Literature Review
Defining Differentiation
According to theorists Tracey Hall, Nicole Strangman, and Anne Meyer, Differentiated Instruction is:
“To recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process (Hall, Meyer, Strangman, 2002).”
Differentiation is imperative in a classroom because it limits a sense of boredom or frustration for the students with differing abilities, while simultaneously developing an opportunity for the students’ to learn at a level appropriate for them. This will in turn create an opportunity for the students to develop a deeper understanding for knowledge and learning.
Based on the above research of investigating differentiation in order to maximize each student's growth and individual success, teachers need to respect the learners' interests and well as their level of engagement and understanding in order to truly "react responsively" to the needs of the students.
Reacting responsively to the gathered and recognized information about the students is the key to developing differentiation in a classroom. Without differentiated learning, the achievement gap will continue to expand and students will no longer have the chance to maximize their progress and individual success as they further their education. Differentiation provides a lower achievement gap in the classroom as well as a plethora of motivated students advancing to higher grade levels as they were able to learn the information in a clear and specific way to enhance their personal growth.
Mathematics may seem very basic at a second grade level, and this is why it can be difficult to provide differentiation. At such a new level of learning, a teacher can develop preconceived notions that all students have the same level of understanding due to the young age of the learners. All preconceived ideas about students need to be addressed in order to provide differentiation. In order to develop a true understanding for these ideas, research is mandatory in the classroom. This research can be conducted in the use of observation journals or student surveys in order to gather the required information needed for developing a plan for differentiation. While focusing on the concept of differentiation, I came across Sparapani’s idea:
“In order to begin any kind of differentiation, teachers first need to examine what they truly believe about the learner and what they can do. Preconceived ideas about particular students or student groups must be addressed. A teacher needs to approach all students with an optimism that encourages them to learn (Sparapani, 2013, p. 22).”
According to Sparapani's research, so much is expected from students in schools today and for that reason, it is hard to incorporate differentiation into a classroom. Sparapani adds that good teachers see diversity as an opportunity rather than a challenge and with a deeper understanding of each students' preferences and strengths, differentiated instruction can implemented.
Differentiation can be applied in the mathematical primary (K-2) classroom by providing extra questions for the students finishing early, or limiting the mandatory number of problems for the students finishing behind or not finishing at all. However, another challenge of differentiation is finding “extra questions” that do not seem like a punishment for the students finishing early. A teacher needs to find something that motivates the students and use that aspect of learning as encouragement for the students finishing early and finding themselves bored. In my classroom, I know how much my students love technology, so I am finding a way to incorporate that feature into my classroom as a motivational tool
After performing my own classroom and student observations as well as looking at student test scores in mathematics and the amount of time students spent on- or off-task, I felt it was imperative to implement differentiation. I needed to find a way to encourage my students with something they look forward to and something they will be enthusiastic about in order to remove boredom and frustration in my classroom; this is how I provide differentiation for my students.
Differentiation in the Classroom
Research indicates that in order to reach the goal of maximizing student growth, assessments are mandatory. As a teacher, I would need to focus on my students’ prior knowledge as well as their interests and abilities (Hall, Meyer, Strangman, 2002) in order to expand their depth of knowledge and understanding. As I have been striving toward becoming more knowledgeable on the topic of differentiation, I focused on a thought by Carol Ann Tomlinson in order to help me work differentiation into my classroom in the most beneficial way for my students:
“Teachers in differentiated classrooms use time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner. They do not force-fit learners into a standard mold (Tomlinson, 1999, p. 2).”
Before supplementing technology with the mathematics lessons, I need to realize that in order to create differentiation in my classroom, I need to encourage the students in an optimistic way. I need to find several strategies that allow students the freedom they would not get from being forced to match a specific mold. Not all students are the same and some aspects of differentiation may not resonate for an entire classroom. Grasping these concepts is the basic building block for comprehending how to use differentiation in a beneficial way.
