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Troy Patterson

Differentiation Doesn't Work - Education Week - 0 views

  • Let's review the educational cure-alls of past decades: back to basics, the open classroom, whole language, constructivism, and E.D. Hirsch's excruciatingly detailed accounts of what every 1st or 3rd grader should know, to name a few.
  • Starting with the gifted-education community in the late 1960s, differentiation didn't get its mojo going until regular educators jumped onto the bandwagon in the 1980s.
  • Differentiation is a failure, a farce, and the ultimate educational joke played on countless educators and students.
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  • In theory, differentiation sounds great, as it takes several important factors of student learning into account: • It seeks to determine what students already know and what they still need to learn. • It allows students to demonstrate what they know through multiple methods. • It encourages students and teachers to add depth and complexity to the learning/teaching process.
  • Although fine in theory, differentiation in practice is harder to implement in a heterogeneous classroom than it is to juggle with one arm tied behind your back.
  • 'We couldn't answer the question ... because no one was actually differentiating,'
  • "In every case, differentiated instruction seemed to complicate teachers' work, requiring them to procure and assemble multiple sets of materials, … and it dumbed down instruction."
  • It seems that, when it comes to differentiation, teachers are either not doing it at all, or beating themselves up for not doing it as well as they're supposed to be doing it. Either way, the verdict is clear: Differentiation is a promise unfulfilled, a boondoggle of massive proportions.
  • The biggest reason differentiation doesn't work, and never will, is the way students are deployed in most of our nation's classrooms.
  • It seems to me that the only educators who assert that differentiation is doable are those who have never tried to implement it themselves: university professors, curriculum coordinators, and school principals.
  • Differentiation is a cheap way out for school districts to pay lip service to those who demand that each child be educated to his or her fullest potential.
  • Do we expect an oncologist to be able to treat glaucoma?
  • Do we expect a criminal prosecutor to be able to decipher patent law?
  • Do we expect a concert pianist to be able to play the clarinet equally well?
  • No, no, no.
  • However, when the education of our nation's young people is at stake, we toss together into one classroom every possible learning strength and disability and expect a single teacher to be able to work academic miracles with every kid … as long as said teacher is willing to differentiate, of course.
  • A second reason that differentiation has been a failure is that we're not exactly sure what it is we are differentiating: Is it the curriculum or the instructional methods used to deliver it? Or both?
  • The terms "differentiated instruction" and "differentiated curriculum" are used interchangeably, yet they are not synonyms.
  • Differentiation might have a chance to work if we are willing, as a nation, to return to the days when students of similar abilities were placed in classes with other students whose learning needs paralleled their own. Until that time, differentiation will continue to be what it has become: a losing proposition for both students and teachers, and yet one more panacea that did not pan out.
Troy Patterson

Response: Differentiation Is Important 'Because We Teach Students Not Standards' - Clas... - 0 views

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    "Differentiation Is Important 'Because We Teach Students Not Standards'"
Troy Patterson

Differentiation with Social Media Tools - Google Sheets - 0 views

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Troy Patterson

Diagnostic Teaching: Pinpointing Why Your Students Struggle - 2 views

  • 1. Fundamental curricular & unit design
  • 2. Complete all missing or incomplete assignments
  • 3. Differentiate assessments on non-mastered standards
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  • 4. Isolate and prioritize standards for mastery
  • 5. Choose new materials/resources that feature more transparent illustration of standard
  • 6. Daily use of student exit chart
  • 7. Student goal-setting & progress monitoring
  • 8. Beyond-the-classroom support systems
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