Handbook on Differentiated Instruction for Middle & High Schools

Sheryn Spencer-Waterman

• Publisher: Routledge
• Year: 2014
• eBook ISBN: 9781317930075
• Edition: 1
• Topic: Education
• Subtopic: Education General

This book has an abundance of time-saving, practical strategies for teachers in grades 6-12. A treasury of activities and resources, this book explains, demonstrates, and helps you select among a wide variety of differentiation processes, such as whole class differentiation, tiered lessons, learning centers, flexible grouping, literature circles, individualized instruction, independent study, and learning contracts.

1
Getting to Know Your Students

Step 1—Know Your Own Learning Styles

Before you begin to learn about your students, you should first know yourself, your learning preferences and abilities. Hopefully, most of us who teach are fairly well-rounded and can address most students’ needs; however, I would challenge you to look at the role your own learning preferences play in how you plan instruction, especially if you have a student or students who are not learning well in your class. You may determine that your learning preferences are in conflict with your student’s preferences.

For instance, I know that my “mind style” is “abstract sequential.” That means that I am hard working, intellectually organized, see the big picture, and enjoy exploring multiple perspectives (among many other traits). If I am teaching students who tend to prefer less traditional classrooms, who have issues with authority, and who become bored with classes that are too abstract and not experiential, I will need to stretch both cognitively and emotionally. I have to be respectful of our differences and find ways to adjust my values and my teaching if I want to help those students succeed in my class.

The first suggestion is that you find out about yourself (if you don’t already know). The work of Dr. Anthony Gregorc is especially impressive. He has developed the concept of “Mind Styles.” “Mind Styles” include these categories: “Concrete Sequential,” “Concrete Random,” “Abstract Sequential,” and “Abstract Random.” You can go on line at http://www.gregorc.com to get information about the “Style Delineator.” Dr. Gregorc has not normed this test for children or young people; therefore, teachers should not test students with it. Teachers, however, could use this measurement tool in order to know their own “Mind Styles” so that they might be more effective with various learners.

Here are several other inventories that teachers could use to assess their learning styles. Anyone can take a test called “The Learning Type Measure” (LTM) online at http://64.226.183.123/ltm-purchase.htm (cost is $8.00) to find

out which kind of learner they are. The four types of learners according to this model are as follows:

♦ Type 1—Innovative Learner,

♦ Type 2—Analytic Learner,

♦ Type 3—Common Sense Learner, and

♦ Type 4—Dynamic Learner.

Other inventories that assess learning styles and personality are as follows:

♦ The Index of Learning Styles Questionnaire (Solomon and Felder, 1993) online at http://engr.ncsu.edu/learningstyls/ilsweb.html to take this free test.

♦ The Myers-Briggs Type Indicator (MBTI) (Myers, McCaulley, 1985) online at http://www.humanmetrics.com/cgi-win/JTypes2.asp

♦ The Kiersey Temperament Sorter II (Kiersey, 1998) online source is http://www.advsorteam.com

Remember, some inventories you find online may be for adults only and may not necessarily be highly scientific; therefore, use good judgment when using them and responding to what you find.

Another suggestion is that you learn about yourself as you explore how you will learn about your students. If you plan to ask students to take an inventory, you should have already taken it yourself to evaluate whether the results seem valid.

Strive to be a role model to your students by knowing your learning preferences and stretching yourself to become a well-rounded and successful learner in many environments and for many tasks. After all, most teachers understand that the key to success in most school communities is flexibility!

Step 2—Believe You Can Know All of Your Students

Can one teacher know the learning preferences, interests, and abilities of, at times, over 150 students? Not easily—many teachers throw up their hands and say, “I can’t!” But there are at least two strategies that can make it possible for you to plan differentiation for all of your students.

Strategy 1—Encourage Self-Discovery

Constantly remind your students that they should find out about themselves as learners, so that they may become interested in and advocates for their own education. Help them understand that they should become responsible experts on how they learn best. Give them many opportunities to explore their learning styles and abilities.

This strategy should begin as early as possible. If elementary grade teachers have not helped students understand they are responsible for learning, you must teach them at whatever grade level you have them.

Strategy 2—Documentation

Document the learning needs of every student (use the “Differentiation Data Sheet” provided at the end of the ch...

Table of contents

• Cover
• Title Page
• Copyright Page
• Table of Contents
• Meet the Author
• Introduction
• 1 Getting to Know Your Students
• 2 Gathering Resources (Content Differentiation)
• 3 Selecting a Process
• 4 Assessment: Differentiating Product
• 5 Putting it All Together
• References