After taking and reviewing my classroom observation notes as well as researching theorists and their ideas, I found that differentiation could be implemented in the classroom by providing my students with choice and providing targeted instruction. This would give my students the sense of ownership and control they needed in order to enthusiastically take upon them the opportunity to further their understanding. Along with ownership, I want my students to feel protected and understood and I would do this by observing specific student needs and finding ways to target the instruction in a manner that would be beneficial for all of my students.
Supporting Differentiation with Technology
As stated above, differentiation needs to be optimistically presented and incorporated into the classroom by focusing on an aspect that will motivate and encourage the students to continue to develop their learning. In my case, technology was the key to a lack of boredom or frustration among my students because I was made aware, through classroom observations, how much my students love technology. My students have access to their own iPods and this source of technology can support differentiation and extend opportunities for teacher to individualize instruction through the various apps accessible for students. This resource can also provide students with a way to demonstrate their knowledge and learning and share their skills and strategies with their classmates. This is important because my action plan is largely about students using technology productively in the classroom as opposed to being a receptive learning platform. My action plan also includes the use of technology to express and explain various ways of thinking and solving out loud to solidify the clarity among students.
One of the main factors to note when using technology is that it is a supplemental tool, not the main source for teaching. Second grade students need the interaction with a teacher in order to understand the basics of mathematics. The following are differentiation tools used in mathematics, before technology is incorporated:
Differentiated Instruction Tools for Mathematics Include:
-Using Manipulatives
-Observing Demonstations
Sketching Out the Problem
-Comparing Works With a Partner
-Solving Problems as a Team
(Strong, 2004, p. 7)
While technology will be able to benefit my students as they use it to share their ways of thinking with other students through various apps, it will be a challenge because I will have to model any new app with deeper step-by-step instruction and if not enthusiastically taught, this added instruction will take away from student learning opportunities. That said, Strong's research and instruction tools show that teachers have the ability to maximize students' growth by meeting them at a place that is comfortable and exciting in order to help the students progress.
What I have learned from my research thus far is that I can only incorporate technology when I feel my students are ready. Barbara Means points out:
“Most educators will expend the effort needed to integrate technology into instruction when, and only when, they are convinced that there will be significant payoffs in terms of student learning outcomes. Hence, to make technology an agent of education change, the field needs to understand the kinds of learning outcomes that technology can enhance and the circumstances under which that enhancement will be realized in practice (Means, 2010, p. 287).”
After gaining the basic skills I need to concentrate on supplementing technology with differentiation I felt I was ready to combine the two in order to help elaborate upon my action research question. As Strong points out:
“Technology is a great tool for differentiation, by allowing changes to:
-content
-channels of input, and
-means of output.
It is also an excellent platform for cooperative learning
(Strong, 2004, p. 15).”
Strong also gives some technology tips for differentiation such as: digital text (text stored as strings of characters), enhanced text (added information, questions, links, or graphics to enhance comprehension as well as works with printed or electronic text) graphic organizers (a visual representation of concepts, knowledge, or information that can incorporate both text and pictures), and much more.
To reinforce earlier statements, technology cannot act as a sole source of differentiation because without teacher-to-student and student-to-student interaction, no new strategies and ways of thinking will be developed among the students and their classmates. I plan to supplement technology with differentiation to add the motivational aspect and excitement for my students rather than allowing technology to take over as the key aspect of instruction. As Strong points out, differentiated instruction includes solving problems as a team and these discussions are an incredible way to give students at different levels the opportunity to listen and learn from one another and not just technology.
Connecting Ideas
After solidifying a definition for differentiation, I have come to realize how imperative it is to respond to the varying backgrounds of my students right away. Through my research, I have found that becoming partners with my students to create a learning environment shaped to them involves listening to their ideas and noting what would be the most beneficial ways for them to learn. The solution I found was to provide all of my students at varying levels with an enthusiastic way of learning by utilizing the tools they find exciting - in this case, technology.
