As we continue our topic of differentiated instruction - I think it is pivotal to say that every single classroom on Earth is mixed-ability. Every single student is unique and learns differently. Differentiation is not only about students with significant learning differences or developmental disabilities – it is about ALL students.
Every single student is unique and learns differently.
While that quote may be overwhelming for teachers trying to differentiate instruction – the good news is that we do not need to identify what every student needs, every day, every hour and in every class. What we do need to do is provide enough options so that students can choose the path they feel suits them best each day. In the same way providing stairs, a ramp and an elevator allows everyone access to a building – we just need to provide a few really good entry points and everyone will take what suits them that day. Maybe I use the stairs most days but have a suitcase or a stroller and use the ramp another day. Maybe a student chooses to write a long essay in ELA but the next assignment does a video recording that takes 5 minutes.
This starts by identifying what the possible entry points, pathways, and exit points are. So, let’s look at “readiness to learn”. We can help students start strong by easing the “intrinsic cognitive load”. In other words, the complexity of the new information we are teaching. If students lack background knowledge OR have automaticity of that knowledge, we will lose them before we even start. If students have learning differences or developmental disabilities this intrinsic load can be even greater. Simply providing a refresher of background knowledge (pre-teaching) could provide the on-ramp for many students.
Alternatively, we may find it helpful to give options of:
1. Dependant versus independent start of the task -allowing well-versed students to carry on.
2. Small leap (no prior knowledge) or large leap (good prior knowledge) of task start spot.
3. single facet step or multiple facets of steps, problems, scaffolding and connections.
4. Slow versus fast progression through topics: this looks like a self-paced timeline of several tasks containing: Must-do, Should-do, and Could-do tasks that students complete by a single deadline. Students then work through familiar areas fast and unfamiliar slower but all end up at the same deadline together. The “could-do” allows for students with learning differences or developmental disabilities to skip more “advanced learner” tasks and reach the same deadline.
Discussing cognitive load theory and differentiated instruction would not be complete without addressing “student interest”. The core foundation is magnetic engagement that sucks students in and keeps their attention through the whole of the lesson and study. The biggest barrier for students is the “extraneous load” causing their minds to wander, give up, or get lost. Sadly, most of this is caused by the teacher’s assignment design or the chaos of learning that happens.
Some great ways to ensure we are differentiating our instruction so that all students can access and succeed could be to:
1. Avoid Split Attention Effect - Combine words and graphics into a single location (like the one above and seen in the heart diagram) Separating sources of information on different pages, pictures, or documents makes it difficult and distracting to learn a concept.
2. Coherence Effect – Too much going on is distracting (animations, emojis, wordiness). Students should not need to ignore gifs, and words, or dig for information daily (research skills for research time).
3. Modes of expression and representation tailored to student interests and needs. These could be oral, written, artistic, abstract, asynchronous, or synchronous ways of getting and proving knowledge.
4. Curriculum linked to interests (Math tasks related to skateboarding, sports, or drawing)
5. Passion Projects/Design-A-Day/Makerspace/PBL – Learners are the drivers. They decide what to learn within a subject area or topic.
Finally, taking in account each learner’s profile/uniqueness is important in differentiation. This area is what most teachers consider when accommodating and modifying instruction; The students with developmental disabilities, learning differences or neurodiversity. Through altering outcomes, extending time, and lowering expectations many teachers “reach” these students. However, should we not be raising the bar instead of lowering it? Inclusive classrooms do not look like students just being present in the corner – they look like students with disabilities fully involved and encouraged to grow, learn and develop skills just like every other student. I may never play professional basketball but that doesn’t mean I do not enjoy just being there trying and playing my hardest. Our students with learning differences and developmental disabilities are some of the most social students on campuses – include them, push them, and challenge them - and you may be surprised by what they can do.
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