Weekly Essential Question:
Is our Toolbox Full?
Key Questions:
Why is differentiated learning important?
How could we utilize individualized teaching techniques?
Key Takeaways:
We are over halfway through the semester...so do we know every teaching method that is out there? No. We don't. So, what's left? This week we are focusing on individualized teaching techniques. It would be ideal if we could pinpoint how every student learned then spend one on one time with them but we don't have time for that. What do we do instead?
Students should "inquire into subject matter." This gives students the autonomy to learn as much as they can, their own way.
- I kind of implemented this in the last lesson I wrote. It is about different uses of forests. I gave students a use that they had to research on their own. It's not completely individualized but I think it was a start. (By the way, I did not do that on purpose!)
Students must realize that teachers aren't the only way to gain knowledge. That is the whole purpose of individualized teaching techniques and the reasoning behind them.
- Even I have struggled with this during my transition from high school to college. Everything came so easily to me in high school and we were always told what we needed to know. But in college, it's completely different. If you were to look at my college grades and compare them to my high school grades, you wouldn't think they all belong to me.
- Making sure students know how to learn on their own is really important to me. They have to be prepared to enter the workforce or go to college and they won't be if all they're ever taught is how to learn from a teacher.
7 Basic Individualized Teaching Techniques
1. supervised study
2. experiments
3. independent study
4. student notebooks
5. use of info sheets
6. use of assignment sheets
7. use of skill sheets
Even through these methods, the lesson must have direction and structure. Students will act up if they don't have anything to follow.
If students don't believe something that you teach is true, have them do an experiment. If an experiment is not feasible, have the students research the problem. Almost anything can be turned around to where the teacher makes the student responsible to find out the truth.
- Sometimes I wish that I had more opportunities for individualized learning in my high school career. Also, as motivated as I actually am the majority of the time, I know that even when I have something interesting to do work on; I don't want to do it. If the students are on their own for studying, how do you keep them motivated to actually work on it?
We also had a chapter from Newcomb that was entitled "Learning as Problem Solving." Even though that sounds as if it would go along with what we did a couple of weeks ago, it goes along with this week too. Letting the students come up with questions on how they should solve the problem gets them started. Then the students can have a supervised study time where they find answers to the questions they just came up with.
- I think this is a combo of the Problem-Solving Approach, individualized teaching and inquiry based learning (which is our topic in 2 weeks).
- I believe that my Problem Solving Approach teaching lab lesson fits this idea. See http://saralang13.blogspot.com/2018/10/problem-solving-approach-lab-reflection.html for a reference to that teaching lab.
EduGains Reading
Differentiated instruction requires that the teacher is responsive to the students' learning level. All students are to be taught the same standards and are to be assessed before, during and after the assignment.
Flexibility was something that the reading said was a characteristic of differentiated instruction.
- I know this is something that I need/want to work on. Although, when I plan something, I feel as if I have to stick to it and can't waiver from the plan. (I have noticed this when I give speeches too as well as in my teaching labs by using my lesson plan.) How do I overcome that?
This reading also mentioned choices and group work techniques. By teaching students these skills, it is further preparing them for the real world.
- I have always thought this is really important to teach. Yes, content is important but transferable skills are just as important in my opinion. If you can't talk to people or solve problems (among other things), how can you make it?
References:
Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall. Note: Chapter 7 – Individualized Teaching Techniques (36 pages) Chapter 4, Learning as Problem Solving (13 pages)
EduGains. (2015). Reach every student through differentiated instruction. Retrieved from http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf
Sara, I think that flexibility comes with comfort and experience. I think sometimes our lesson plans can be a bit of a security blanket, we know them so we're afraid to diverge! I'm sure as we become more comfortable in the classroom we will become more flexible!
ReplyDeleteSara,
ReplyDeleteLast year, Darren and I tried more independent learning in Ag 4 where the students were able to pick a topic of their choice within agriculture and educate themselves. We learned a lot with this; the students and teachers both. This is a very hard concept for many students to adjust to. Even our higher level kids struggled with it. As you mentioned, they have been told what to do their whole lives.
Two quotes that I like... Our ag program's motto is "We are not teaching you to do one thing, we are teaching you to do everything." Our point with this is that we are giving them the tools to be able to research and learn anything they'd like. The other quote that I like is from one of my high school ag teachers. "I do not know everything about agriculture, but I know where to find it." I think these two quotes fit your discussion points.
Phil
Hi Sara, nice job discussing the importance of inquiry in ITTs and how it can help students find their own meaning and purpose in what they are learning. I also like how you emphasize why students need to be reminded of real world connections to what they are learning, and how DI and ITTs can help them to accomplish this.
ReplyDeleteSara, having a variety of methods for DI and ITT is great. It will keep your instruction fun and interesting, but it will take several attempts for your students to get on board. You will also need to keep adjusting those methods to keep your students motivated.
ReplyDeleteSara, you are exactly right. As educators it is important to have as many tools in your toolbox as possible. The way you acquire more "tools" is by continuing your professional development and engaging in life-long learning.
ReplyDelete