According to theorists Tracey Hall, Nicole Strangman, and Anne Meyer, Differentiated Instruction is:
“To recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsively. Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process (Hall, Meyer, Strangman, 2002).”
Differentiation is imperative in a classroom because it limits a sense of boredom or frustration for the students with differing abilities, while simultaneously developing an opportunity for the students’ to learn at a level appropriate for them. This will in turn create an opportunity for the students to develop a deeper understanding for knowledge and learning.
Based on the above research of investigating differentiation in order to maximize each student's growth and individual success, teachers need to respect the learners' interests and well as their level of engagement and understanding in order to truly "react responsively" to the needs of the students.
Reacting responsively to the gathered and recognized information about the students is the key to developing differentiation in a classroom. Without differentiated learning, the achievement gap will continue to expand and students will no longer have the chance to maximize their progress and individual success as they further their education. Differentiation provides a lower achievement gap in the classroom as well as a plethora of motivated students advancing to higher grade levels as they were able to learn the information in a clear and specific way to enhance their personal growth.
Mathematics may seem very basic at a second grade level, and this is why it can be difficult to provide differentiation. At such a new level of learning, a teacher can develop preconceived notions that all students have the same level of understanding due to the young age of the learners. All preconceived ideas about students need to be addressed in order to provide differentiation. In order to develop a true understanding for these ideas, research is mandatory in the classroom. This research can be conducted in the use of observation journals or student surveys in order to gather the required information needed for developing a plan for differentiation. While focusing on the concept of differentiation, I came across Sparapani’s idea:
“In order to begin any kind of differentiation, teachers first need to examine what they truly believe about the learner and what they can do. Preconceived ideas about particular students or student groups must be addressed. A teacher needs to approach all students with an optimism that encourages them to learn (Sparapani, 2013, p. 22).”
According to Sparapani's research, so much is expected from students in schools today and for that reason, it is hard to incorporate differentiation into a classroom. Sparapani adds that good teachers see diversity as an opportunity rather than a challenge and with a deeper understanding of each students' preferences and strengths, differentiated instruction can implemented.
Differentiation can be applied in the mathematical primary (K-2) classroom by providing extra questions for the students finishing early, or limiting the mandatory number of problems for the students finishing behind or not finishing at all. However, another challenge of differentiation is finding “extra questions” that do not seem like a punishment for the students finishing early. A teacher needs to find something that motivates the students and use that aspect of learning as encouragement for the students finishing early and finding themselves bored. In my classroom, I know how much my students love technology, so I am finding a way to incorporate that feature into my classroom as a motivational tool
After performing my own classroom and student observations as well as looking at student test scores in mathematics and the amount of time students spent on- or off-task, I felt it was imperative to implement differentiation. I needed to find a way to encourage my students with something they look forward to and something they will be enthusiastic about in order to remove boredom and frustration in my classroom; this is how I provide differentiation for my students.
Differentiation in the Classroom
Research indicates that in order to reach the goal of maximizing student growth, assessments are mandatory. As a teacher, I would need to focus on my students’ prior knowledge as well as their interests and abilities (Hall, Meyer, Strangman, 2002) in order to expand their depth of knowledge and understanding. As I have been striving toward becoming more knowledgeable on the topic of differentiation, I focused on a thought by Carol Ann Tomlinson in order to help me work differentiation into my classroom in the most beneficial way for my students:
“Teachers in differentiated classrooms use time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner. They do not force-fit learners into a standard mold (Tomlinson, 1999, p. 2).”
Before supplementing technology with the mathematics lessons, I need to realize that in order to create differentiation in my classroom, I need to encourage the students in an optimistic way. I need to find several strategies that allow students the freedom they would not get from being forced to match a specific mold. Not all students are the same and some aspects of differentiation may not resonate for an entire classroom. Grasping these concepts is the basic building block for comprehending how to use differentiation in a beneficial way.
