr 2006
well that's sure what I remember from my mom's views on the Kennedy family -- CatherineJohnson - 22 Apr 2006
oh and that whole thing about IQ dropping with increasing numbers of children.....and verbal skills being highest in the firstborn because the firstborn gets all the adult language and everyone else gets divided-up language.... -- CatherineJohnson - 22 Apr 2006
I happen to like large families myself I happen to belong to the minority of Irvington families who managed to eke out 3 kids by dint of one twin birth & one singleton nevertheless, it has never, not once, crossed my mind to wish for a middle school structured like a large family in which the children are responsible for their own work -- CatherineJohnson - 22 Apr 2006
nor has it crossed anyone else's mind -- CatherineJohnson - 22 Apr 2006
I dug this out of an email I sent to one of our school committee members three years ago. - - - The following is an excerpt from one of the DI links at the school web site: In a differentiated program : differences are studied as a basis of planning. student differences shape curriculum. preassessment is typical. multiple learning materials are available. multiple options for students are offered. students make sense of information. emphasis on concepts and connections is made. there is variable pacing. students aid in setting goals and standards. varied grading criteria are used. excellence as an individual effort is honored. A differentiated program is not: "individualized instruction"* "chaotic"* "another way of providing homogeneous grouping"* "tailoring the same suit of clothes"* more tasks and assignments but different ways of providing learning experiences *From How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson If DI is not individualized and there are no homogeneous groupings, then how can it provide more than a superficial challenge for the advanced students. The philosophy of DI is arbitrarily limiting for advanced students. You either have to allow advanced students to move on to new material, or the schools have to set higher standards. - - - The school committee member never responded. Unless it has evolved, DI has no way (does not want) to accelerate material. It will talk of "compacting" as a way to speed up the process for some fast learners, but there is no moving on to new material. Differentiated Instruction is a wasteland of educational babble. -- SteveH - 22 Apr 2006
I expect that differentiated instruction is going to be just as bad for average and slow students. The classroom described in these passages has simply come to a full-stop. -- CatherineJohnson - 22 Apr 2006
"We have a 5-year plan, we have [Politburo] approval, and, soon, we will have full-time [commissars]." Dang, that should work great! -- DougSundseth - 22 Apr 2006
hey, Doug - I sure think so! -- CatherineJohnson - 22 Apr 2006
I'll have to write a compare-and-contrast post based in Temple's experiences reforming the meatpacking industry. So far, everything I've seen about differentiated instruction is the exact opposite of what it takes to improve a poorly-performing industry or organization. It is a nightmare. -- CatherineJohnson - 22 Apr 2006
differentiatedinstruction -- CatherineJohnson - 08 Sep 2006