Examining Differentiated Instruction (DI) and Backward Design through the SFU Professional Development Program Goals
SFU PDP Goal 1
The development of a clear, coherent and justified view of education:
Differentiated instruction (DI) is at the heart of creating an open, pluralistic and caring society that embraces all of its members. It understands that all students are unique and acknowledges that each has the opportunity to learn in their own way thereby allowing each to make their own contribution to society. DI also exemplifies what is possible in a classroom, where students receive qualitative instruction with multiple approaches that are student-centered, as opposed to unitary teaching and learning, where every student experiences the same content, does the same questions, and writes the same test. DI is also evolutionary and organic, as the learning process occurs for both the teacher and the students. Continuous monitoring and refining is required to best serve the needs of the students. (Ch. 9 - p.225, 227, 228, 229)
Differentiated instruction (DI) is at the heart of creating an open, pluralistic and caring society that embraces all of its members. It understands that all students are unique and acknowledges that each has the opportunity to learn in their own way thereby allowing each to make their own contribution to society. DI also exemplifies what is possible in a classroom, where students receive qualitative instruction with multiple approaches that are student-centered, as opposed to unitary teaching and learning, where every student experiences the same content, does the same questions, and writes the same test. DI is also evolutionary and organic, as the learning process occurs for both the teacher and the students. Continuous monitoring and refining is required to best serve the needs of the students. (Ch. 9 - p.225, 227, 228, 229)
SFU PDP Goal 2
The development of a clear commitment to lifelong and lifewide learning:
In undertaking the spirit of DI, teachers will constantly be considering alternatives and possibilities for ways to engage their students. Through their pursuit of their own personal learning, their classrooms will consistently offer "multiple avenues to learning" for mixed-abilities, rather than the usual "normal" and "different" options. "The goal for each student is maximum growth from their current 'learning position'; the goal of the teacher is coming to understand more and more about that learning position so learning matches learner need" (Tomlinson p.240). This dedication to understanding each student and working to their benefit exemplifies the responsibility required for DI. "[W]e can never stop attending to the craftsmanship and artistry of teaching" (Tomlinson p. 234)
In undertaking the spirit of DI, teachers will constantly be considering alternatives and possibilities for ways to engage their students. Through their pursuit of their own personal learning, their classrooms will consistently offer "multiple avenues to learning" for mixed-abilities, rather than the usual "normal" and "different" options. "The goal for each student is maximum growth from their current 'learning position'; the goal of the teacher is coming to understand more and more about that learning position so learning matches learner need" (Tomlinson p.240). This dedication to understanding each student and working to their benefit exemplifies the responsibility required for DI. "[W]e can never stop attending to the craftsmanship and artistry of teaching" (Tomlinson p. 234)
SFU PDP Goal 3
The development of a clear commitment to uphold the principles that should govern a democratic and pluralistic community:
A DI practitioner must constantly reflect on their classroom in order to read each student and to create the best opportunities for learning for them. This thoughtful behaviour engenders a safe environment where students are respected and treated in a positive, challenging and non-judgmental manner. Classrooms generally consist of mixed abilities and the capability to examine and communicate with each student in a caring and objective way is critical to the success of DI.
A DI practitioner must constantly reflect on their classroom in order to read each student and to create the best opportunities for learning for them. This thoughtful behaviour engenders a safe environment where students are respected and treated in a positive, challenging and non-judgmental manner. Classrooms generally consist of mixed abilities and the capability to examine and communicate with each student in a caring and objective way is critical to the success of DI.
SFU PDP Goal 4
The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community:
DI requires a deep understanding of each individual student to be effective and though in-class observation is important, this understanding can often be complemented through conversations with other members of the educational community. There is a vital role for conversations with parents, colleagues within the school community, and even other students. The level of parental involvement and support may also initiate adjustments to assignments for certain students within a respectful and caring approach/setting.
DI requires a deep understanding of each individual student to be effective and though in-class observation is important, this understanding can often be complemented through conversations with other members of the educational community. There is a vital role for conversations with parents, colleagues within the school community, and even other students. The level of parental involvement and support may also initiate adjustments to assignments for certain students within a respectful and caring approach/setting.
SFU PDP Goal 5
The development of knowledge about curricular content, educational theory and effective practice:
When student learning is the end goal rather than curriculum coverage, teachers using DI realize that there are many different ways to achieve learning, both individually and in groups. The creation of relevant, engaging and meaningful lessons is essential to connect students to their learning and this may take shape in a variety of forms. In order for effective teaching to take place, teachers need to use a variety of strategies that will foster student excitement toward learning. If everyday, students were taught the same way (i.e. Notes on the board, or slideshow) they would become disinterested, thus causing them to become disengaged from learning. If teachers consider, "Whom am I preparing to teach?...How can I help these particular students find themselves and their world in what I am about to teach?...In what ways might I ensure that each learner has full access to the power of this design in accordance with his or her particular needs?" (Tomlinson p.22-23), teachers will make great strides towards a differentiated classroom as it is rooted in a strong sense of what is best for particular students. DI also embraces varied assessment practices and works to accomplish what is best for each students in each situation.
When student learning is the end goal rather than curriculum coverage, teachers using DI realize that there are many different ways to achieve learning, both individually and in groups. The creation of relevant, engaging and meaningful lessons is essential to connect students to their learning and this may take shape in a variety of forms. In order for effective teaching to take place, teachers need to use a variety of strategies that will foster student excitement toward learning. If everyday, students were taught the same way (i.e. Notes on the board, or slideshow) they would become disinterested, thus causing them to become disengaged from learning. If teachers consider, "Whom am I preparing to teach?...How can I help these particular students find themselves and their world in what I am about to teach?...In what ways might I ensure that each learner has full access to the power of this design in accordance with his or her particular needs?" (Tomlinson p.22-23), teachers will make great strides towards a differentiated classroom as it is rooted in a strong sense of what is best for particular students. DI also embraces varied assessment practices and works to accomplish what is best for each students in each situation.