After taking and reviewing my classroom observation notes as well as researching theorists and their ideas, I found that differentiation could be implemented in the classroom by providing my students with choice and providing targeted instruction. This would give my students the sense of ownership and control they needed in order to enthusiastically take upon them the opportunity to further their understanding. Along with ownership, I want my students to feel protected and understood and I would do this by observing specific student needs and finding ways to target the instruction in a manner that would be beneficial for all of my students.
Supporting Differentiation with Technology
As stated above, differentiation needs to be optimistically presented and incorporated into the classroom by focusing on an aspect that will motivate and encourage the students to continue to develop their learning. In my case, technology was the key to a lack of boredom or frustration among my students because I was made aware, through classroom observations, how much my students love technology. My students have access to their own iPods and this source of technology can support differentiation and extend opportunities for teacher to individualize instruction through the various apps accessible for students. This resource can also provide students with a way to demonstrate their knowledge and learning and share their skills and strategies with their classmates. This is important because my action plan is largely about students using technology productively in the classroom as opposed to being a receptive learning platform. My action plan also includes the use of technology to express and explain various ways of thinking and solving out loud to solidify the clarity among students.
One of the main factors to note when using technology is that it is a supplemental tool, not the main source for teaching. Second grade students need the interaction with a teacher in order to understand the basics of mathematics. The following are differentiation tools used in mathematics, before technology is incorporated:
Differentiated Instruction Tools for Mathematics Include:
-Using Manipulatives
-Observing Demonstations
Sketching Out the Problem
-Comparing Works With a Partner
-Solving Problems as a Team
(Strong, 2004, p. 7)
While technology will be able to benefit my students as they use it to share their ways of thinking with other students through various apps, it will be a challenge because I will have to model any new app with deeper step-by-step instruction and if not enthusiastically taught, this added instruction will take away from student learning opportunities. That said, Strong's research and instruction tools show that teachers have the ability to maximize students' growth by meeting them at a place that is comfortable and exciting in order to help the students progress.
What I have learned from my research thus far is that I can only incorporate technology when I feel my students are ready. Barbara Means points out:
“Most educators will expend the effort needed to integrate technology into instruction when, and only when, they are convinced that there will be significant payoffs in terms of student learning outcomes. Hence, to make technology an agent of education change, the field needs to understand the kinds of learning outcomes that technology can enhance and the circumstances under which that enhancement will be realized in practice (Means, 2010, p. 287).”
After gaining the basic skills I need to concentrate on supplementing technology with differentiation I felt I was ready to combine the two in order to help elaborate upon my action research question. As Strong points out:
“Technology is a great tool for differentiation, by allowing changes to:
-content
-channels of input, and
-means of output.
It is also an excellent platform for cooperative learning
(Strong, 2004, p. 15).”
Strong also gives some technology tips for differentiation such as: digital text (text stored as strings of characters), enhanced text (added information, questions, links, or graphics to enhance comprehension as well as works with printed or electronic text) graphic organizers (a visual representation of concepts, knowledge, or information that can incorporate both text and pictures), and much more.
To reinforce earlier statements, technology cannot act as a sole source of differentiation because without teacher-to-student and student-to-student interaction, no new strategies and ways of thinking will be developed among the students and their classmates. I plan to supplement technology with differentiation to add the motivational aspect and excitement for my students rather than allowing technology to take over as the key aspect of instruction. As Strong points out, differentiated instruction includes solving problems as a team and these discussions are an incredible way to give students at different levels the opportunity to listen and learn from one another and not just technology.
Connecting Ideas
After solidifying a definition for differentiation, I have come to realize how imperative it is to respond to the varying backgrounds of my students right away. Through my research, I have found that becoming partners with my students to create a learning environment shaped to them involves listening to their ideas and noting what would be the most beneficial ways for them to learn. The solution I found was to provide all of my students at varying levels with an enthusiastic way of learning by utilizing the tools they find exciting - in this case, technology.
Reference List:
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