EDU 605: Blog 1 - Your Learning Style

Differentiation is a technique that educators do to accommodate the learning differences and needs of their students. “In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well.” (Tomlinson, C. A. pg. 1. 2001). As an educator, differentiation is crucial to reaching all students and providing them equitable learning opportunities. I teach about 500 students ranging in age from 4-11. Across the grade levels and classes, students have a very wide variety of learning styles and needs. I use a variety of materials, visuals, student grouping, and much more to make my lessons accessible for each student.

Before reviewing this unit’s course materials, I began creating my mind map. My mind map is a visual organizer that shows my original understanding of differentiated instruction. After I reviewed the unit content I added my new understanding and learning to the mind map. I have been teaching full-time for seven years and have grown very comfortable with differentiation. As an elementary school art teacher, I am lucky that my content area easily allows for differentiation. I regularly teach adapted classes for students with varying disabilities. In these classes we focus on fine motor skill building as well as art exploration. I work with students with IEPs and 504s who require many accommodations. Some of these accommodations may be written instructions, check lists, sensory breaks, and more.

In my mind map I recorded my understanding before and after reviewing the unit’s content. I was fairly confident with my understanding of student needs, classroom environment, processes, products, and more. After my readings I gained a clearer understanding of techniques for differentiating. For example, Tomlinson, C. A. (2001) on page 5 of How to Differentiate Instruction in Mixed-Ability Classrooms describes the ways in which student grouping should be blended. Students should be in different group settings throughout a lesson and project. Individual, group, partner, and whole class groupings all have an important place in the classroom and reach a wide variety of learners.

To a colleague, I would define differentiation as a technique to accommodate the learning differences and needs of all students in a class. To my learners, I would probably explain differentiation with an image:

Maguire, A (2016). Illustrating Equality VS Equity

I would tell my students that everyone has different needs. If every student gets the same thing, it still may not be fair. If all students get what they need to be successful, then everyone benefits.

Moving forward, I want to grow my understanding of differentiation and different methods of implementation. A personal goal of mine for this school year is to better meet the needs of my Lifeskills students (my students with the highest level of needs). I look forward to my future learning on this topic!

Resources:

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Chapter 1: What Differentiated Instruction is—And Isn't. Alexandria, Va: Association for Supervision and Curriculum Development.

Sternberg, R. J., & Li-Fang, Z. (2005). Styles of thinking as a basis of differentiated instruction. Theory Into Practice, 44(3), 245–253.

Maguire, A (2016). Illustrating Equality VS Equity Image. Interaction Institute for Social Change