An Independent Voice That Advocates For The Classroom Educator Without The Corrupting Politics Tied To Our Union And DOE Leadership.
Friday, December 23, 2011
The Doublespeak Administrators Use When They Tell Teachers To Use "Differentiated Instruction" Methods. In The Classroom.
One of my closest friends was observed the other day by an Administrator and was informally told that while his lesson and presentation in the classroom was satisfactory, he needed to work in "differential instruction" into his classroom lesions. Dumbfounded, my friend spoke to some of the other teachers in his department about how they handled "differential instruction". To his surprise none of the other teachers knew how to work "differential instruction" into their classroom routine.
Some of the teachers think that "differential instruction" was giving easy questions to academically weaker students and more difficult questions to the higher achieving students. Others though that you should have different lessons for each group of learners and a few thought that you put them in groups of four (cooperative learning) with a mixed academic group. Therefore, I looked at some Administrators who have informed teachers on how to use "differentiated instruction" in the classroom. The first example is Here. Another example can be found Here. Finally, I was able to find a good one Here.
What is "differentiated instruction"? Simple, "differentiated instruction" is as described right Here! Furthermore, why should you use "differentiated instruction"? Here is why!
Confusing and the "doublespeak" is quite funny. Unfortunately, the use of "differentiated instruction" is the new slogan for education reformers who believe quality teachers are the only thing that affects student learning. Therefore, if an Administrator asked me to include "differentiated instruction" into my lesson I would ask him to please model an actual lesson in my classroom that includes "differentiated instruction". Of course, I will not hold my breath waiting for that to happen.