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Teaching a Class with Big Ability Difference

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Teaching a Class with Big Ability Difference

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Differentiated Instruction

Techniques for meeting the needs of students with diverse abilities and interests.

Differentiation is a method of instruction designed to meet the needs of all students by changing what students learn (content), how they accumulate information (process), how they demonstrate knowledge or skills (product), and with whom and where learning happens (learning environment).

Differentiation is not an assortment of instructional recipes. Rather, it is "a way of thinking about teaching and learning" to ensure that children receive appropriate classroom experiences, writes differentiation expert Carol Tomlinson.

How do you teach the same concepts and skills to students with diverse abilities and interests? Different learning profiles? And how do you do that in real classrooms, with limited time to plan?

Differentiated instruction is one answer that has been extensively documented (see "Recommended Resources" at the end of this post). I want to share two fundamental tenets of DI before describing specific tactics:

With that in mind, here are specific techniques you can use to meet the needs of students with a range of abilities.

1. Start Slow

Experiencing comprehensive student-centered instruction for the first time makes some kids uneasy. I'll never forget the high school girl who ate an entire roll of cherry Tums the day I introduced my choice-based syllabus. Gradually integrate a student-centered curriculum, says Dr. Kathie Nunley, by asking learners to " choose between two or three assignments " that can be completed before the end of class.

2. Introduce Compacting for High Achievers

Compacting curriculum lessens the tedium that elite achievers experience when they master concepts faster than their peers. The Gifted Program at the University of Connecticut recommends using pre-assessments to determine how these learners can skip specific chapters or activities. Then offer "mini-courses on research topics" or "small group projects" as alternatives in a compacting contract.

how they learn with others-individually, in pairs, in small groups, or with the whole class.

the difficulty levels of assignments,using menu-based tools like choice boards, or activity menus. The digital version, Interactive Learning Menus, provide links to in-depth assignment descriptions, examples, and rubrics. Content can also be curated and remixed into Learning Playlists with online tools like MentorMob and BlendSpace.

what content they study. With Literature Study Circles, an entire English class can investigate and discuss "gender and identity" by selecting one of several books hand-picked to address that theme.

what quiz questions they answer. Page one of a test might say, "Pick three of the following five questions that you're most confident answering." Students can also vote on when to complete an exam.

what, where, when, and how they learn, via individual learning contracts. Be forewarned that students need intensive instruction and patience as they compose their own contracts.

3. Provide Choice

Choice is motivating and empowering. Let students choose:

Educator Chandra Manning recommends two graphic organizers, "Who I Am" and "All About Me Gazette," for collecting information about students' interests.

Kids complete the "3-Minute Pause" reflection protocol after a lesson concludes.

Teacher-student conferences can quickly help teachers determine how learners are progressing and what further support they need.

Differentiation expert Deborah Blaz reports that student-created rubrics help instructors identify schema strengths and gaps. For advanced learners, Blaz adds an extra column with challenging criteria to her rubrics.

When creating tests, include different question types that might address students' preferences: multiple choice, short answer, timelines, matching, true or false, graphic organizers to label, and sentences that are partially completed.

Have students visually document their academic progress "by creating a 'benchmark timeline' of weekly tasks. Each Friday, students initial the timeline, indicating where they are in the task sequence."

Professor Helen Barrett defines the learning portfolio as "a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas."

4. Bake Assessments Into Every Class

Rewordify, a text compactor, simplifies and shortens readings so that students with diverse comprehension abilities can comprehend and discuss the same article.

To find readings that are adjusted for high, medium, or low Lexile levels, use the informational texts in Newsela, the Smithsonian's Tween Tribune, or News in Levels-the latter also provides audio versions of the articles for additional support.

Distribute Comprehension Bookmarks (see pp. 13-26) to readers who might struggle with a complex text.

Student-centered instruction is only as consequential as its assessment. Teachers need to know where kids are in their academic journey, how they learn best, and what interests them. These assessments can help:

For academic writing, temporarily supply a word bank of transitions, an essay structure graphic, or sentence frames.