SFU PDP Goal 6
The development of the clear commitment to respect and celebrate students:
This goal speaks to the theme of “Building awareness of what works for each student”. It is important that we as teachers take into account students’ interests, dreams and aspirations, as well as understand each student’s academic strengths and weaknesses. Not every student has the same learning habits or way of thinking. It is important that we become aware of each student’s abilities and at the same time respect and celebrate what they bring to the table. It is inevitable that we will have different students in our classrooms, so understanding their learning needs and their barriers to learning is how we can help them find their learning identity to navigate through their educational journey.
This goal speaks to the theme of “Building awareness of what works for each student”. It is important that we as teachers take into account students’ interests, dreams and aspirations, as well as understand each student’s academic strengths and weaknesses. Not every student has the same learning habits or way of thinking. It is important that we become aware of each student’s abilities and at the same time respect and celebrate what they bring to the table. It is inevitable that we will have different students in our classrooms, so understanding their learning needs and their barriers to learning is how we can help them find their learning identity to navigate through their educational journey.
SFU PDP Goal 7
The development of the ability to create a caring, cohesive community of learners:
In classrooms that are fairly differentiated, "understanding-based goals will nearly 'belong' to everyone" (Tomlinson p.41) and the teacher begins by preassessing learners' proficiency with these goals. Understanding "where everyone is coming from" and building a classroom community that includes learners who have different grasps of these goals brings value to each learner. This is because everyone including the teacher has the capacity to benefit from and contribute to the process of understanding these goals. This is an important factor in creating an open community of learners where uncertainty and inquiry are seen as natural steps to learning.
In classrooms that are fairly differentiated, "understanding-based goals will nearly 'belong' to everyone" (Tomlinson p.41) and the teacher begins by preassessing learners' proficiency with these goals. Understanding "where everyone is coming from" and building a classroom community that includes learners who have different grasps of these goals brings value to each learner. This is because everyone including the teacher has the capacity to benefit from and contribute to the process of understanding these goals. This is an important factor in creating an open community of learners where uncertainty and inquiry are seen as natural steps to learning.
SFU PDP Goal 8
The development of the ability to create opportunities for learning:
This means that it is the teacher who facilitates an accessible learning environment to all students. We do this by continuously establishing a positive relationship with each learner, understanding what type of learner each pupil is, and responding to their learning needs (Tomlinson p. 18). As one of the aspects of DI, and as a result of this established positive relationship, the teacher understands which approaches to learning is most effective for each learner. It is unrealistic to think that all students will fit into one learning style box, so why plan that way?
This means that it is the teacher who facilitates an accessible learning environment to all students. We do this by continuously establishing a positive relationship with each learner, understanding what type of learner each pupil is, and responding to their learning needs (Tomlinson p. 18). As one of the aspects of DI, and as a result of this established positive relationship, the teacher understands which approaches to learning is most effective for each learner. It is unrealistic to think that all students will fit into one learning style box, so why plan that way?
SFU PDP Goal 9
The development of the ability to blend theory and practice in well-organized ways:
As teachers, we must remind ourselves that we do not teach single dimensional curriculum to mono-modal students. It is our practice through the lens of DI that can translate curriculum, or more importantly the Big Ideas, into palatable and relevant chunks for our students to digest. Some attitudes and skills that exemplify these types of teachers:
• They establish clarity about curricular essentials.
• They accept responsibility for learner success.
• They develop communities of respect.
• They build awareness of what works for each student.
• They develop classroom management routines that contribute to success.
• They help students become effective partners in their own success.
• They develop flexible classroom teaching routines.
• They expand a repertoire of instructional strategies.
• They reflect on individual progress with an eye toward curricular goals and personal growth.
(Tomlinson p.40)
As teachers, we must remind ourselves that we do not teach single dimensional curriculum to mono-modal students. It is our practice through the lens of DI that can translate curriculum, or more importantly the Big Ideas, into palatable and relevant chunks for our students to digest. Some attitudes and skills that exemplify these types of teachers:
• They establish clarity about curricular essentials.
• They accept responsibility for learner success.
• They develop communities of respect.
• They build awareness of what works for each student.
• They develop classroom management routines that contribute to success.
• They help students become effective partners in their own success.
• They develop flexible classroom teaching routines.
• They expand a repertoire of instructional strategies.
• They reflect on individual progress with an eye toward curricular goals and personal growth.
(Tomlinson p.40)
SFU PDP Goal 10
The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner:
Through UbD teachers focus on the meaning of assessment and the importance of its place during instruction, practice, and confirmation of content goals. Starting at the end paints a clearer picture of the learning outcomes, so assessment can be formed around these expected benchmarks. When thought out appropriately, assessment can be utilized more effectively because teachers are using it as feedback to inform themselves and their students of their progress. With this knowledge, "opportunities for additional instruction, coaching, or practice when assessment results indicate that need for a student or group of students" (Tomlinson p.143) can be made.
Through UbD teachers focus on the meaning of assessment and the importance of its place during instruction, practice, and confirmation of content goals. Starting at the end paints a clearer picture of the learning outcomes, so assessment can be formed around these expected benchmarks. When thought out appropriately, assessment can be utilized more effectively because teachers are using it as feedback to inform themselves and their students of their progress. With this knowledge, "opportunities for additional instruction, coaching, or practice when assessment results indicate that need for a student or group of students" (Tomlinson p.143) can be made.