Beginning the DI Journey

“Differentiation is responsive teaching, rather than one-size-fits-all teaching,” Carol Tomlinson summed up for her audience of educators, representing various levels of experience, who packed the meeting room first thing Saturday morning.

Making a connection to Understanding by Design, Tomlinson agreed that understanding should be the goal, but she said, “that’s when interesting things start to happen.” She emphasized that if you start with content, such as a vocabulary list, some will be frustrated because it’s over their heads; others will be bored because they already know the words. If you strive for understanding, however, you recognize that you need to help those new to the content build their knowledge while helping those familiar with the content stretch to new levels of understanding.

To do this, you need to remember your students are human beings. You need to find ways to connect to them so that you can connect them to what you want them to understand.

How do you connect to your students?

Submitted by Carole Hayward, Director, ASCD Newsletters & Special Publications.

Comments

[Richard Hart]

I fully agree with the need for students to learn to understand rather than just memorize. I have spent my retirement promoting the scoring for multiple-choice tests for knowledge and judgment rather than just counting right marks.

Routine use of knowledge and judgment scoring turns negative passive pupils into positive self-correcting students who know what they know and what they can trust.

Richard Hart, PhD
Professor of Biology, Emeritus, NWMSU
http://www.multiplechoicescoring.org

[Leslie Bland]

I teach in first grade in a Georgia school system that uses the backwards design model. I know that I must differentiate my lessons in order to meet the needs of all of my students. I understand that all of my students are unique. However, six and seven year olds share some of the same interests. I connect to my students by finding out what they are interested in, and then incorporating these interests into my lessons.

[Jane Schoch]

In class,we have been talking about how the human dimension of teaching is important in order to become more effective teachers. We have been reading the book, On Being A Teacher, and the book, What Keeps Teachers Going? Through the readings, I have been reminded about how the human dimension is so important in connecting with the students.

Relating to the students is such an vital part of teaching. I like to remind myself of the saying that "people don't care how much you know, until they know how much you care." It doesn't matter what I have to share academically with the students; until I can show them some kindness, caring, respect, hope, and understanding, I feel that I can't effectively reach my students as a teacher. Not only do I make an effort to demonstrate these human elements, I also like to use humor and creativity to connect to my students.

Once you have made the effort to connect with your students, it becomes easier to teach. The students realize that you have a genuine concern for them and it changes their whole perspective about school. They feel safe to take risks and share more about what they are thinking. Then, learning is fun for both you and your students!

[Donna Cordle]

I am the K-5 ESOL teacher for a small rural community in Georgia. We have students coming to us from many different cultures and varied levels of English Proficiency, so it is essential to differentiate our instruction in the classroom. It is first important to understand each student’s cultural background so we can best meet his or her needs. In order for me to connect with my students, I spend time getting to know not only my student, but also their families. I make connections through phone calls, grocery store conversations, email and parent conferences. If my students and their parents know that I truly care about them and respect their culture I have made the first step in paving the road to success for my students.