Chapter+6.++Responsive+Teaching+with+UbD+in+Academically+Diverse+Classrooms

Previous Chapter Home Next Chapter


 * 1. This chapter proposes several “givens” or principles of planning that support effective differentiation:**
 * **All students (except those with IEPs indicating otherwise, which is the case for other the givens that follow) should work with the big ideas and essential skills of a topic.**
 * **All students should work at high levels of thought and on authentic tasks**.
 * **All students should have consistent support for growing in understanding and skill.**
 * **All students should have opportunity to make personal meaning of important ideas.**
 * **Teacher-guided instruction should ensure clarity of student understanding.**
 * **Students should have full knowledge of learning goals and indicators of success.**
 * **Pre-assessment and formative assessment should guide teacher thinking and instructional planning.**
 * Examining the principles one by one, what are likely outcomes in classrooms where teachers attempt to “differentiate instruction” when the principle is not evident in the teacher's practice?**

Discussion:


 * 2. It is likely the case that, at various times, teachers play the role of direct instructor, facilitator, and coach (See Figure 6.1). Give specific examples of when each role is needed. How do you think differentiation looks different across those roles? What would remain consistent about differentiation across the roles?**

Discussion: The instructor role would be used in giving basic information, vocabulary and new material about a topic. The facilitator role would be to help in planning a meal they would prepare in lab or a simulation of how they would handle a financial situation in everyday life. It would be useful in discussing attitudes and answers to situations. The coaching role would come into play when you have given feedback that asks for a change or correction as they rethink an answer or response. Gin

At the beginning of a new unit, the teacher would play the instructor role. In math, the teacher would explain what they were going to learn about in the addition unit. She would model the steps taken to complete an addition problem. Then the teacher puts on the facilitator hat. Here she has the class join in and together they complete a problem. Everyone is sharing their ideas and asking questions. The teacher is asking open ended questions to keep the discussion going. Students volunteer to come up with other addition problems for the class to solve on their individual white boards. Students tell the teacher how to do the problem as she writes it on the board. Coaching comes when students are asked to practice the skill in small groups or individual. The teacher can then conference one-on-one to check for understanding. Students continue to practice and discuss their ideas and frustrations with peers and teacher. The instructor role has students focused on the teacher. In the facilitator role the teacher and students are both participating. The teacher had backed off a bit and is letting the kids share thoughts and experiment with the new topic. In the coaching role, the teacher only partcipates if needed. Students are trying things on their own and discussing with peers. The teacher is there to keep them on task and offer help in needed. No matter what role the teacher is using, the learning is individualized to best benefit that particular student's needs. Amy

I really like the comparison to a jazz musician. You have to always be aware of the melody (essential questions), but you also have to have a good ear for what is going on around you and be able to improvise based on that. Dave

> **a. Which classroom elements do you already use in flexible ways to address learner variance?** > > Discussion: > I don't just lecture very often but when I do I like to intersperse the lecture with small group discussions around their table and then share that thinking with the whole group. > Gin I use centers to help struggling students so they can practice the needed skills. Centers also allow me time to work with students indiv. while others are at centers. I try to be flex with due dates on larger projects where students with special needs require more time. My classroom has areas for those who like it quiet or just need a "cool off" spot. I also use a lot of student groupings in reading and math. Amy > **b. In which of the elements would you like to continue developing flexibility of use?** > > Discussion: I would like to work more on using "expert groups" to help teach key ideas. I think it would be helpful in motivating learners. Gin
 * 3. Review Figure 6.2: Options for Flexible Use of Classroom Elements to Address Learning Needs.**

I need to work on time with the advanced learners. Allowing them to get away from tedious tasks which they have mastered and provide them with learning that interests them. I also need to do more with the "expert groups" to help teach key ideas. This would be great motivation for the advanced learners who are "bored". Amy > **c. Revise the figure by suggesting other examples of flexible use and other learner needs the adaptations could address.** > > Discussion: The use of field trips to give visual learners a more vivid experience. Gin


 * 4. Based on your own experience and ideas from the chapter, what are ways teachers can make instructional planning more manageable and efficient when they work to meet the varying needs of diverse learners?**

Discussion: I really like the idea of looking at key patterns or clustering of student needs. It make the differentiating idea seem more attainable. They also emphasized to go slowly but deliberately in learning to differentiate which makes it seem a little less overwhelming! Gin

I was drawn to the idea of thinking of the "barriers"/patterns as part of the classroom routine rather than interruptions of the classroom routine. By using these "clusters", it does seem a lot more manageable! Instead of being overwhelmed with the thought of each student having his/her own IEP, using these overall themes makes sense. Lori

Using the idea of pattern and clustering, I think would make everything seem much more manageable. Amy


 * 5. Look again at Figure 6.3. What other common student patterns could you add to the chart based on your students' needs? What are some approaches you'd offer for meeting those needs? Which students in your classes would benefit from your addressing those patterns?**

Discussion: One thing that comes to mind is that some of the students are into so many activities and are just so busy. Perhaps working on organization strategies with them would be helpful. Gin

In 5th grade, we work a lot on organizational strategies, and it seems really effective. Lori


 * 6. Share with colleagues ways in which you deal or might deal with areas of concern about managing a differentiated classroom (Figure 6.5) so that you can teach more responsively to varied learner needs.**

Discussion:

Previous Chapter Home Next Chapter