The free SAS Writing Reviser, which integrates beautifully with Google Docs, analyzes essays for sentence economy, variety, power, and identifies clarity and grammar issues. Ask advanced writers to analyze and assess their compositions' sentence variety and use of passive voice, while struggling writers can use the SAS tool to diagnose fragments, run-on sentences, and dangling modifiers.

5. Provide High- and No-Tech Scaffolding for Reading

6. Offer Targeted Scaffolding for Young Writers

If learners haven't adapted to our classroom, classroom instruction should adapt to learners by experimenting with student-centered strategies.

Recommended Resources

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Teaching a Class With Big Ability Differences

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Techniques for meeting the needs of students with diverse abilities and interests.

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Blended learning implementation in the education space is gaining momentum all over the globe-yet teachers have varying degrees of comfort with this innovative model of instruction. As we transition to new education models, it is important to be cognizant that some teachers are apprehensive about these changes. Administrators who understand the teachers' concerns can personalize professional development and consulting needs to address the essential instructional component in blended learning. In other words, in is important to personalizing instruction for our teachers just as we expect them to do for our students.
Surveying Educators on Blended Learning

A little more than a year ago, I was asked to present at an education technology conference in Hawaii. My overarching goal was to create a collaborative atmosphere where I could work with educators to design the structure of blended classrooms to meet the needs of the diverse populations in their region. To ensure that we had common language, I started my presentation by asking the audience what they thought blended and personalized learning meant.

As I expected, they had varying views and levels of understanding around blended learning. This gave me the opportunity to clarify definitions about various blended education models taking place around the globe.

Blended Learning Concerns

During this group discussion, I noticed a hesitant gentleman who didn't seem to have buy-in with the blended learning trend. Rather than overlooking him, I encouraged him to share his hesitations with the hope that his negativity would not disrupt the drive for inspiration and motivation within the group. He shared his belief that blended learning was really just grouping students into levels by ability, and he didn't understand how that would facilitate personalized learning.

Before I knew it, instead of teachers sharing their understanding of blended learning, they were now expressing their concerns and hesitations about this new instructional model. The teachers understood the value of creating a personalized learning experience for their students, but were fearful of what that meant for them as educators. Rather than continue with my planned topic for the session, I decided to use this opportunity to create a list of their main concerns and talked through them with an open mind.

I now use the airing of concerns and issues around blended learning to kick-start conversations with educators-and have seen a pattern of common concerns across the country. I have found that, by addressing educator concerns and fears upfront, I am able to dispel some of the common misconceptions about blended learning. As a result, even some of the most resistant teachers have been transformed into blended learning advocates!

Common Blended Learning Misconceptions for Educators:

I am going to lose my job

This is the most common fear I hear from teachers. It is important to remember that blended learning requires a high level of interaction with the teacher. In a blended learning setting, the teacher is able to focus on specific student needs and provide personalized instruction, which actually allows them to work more closely with students, not less.

With the little time I have, it is impossible to give students the one-to-one support that is expected.

This is where the technology comes in. When teachers embrace digital solutions to introduce content and concepts, they are freed up to engage with students one-to-one or in small groups. A great example of this is the station rotation model-which may be familiar to many primary grade teachers. In this type of blended classroom, the teacher creates various stations, including one that uses technology to deliver adaptive or guided instruction. At another station, the teacher provides enriched and focused instruction in another station. This type of learning environment fosters independent and peer-focused learning.

I will spend too much time redesigning everything I do.

The purpose of the technology tool is to help streamline and support the instruction that a teacher once stood up to deliver. While the pedagogical differences in this model may require some initial training and changes, it's purpose is to reduce the administrative tasks so the teacher can spend more time providing direct instruction personalized to each student's needs.

I can't make blended learning work in the space that I have.

Many people believe that to implement a blended program, you need a new space or more money to be successful, but there are many models where teachers can merely modify their existing classroom and methods.

We do not have enough computers in our classroom.

Not all blended learning programs require a 1:1 device; there are a number of models that can be implemented with limited resources. Schools and programs can identify the resources currently available and tailor a program that meets the school's budget and needs.

