Advancing Differentiation Chapter Summary

As a math teacher, I answer the following question at least once a week: “Am I going to use this in my life?” The first thing that comes to my mind is: “You will use math to pay your taxes, take your car to a mechanic, compare the number of hours worked and your paycheck”, among others. “When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoguing, and creating ideas in meaningful ways. Making learning contextual to real-world experiences is a key learning technique with differentiating for student interests.” (McCarthy, 2014). Knowing the interests of my students is essential for them in order to master the material being covered in class. In addition, this gives me the opportunity to create a differentiating classroom. A few months ago I talked with the administration in my school and I let them know that my desire is that students have the opportunity to go to college or university to complete a degree,

The work of teaching and learning requires a high level of precision- how to use the most effective practices to meet the needs of students as they are learning - and balance between consistency and innovation. Becoming better is an endless pursuit in the teaching profession.”

In school now, many teachers are willing to give answers to students who did not even attempt to solve the presented problem. This idea of spoon-feeding answers allows students to succeed without fully understanding the material, and when they are tested on the information, they will have a harder time scoring well because they did not learn on their own. Therefore, Emerson’s idea of independent education would allow students to challenge themselves to produce answers individually, without the help of a teacher right away, and this would make sure they have a more solid understanding of the curriculum. Emerson writes, “But this function of opening and feeding the human mind is not to be fulfilled by any mechanical or military method,” (Emerson, 191). This quote explains how immediately providing students with the correct answers is almost unnatural and the least suitable way of retaining information. Besides forcing answers upon students who are not given the time to formulate it themselves, our school district also imposes a strict curriculum.

Prior taking this RETELL class I thought differentiating meant “dummying down” work. I struggled with the concept of differentiating strategies because I thought it help students to be all they can be. Taking the class have given a clear understanding the meaning and the usage of differentiating teaching, matter of fact, some the strategies I use in class are similar to some of the strategies taught in the RETELL class. I realized that Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences for school age

According to UNESCO (2004), teachers around the world are exerting efforts in trying out innovative teaching strategies. There were dedicated and committed teachers who make a difference to the students’ lives and even providing important learning opportunities in their communities. To meet the students’ diverse learning needs, teachers cater variety of learning opportunities and experiences. In an interview of Carol Ann Tomlinson, an American author and educator known for her works with techniques of differentiation in education, she described differentiation as shaking up the classroom to be more appropriate for the learners. Regarding the methods of instruction, there should be a variety of techniques for collecting and presenting the lesson considering the students’ needs, abilities, interests, and backgrounds of experience.

Teaching must be approached from a multitude of angles by addressing all areas we provide the most dynamic understanding of the

The three phases of Teaching the Gradual Release of Responsibility are; I do it, We do it, and You do it together. This model is a guide for instruction that requires the teacher to emphasize instructions that mentor students into becoming independent capable thinkers.

Students are able to see themselves as individuals with various skills and abilities, and understand that they can make choices about how they wish to move forward

In this vector, students must learn how to function independently and take full responsibility for themselves. Students must grow their instrumental independent for example, self-direction, problem-solving ability, and mobility. In the final step of this vector, students start to recognize and accept the importance of interdependence and the awareness of being accepted by others.

Lastly, by actively engaging students in a variety of interesting activities that encourage critical thinking and discovery, time misbehavior is minimized. The key is preparation and participation. Having activities and lessons prepared will negate the acts of sleeping, misbehavior, and/or sitting idly for the bell to ring. Furthermore, collaborative strategies can be used to help students become self-reliant learners that take responsibility for their own learning. For instance, when students explain the purpose of learning the material, they can assess their own progress and the relevancy to their lives.

The main goal of this project is to encourage students to break away from more traditional education. In these scenarios, the teacher is the center of the classroom and the students play a relatively small role in instruction. They simply sit, absorb information, and repeat it on summative assessments. Over the course of a school year, students end up going “a mile wide and an inch deep.” That is, they very rarely have the opportunity to dig deep into topics. Consequently, the information covered is often quickly forgotten. By putting students in charge of their education, I hope that students go “a mile deep and an inch wide.”

Part of my teaching mission is to create a fun and positive learning environment that encourages curiosity and determination, to allow my students to be in charge of their learning, and to provide a strong foundation for lifelong learning. In an effort to accomplish my mission as a teacher, I incorporate a particularly inspiring idea, the gradual release of responsibility. Giving students support at each step of their learning needs to be implemented, but in a way that is not directly giving them the answers. The path to true independent learning is achieved by establishing learning objectives, teacher modeling, collaborative work, and guided instruction. This is the ultimate way to build self-confidence through competence.

It was a few days into Chapter 4, applications of derivatives, when I remembered why I had signed up for the class. I was reading a homework problem on the changing velocity of blood through a vessel, and for the first time in a long time, curiosity overcame uncertainty, and I approached the problem eagerly. I remembered that the challenge of the class is what first drew me to it, and how math used to be a place of comfort and excitement. I remembered that I did, in fact, belonged in the class.

Wehmeyer, Agran, and Hughes (2000) completed studies that determined that students who are competent to make their own decisions can in turn become less dependent in managing their futures. Acknowledgement of the existing gap in the research on the topic of self-determination and the need for teachers to expand students understanding of these concepts was noted in study by Carter, Trainor, Sun, and Owens (2009). Carter et al. (2009) indicated that teachers are unclear as to how to assess transition components consistent with the requirements of IDEA 2004. Teachers are indecisive as to reliable and valid measures needed to calculate students’ level of proficiency in the areas of the give-and-take of interpersonal skills, skills needed for employment, and problem-solving strategies. Teachers fostering self-determination strategies in their students help to empower the students to adapt and transition to various environments and lifelong daily living

The focus of this literature review will be on the history of the set theme within the research project, the points that have been put across through various researchers will also be included to gain a clarity of understanding in topics related to learner autonomy and the belief’s teachers have on learner autonomy and the way in which they implement this in their classrooms. The literature review will consider the sub-headings above (I.1 – I.7).