As time goes on, we are always looking for ways to strengthen the learning that takes place in the classroom environment. Research shows that one of the most effective ways to do this in math class is through the use of differentiation. Differentiated instruction can be defined as effective instruction that is responsive to students' readiness, interests and learning preferences. All 3 of these categories are no doubt essential to the overall learning. A student's readiness refers to where they are with their learning. Some students may be a little behind, while others may be pushing ahead. As an educator, we need to establish where they are in their learning and design plans for them at that specific target. Obviously knowing students' interests is important because educators can use that to make the math more fun for the students. For example, if you know that a student likes hockey, try to incorporate that into their math problems. Lastly, learning preferences is essential because students like to learn in a variety of ways. Some students prefer the traditional textbook way because they simply already have grasped the concepts, while other students prefer and rely on a more hands on approach.
There is no doubt that using differentiated instruction creates more work for educators, but research clearly shows that the students will benefit immensely. Research demonstrates positive results for full implementation of differentiated instruction in mixed-ability classrooms (Rock, Gregg, Ellis, & Gable, 2008). In one three-year study, Canadian scholars researched the application and effects of differentiated instruction in K–12 classrooms in Alberta. They found that differentiated instruction consistently yielded positive results across a broad range of targeted groups. Compared with the general student population, students with mild or severe learning disabilities received more benefits from differentiated and intensive support, especially when the differentiation was delivered in small groups or with targeted instruction (McQuarrie, McRae, & Stack-Cutler, 2008).
With this said, teachers need to continue to work together collaboratively to come up with new and effective ways to teach mathematics using differentiated instruction.
Chris Langlois
Sources:
http://www.edugains.ca/resourcesDI/Brochures/7&8DIBrochureRevised09.pdf
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Differentiated-Learning.aspx
I don't know about Math, but I do know that for science and Vincent Massey Secondary, which is considered the "Math and Science" school in Windsor, there are three teachers who are taking differentiated learning one step further. One in particular is using a flipped classroom, which means students do the learning at home, and "homework" at school. In this classroom she is allowing students majority of class time to build on their knowledge that they learned at home through a variety of activities which they can choose from. The teacher has check points to try and keep students all within an appropriate pace, and to be used as assessments as learning and of learning, but they are able to work at their own pace. She introduces a topic briefly at the beginning of each class, based on the lesson she expects them to have completed the night before, and then has a set date for labs and the final test, beside this her main task is to make sure that there are plenty of differentiated activities for students to choose from and use to build their understanding.
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