My demographic of students are not able to self-manage

Teachers are often shocked at how independent and self-motivated students become in a blended model. I have found that, when you create an environment of accountability and high expectations, students will not only meet those expectations, but they often will exceed them.

Blended Learning Takeaways

When educators have the opportunity to voice their concerns up front, administrators are able to alleviate these worries by addressing the teachers' issues and by providing relevant professional development. Armed with strategies and tools they can use in their classroom-and the support of school leaders-teachers can transform their classroom into a blended learning environment where they can personalize learning for their students.

As the room was emptying at the end of my session in Hawaii, one of the teachers approached me and explained that, while she knew the benefits of blended learning and the reason for the need to personalize learning for every student, she also had the same concerns as the gentleman who was brave enough to speak up about them. Although too shy to express her concerns at first, the session helped her to reverse her thinking and become more open with expressing her voice. She felt comfortable knowing she can now redirect her focus on the task of personalizing learning for her students without those blended learning fears creating reluctance.

Renae Abboud is an education consultant at Fuel Education who works with district leaders to strategically design school and classroom models, drive program effectiveness, and help improve the validity and efficacy of education programs. Between teaching in the classroom, developing curriculum, and customizing blended learning programs for schools and school districts, Renae has more than 15 years of experience in education. She is a frequent facilitator and presenter at blended and online learning workshops and has been a speaker at many education conferences. Renae holds a Master of Education degree in instructional technology from the University of Maryland.

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Teachers Express Their Concerns about Blended Learning

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Blended learning implementation in the education space is gaining momentum all over the globe-yet teachers have varying degrees of comfort with this innovative model of instruction. As we transition to new education models, it is important to be cognizant that some teachers are apprehensive about these changes.

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The Learning Accelerator is the catalyst to transform American K-12 education through blended learning on a national scale.

www.learningaccelerator.org

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Wouldn't it be wonderful if we could record our lessons and post them for students to watch? Have you ever thought about what students do when they get home and have a question? Where can they get help? Do you have a problem with students who don't complete their homework?

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Blended Learning: Redefine your classroom

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Blended Learning: Redefine your classroom

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Blended Learning: Redefine Your Classroom

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by TeachThought Staff

What is the definition of blended learning?

Think for a moment about some related practices and phrasing: Blended education. eLearning. Remote learning (and remote learning tips). Hybrid learning. Flipping the classroom.

All of these practices involve learning, the concept of place or distance, and the use of technology. Whatever one chooses to call it, blended learning combines classroom and online education. And because of improvements in both school curriculum and digital technology, as a learning model, it continues to gain momentum. While education experts continue to debate the efficacy of hybrid learning, its existence has challenged them to re-evaluate not just technology's place in (and out of) the classroom, but also how to reach and teach students more effectively.

That alone is one of the major benefits of blended learning (and a common focus of blended learning resources).
The Definition Of Blended Learning
Oxford Dictionary Definition Of Blended Learning: a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching.

Defining hybrid or blended education is a trickier task than one might think-opinions vary wildly on the matter. In a report on the merits and potential of blended education, the Sloan Consortium defined hybrid courses as those that "integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner." Educators probably disagree on what qualifies as 'pedagogically valuable,' but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.

See also 12 Examples Of Blended Learning

That does not mean a professor can simply start a chat room or upload lecture videos and say he is leading a hybrid classroom. According to Education Elements, which develops hybrid learning technologies, successful blended learning occurs when technology and teaching inform each other: material becomes dynamic when it reaches students of varying learning styles. In other words, hybrid classrooms on the Internet can reach and engage students in a truly customizable way. In this scenario, online education is a game-changer, not just a supplement for the status quo. But what does this theoretical model actually look like in practice?

The Definition Of Blended Learning: Blended learning is an approach to learning that combines face-to-face and online learning experiences. Ideally, each (both online and off) will complement the other by using its particular strength.

Context: While generally seen as a 'trend' in 'progressive learning,' Blended Learning can also be viewed as a kind of relic symbolic of the gap between 'traditional education' (for the last century or so in brick-and-mortar schools and classrooms) and connected and digital learning. This, of course, implies that digital-only is the future and the ultimate incarnation of learning, which is a short-sighted view. The point, though, is that blended learning is a mix of old and new as much as it is a mix of physical and digital learning.

