LOSING SIGHT OF THE SHORE. DIFFERENTIATING CURRICULUM AND INSTRUCTION Mary Schmidt School Improvement Consultant Heartland AEA 11 firstname.lastname@example.org. WHAT ARE YOU?. Enthusiast? Explorer? Sightseer? Vacationer? Prisoner?. G.
LOSING SIGHT OF THE SHORE
DIFFERENTIATING CURRICULUM AND INSTRUCTION
School Improvement Consultant
Heartland AEA 11
You cannot discover new oceans
unless you have the courage
to lose sight of the shore.
“…to make unlike; to develop specialized differences in…”
“…shaking up what goes on in the classroom so that the curriculum is a better fit for all.”
“...giving kids stuff their age peers can’t handle and wouldn’t want to.”
“SHOULD all kids do it?
COULD all kids do it?
WOULD all kids want to?”
If the answer to any of these questions is “yes” then it isn’t differentiated.
“…Quality changes rather than quantity, and they must build upon and extend the characteristics (both present and future) that make the children different from other students.”
“…a course of study that is in some manner different from the one to which students in the mainstream are exposed…Differentiation is not enough. To be appropriate, a curriculum for…students must be defensible as well…Defensibility in this context implies that the curriculum is not only different from the norm, but educationally right for…students.”
“Smart children soon learn that what is important in school is one thing--and what is important in life is another, and they live in this schizophrenic existence satisfactorily. Many, however, do not. Everything we learn doesn't have to be relevant. But if some of our school learning isn’t meaningful, we may get turned off enough so that we don’t want to learn anything anywhere. We may simply drop out.”
Schools Without Failure
DISCIPLINE PROBLEMS REFLECT A COLLISION WITH INAPPROPRIATE CURRICULUM.
TWO MOTIVATIONAL STATES INTERFERE WITH LEARNING. ONE IS ANXIETY; THE OTHER IS BOREDOM. ANXIETY OCCURS WHEN TEACHERS EXPECT TOO MUCH, BOREDOM WHEN THEY EXPECT TOO LITTLE.
Flow: the Psychology of Optimal Experience
WHEN WE TEACH THE SAME THING TO ALL KIDS AT THE SAME TIME,
1/3 ALREADY KNOW IT,
1/3 GET IT, AND
1/3 NEVER WILL.
SO 2/3 OF THE KIDS ARE WASTING THEIR TIME.
THE SUREST PATH TO POSITIVE SELF ESTEEM IS TO SUCCEED AT SOMETHING WHICH ONE PERCEIVED WOULD BE DIFFICULT. EACH TIME WE STEAL A STUDENT’S STRUGGLE, WE STEAL THE OPPORTUNITY FOR THEM TO BUILD SELF-CONFIDENCE. THEY MUST LEARN TO DO HARD THINGS TO FEEL GOOD ABOUT THEMSELVES.
NORMAL IS ONLY A SETTING ON THE WASHING MACHINE
THAT STUDENTS DIFFER MAY BE INCONVENIENT, BUT IT IS INESCAPABLE. ADAPTING TO THAT DIVERSITY IS THE INEVITABLE PRICE OF PRODUCTIVITY, HIGH STANDARDS, AND FAIRNESS TO THE STUDENTS.--Theodore Sizer
WHAT CAN BE DIFFERENTIATED?
Managing Flexible Small Groups
Altering the Depth
Adjusting the Breadth
Choice of Resources
MISSION CONTROL (The Teacher)
Whole Group Introduction and
Instruction and Launches
Satellites (small groups) on
…THE DIRECT INTERACTION BETWEEN AT LEAST TWO EQUAL PARTIES WHO VOLUNTARILY ENGAGE IN SHARED DECISION-MAKING AS THEY WORK TOWARD A COMMON GOAL.
A. WORK AS A TEAM
B. PURSUE A COMMON GOAL
C. DISPLAY MUTUAL RESPECT
D. SHARE RESPONSIBILITY AND
E. SUBLIMATE THEIR OWN INTERESTS
YOU’VE EITHER GOT TO SEE THE LIGHT OR FEEL THE HEAT.
REMEMBER THAT NOTHING THAT’S GOOD WORKS BY ITSELF JUST TO PLEASE YOU. YOU’VE GOT TO MAKE THE DAMN THING WORK.--Thomas Edison
Put up in a place where it’s easy to see,
The cryptic admonishment,
When you feel how depressingly slow you climb
It’s well to remember that
THINGS TAKE TIME.
If you want to feel safe and secure, continue to do what you have always done.If you want to grow, go to the cutting edge of our profession.Just know that when you do, there will be a temporary loss of sanity.So know when you don’t quite know what you are doingYou are probably growing!--Madeline Hunter