Learning from Differentiation YouTube Videos
This post presents two videos that demonstrate effective differentiation. Below each video are my take-aways.
One common theme running throughout differentiation (and these videos) is that the instruction should not be uniform throughout the classroom. As is mentioned in the videos, the students are all taught the same content/topic, but they are taught differently based on needs. Based on this understanding, the teachers do not lecture to the class the whole period because then the students are all receiving the same instruction. It is fine to talk to the class for some time, but that lecture should not be a prolonged period of time. Eventually, the class should move toward differentiated instruction.
Differentiation with Stations
I like that she is able to put students into groups based on their level of understanding, thereby providing appropriate challenge to each group. When lessons are uniform, the material can be out of the zone of proximity for some students, leading to a lack of engagement. On the flip side, some students may not be engaged enough because the lesson is not challenging enough. Of course, this requires more work for the teacher(s), so it is important to have a system for your teaching. Following curriculum can also help efficiency while leaving the implementation and adaptation to the teacher.
I also like that she utilizes a computer station since good learning can occur on the computer for certain amounts of time, and this helps to break down the group size further. In fact, some activities work best through independent learning on the computer, like independent reading with audio that can be played back.
Some other good points include:
Using a bell or some other pleasant sound to signal switching stations instead of just yelling to the class to switch.
Incorporating kinesthetic activities. Students are used to doing a lot of visual and auditory work in the classroom, so kinesthetic can provide a nice change of pace and trigger different parts of the brain to fully engage the mind.
Providing fun options for students who finish the required activity. That keeps students engaged while also providing a good encouragement for productivity .
Engaging each student in discussion. The teacher station is the discussion station where students can discuss academic content. The video shows a smaller group where each of the students can be engaged. In a large classroom without stations it is difficult to engage every student in discussion because the lower-level students might not fully understand to answer a question, or a student might not be confident in his/her response. This discussion teacher station creates a context in which each student can be engaged in discussion.
The metrics at the end of the video show the effectiveness of this station-teaching differentiation approach.
Self-Assessment Differentiation
The video starts to talk about differentiation at 3:49. Many times students are differentiated based on formative and pre-assessments, but these teachers create a good environment in their classroom where students can also self-assess and decide at what station/color they would receive the most help. The teachers give each group a color like in the last video, and they define what that color means. In this scenario, students are receiving appropriate instruction for their level.
This is in contrast to students hearing a lecture that goes over their head. ESL programs are moving more toward the inclusion model in which ELs are part of content classrooms with native English speakers. Even ELs who just started learning English from the very beginning (like learning “Hello. My name is __________.”) are in these content classes. Learning about history, science, English, etc. in another language is extremely difficult - especially when the student does not understand any of the words in the lecture. It can become even more discouraging when there is no way to figure out what has just been said because the teacher continues to lecture.
On the flip side, there can be students who understand what the teacher is lecturing about perfectly fine, but they need more of a challenge. Teaching a uniform lecture that meets the needs of the average student lowers the intellectual rigor for the gifted and talented students. There may be other students who are bright and could contribute to the class discussion, but they are more shy and reticent to talk at length to the whole class. Of course, talking to the whole class is a skill to develop, but it can be developed in other ways like presenting a group project to the class.
Implied in these groups is an understanding that some students need to be re-taught the material, and that is okay. The teachers need to meet the students where they are at. Other students just need more practice, while others need more of a challenge. Learning is not a smooth and uniform process, and these differentiated groups take that understanding into account. Finally, the teachers continue with this routine throughout the school year, which helps classroom task efficiency.
I also like that the teachers and students understand that when they are all in small groups, the teachers and students should talk at lower volumes since there is no need to talk loudly to the whole class. People then do not have to compete for sound in the classroom.