Types of Blended Learning: The Flipped Classroom, Hybrid Learning You can read more about the most common types of blended learning, if that's useful.

Contributing Factors: Rise of digital and mobile learning technology

Related Educational Concepts: Project-Based Learning, Growth Mindset, Design Thinking, Robotics

Related Cultural Trends: eLearning and distance learning; the shift from 'television' to 'YouTube', growth of social media, working from home/remote offices

Blended Learning Tools & Resources: Google Classroom, YouTube, Zoom, Microsoft Teams, Skype, Moodle, Blackboard

Examples of Blended Learning: Students doing face-to-face group work in a classroom, then going home to analyze that work and turn in a video as an assessment form; taking a course online, then receiving face-to-face tutoring between online lessons

In the course of higher education, blended or hybrid learning is a snazzy, yet relatively new tool and not all professors use it the same way. Trends have emerged, however. For instance, most professors in blended classrooms use some version of a course management system application to connect with students online. Blackboard and Moodle are perhaps two of the best-known LMS applications used today but slowly are being supplemented-or bested-by cloud-based content and learning management systems. Through platforms like these, students can access videos of lectures, track assignments and progress, interact with professors and peers, and review other supporting materials, like PowerPoint presentations or scholarly articles.

Even if all professors used the same platform, however, they could each integrate them into their classrooms differently. According to a report on the subject by the Innosight Institute, professors could supplement traditional coursework with online media in the classroom, or simply alternate between online and classroom instruction. Perhaps one of the most recent-or at least most widely covered-hybrid teaching models is what Innosight calls the 'online driver' method, or, as it has come to be known, 'flipping.'
How Hybrid Classrooms Are Redefining Education
Years ago, NPR and other media outlets caught wind of a relatively new education model called 'flipping,' which is really just an adaptation of the definition of blended learning. In a traditional classroom, instructors use class time to lecture and disseminate support materials. Students then review these materials and complete any assignments at home, on their own time. With some luck, teachers will review those assignments in class the following day, or at least host office hours so that they can field questions and offer support.

'Flipping' defies these conventions. In this method, teachers and professors use online media to deliver notes, lectures, and related course materials. Students review these materials at home and at their own pace. Classroom periods are then transformed into hands-on work periods where the teacher-who will have already delivered his or her lecture digitally-is free to field questions, engage in class-wide discussions or offer other means of support. 'Blended learning seems to reinforce student-centered learning, allowing students to master content in an individual way. But is it effective?

Can blended learning-whatever the application-truly transform education as we know it?
Does Blended Learning Work?
Not all students learn the same way. This is not a particularly novel concept, but it is an important one. The tech publication PFSK notes that even early childhood education programming, like Sesame Street, recognizes this, and therefore designs programming in a way that reaches auditory, visual, and kinetic learners alike. Students never outgrow their learning styles, so why do traditional college classrooms fail to engage all of them?

This is blended learning's real strength: it transforms a largely transmissive method of teaching-say, a professor lecturing for what feels like an eternity-into a truly interactive one. The definition of blended learning sounds ideal on paper, but does it work? A 2010 meta-analysis published by the U.S. Department of Education suggests it does. According to the report, students exposed to both face-to-face, online tutoring, and online education were more successful than students entirely in one camp or the other.
Is There A Catch?
Of course, no educational model is one-size-fits-all, and some hybrid classrooms are probably more effective than others. According to a scientific literature review published by the Australasian Society for Computers in Learning in Tertiary Education, a number of factors impact the success of hybrid learning. Teachers must be committed to and well trained in blended and hybrid education and its technologies, and students must have a clear understanding of what is expected of them in this new environment.
This post was originally published in 2012 and updated in 2021; This is a cross-post from onlineschools.com; image attribution flickr users celtkeene2 and andrewstarwarz

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by TeachThought Staff What is the definition of blended learning? Think for a moment about some related practices and phrasing: Blended education. eLearning. Remote learning (and remote learning tips) . Hybrid learning. Flipping the classroom . All of these practices involve learning, the concept of place or distance, and the use of technology.

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Differentiation by task means providing different tasks for students of different abilities. An example of this concept in the classroom is using different worksheets for different students of varying abilities to cover the content of one lesson. An alternative method of differentiation by a task is to use a single worksheet with progressively more challenging questions given to all students in a class.

Grouping students for assignments offers benefits associated with collaborative learning including peer support and peer modeling. An example of this method of differentiation is placing students in a small mixed-ability group to complete an assignment as a group.

Differentiation of pace in a classroom lesson means that time is used flexibly. In this method, students work for mastery of a lesson and move on only when they are ready.

Differentiation by outcome means that different results are expected and acceptable for different students on the same task or assignment. For example, the teacher sets an assignment but students may arrive at different results depending on their level of ability and interest.
Learn more about K-12 Curriculum

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What are some methods of differentiation in the classroom?

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Differentiation by task means providing different tasks for students of different abilities. An example of this concept in the classroom is using different worksheets for different students of varying abilities to cover the content of one lesson. An alternative method of differentiation by a task is to use a single worksheet with progressively more challenging questions given to all students in a class.

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Blended learning combines traditional pedagogical methods, such as face-to-face lecture, with Web-based content and instruction, often within a supervised, brick-and-mortar classroom. In blended learning, students are given a certain level of control over the time, place, pace, or path of online instruction. This may mean that students are able to skip forward, rewind or pause online content, choose the time of day at which they learn or even the place in which they learn - whether it's in a coffee house, library or classroom. In part though, blended learning requires face-to-face classroom practices with an instructor present.

Countless types of digital or Web-based media can be used to facilitate blended learning, such as video-recorded lectures, webinars, podcasts, chat rooms and email. Even social media such as YouTube, Facebook and Twitter can be integrated into a blended learning model.

Because blended learning is a highly context dependent strategy, no universal definition of it exists. The strategy may also be described as personalized learning, e-learning, hybrid learning or integrated learning.

Why "blend" your classroom?

Students take on more responsibility for their academic success. The use of Web-based materials and independent work time in a blended learning program challenges students to regulate work flow, manage deadlines or attain academic goals without the constant oversight of an instructor. Blended learning naturally requires a certain level of self-governance, which can translate well across other subjects. This feeling of academic ownership can increase student confidence and overall success.

Instant access to student data. Most blended learning programs incorporate software that automatically collects and analyzes student data, such as test scores, log-in times or assignment progress - thus giving teachers, students or parents instant access to highly detailed and accurate information. Such transparency can improve work efficiency and communication in and outside of the classroom.

Learning is personalized. In a blended learning model, students can typically work through online content at their own time, pace and place. This allows students to truly understand (and not just quickly cover) material before moving on. Such flexibility prevents students who may need extra time to grasp new concepts from getting left behind. On the other hand, gifted students, or students with special interests, can use the Web-based media or educational technology available to advance their skills, explore new topics and exceed curriculum restrictions. Plus, the ability to instantly gather and analyze students' academic progress via software allows instructors to tailor assignments or teaching methods to each student.

Learning is flexible. Because certain content is posted online and available 24/7, it's easy for students and teachers who miss class due to illness, family emergencies, vacations and the like to catch up quickly.

Sources

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Blended learning combines traditional pedagogical methods, such as face-to-face lecture, with Web-based content and instruction, often within a supervised, brick-and-mortar classroom. In blended learning, students are given a certain level of control over the time, place, pace, or path of online instruction.

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Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning.

How much of the face-to-face instruction must be replaced by online coursework? This question will vary greatly by class, discipline, and learning objectives. The Online Learning Consortium (formerly, the Sloan Consortium, a professional organization dedicated to postsecondary online learning) defines blended learning as a course where 30%-70% of the instruction is delivered online. While this is a useful guideline, it may not be sufficient to cover every blended learning configuration.

The EDUCAUSE Learning Initiative (ELI) provides many useful resources related blended learning.

The National Center for Academic Transformation has done a significant amount of work related to course redesign, including the innovative use of technology for blended learning.

The addition of technology to any academic program must be accompanied by fundamental process re-design. This website has been designed to provide an infrastructure for participating faculty and institutions that includes innovative technology, curricular reinvention, participant training, and ongoing assessment support, all of which are necessary for meaningful, sustainable, disruptive transformation.

Courses can be blended in many ways and for many reasons. Refer to other sections of this Toolkit for research, models, and examples.

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Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning. How much of the face-to-face instruction must be replaced by online coursework? This question will vary greatly by class, discipline, and learning objectives.

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Blended Learning: Making it Work in Your Classroom

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Blended Learning: Making it Work in Your Classroom

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P.K. Yonge views blended learning as the combination of digital content and activity with face-to-face content and activity. It looks very different in each class at the school. When a teacher has an activity that works well face-to-face, there isn't any reason to look for a digital replacement. If they can find something digital that is more effective or efficient, then that is implemented.

P.K. Yonge administrators knew it would be a challenge for their teachers, many of whom were averse to learning new technologies, or didn't have the time to think about how to implement it in their classroom. Blended learning requires both the time and a willingness to learn new things. But the benefits of doing the work seem to far outweigh the challenges. Four years later, P.K. Yonge has almost 20 classes that have transitioned into a blended learning model.

Getting started on using the technology or transitioning curriculum can be intimidating for some teachers. Many teachers at P.K. Yonge recommended finding another teacher to buddy up with through the process, and to help support one another.

How It's Done

Planning a Blended Curriculum

In partnership with the University of Florida, P.K. Yonge designed a summer institute that would give teachers the time and resources to think about blended learning. At the institute, teachers had an opportunity to dig into what blended learning was and how to rebuild their course. They also had the support of graduate students from the University of Florida, who helped them to find and build content. In time, teachers learned the tools and technologies on their own. While most schools won't be able to host a summer program to plan and train teachers, the same planning principles can be used in any school.

The institute itself was designed in a blended learning format. Teachers did different kinds of activities, sometimes meeting face to face and sometimes online. This provided the chance to experience blended learning in similar ways as their students.

Target One Grade Level at a Time

P.K. Yonge decided it would make sense to start by systematically targeting one entire grade level, rather than a smattering of teachers and students across the many different grades. They chose the ninth grade as a place to start because it is the start of high school, and they could roll up or down into the other grade levels from there.

Set Goals for Each Class

Interested teachers were asked to fill out a proposal with the ideas they had for transitioning their curriculum. Teachers were asked to think specifically about why they wanted a blended learning environment and what gaps it could address in the classroom.

Some of the needs teachers had were to provide students with differentiated instruction, to find quick and easy ways to do formative assessment, and to give students access to content 24/7.

Teachers were then asked how those gaps could be filled, what units in their curriculum they could possibly see as blended learning units, and to propose a timeline for the project. Finally, teachers were asked to define specific deliverables for their course. All of this helped build the ownership that was necessary for teachers to really want to do this work.

Keep it Face-to-Face or Make it Digital?

One of the key components of blended learning is to identify what is already working well in your classroom, and what might be better suited as digital content. Teachers need to know that by adding digital content, it doesn't mean throwing out all the direct instruction in the classroom. Keep what is working well in a face-to-face mode, and add what could be more effective in a digital format.

Deliverables differed from teacher to teacher depending on the content area. Some teachers overhauled an entire unit of their course, others focused on creating assessments for learning and putting those in place, while others took a more general approach and decided to transition all their handouts into a digital format so they were more accessible.

It is important to start with some deliverables that are manageable, and then keep adding new components over the year, or even next few years.

Plan for Resources and Access

Two crucial things to think about before you start are what kinds of resources your school already has, and what kind of access students will have to the technology necessary for a blended learning course. P.K. Yonge has been committed to providing computers for its students, and has about 800 available on campus. However, while some teachers have 25 computers in their classroom, others only have a few Ipads. The school also extended its library hours, so that students could access it every day before school and until 5:30 pm afterschool.

Resources

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P.K. Yonge views blended learning as the combination of digital content and activity with face-to-face content and activity. It looks very different in each class at the school. When a teacher has an activity that works well face-to-face, there isn't any reason to look for a digital replacement.