Simon Says: Differentiate Instruction
Simon Says
Simon says, "Class, take out your math book." Simon says, "Class, turn to page twelve." Simon says, "Class, complete problems one through ten." Simon says, "Class, sharpen your pencil and clear your desk for the unit test in math." In a traditional classroom, the class does what Simon Says whether they are ready or not. There is no flexibility in ability and interest, no modification to the curriculum, no assessments to check readiness, and whole group instruction and learning is a constant. The Simon Says approach to teaching is just not acceptable anymore. Teaching to the norm, to the average, to the grade level standards is not meeting the needs and cultivating the love of learning in the children who cross our threshold day after day, week after week, month after month, year after year! "Over the past 20 years research and practice has concluded that learners come in many varieties. The different types include auditory, visual, and kinesthetic, as well as, left and right hemispheric dominant" (Conyers & Wilson, 2000, p. 5). Also, blend into this, gender differences in learning and the learner 's personality style. With all of the research on the differences in our learners, how can Simon continue to say the same thing to the entire class?
In what follows I will present why it is important to differentiate instruction in the classroom. I will explore what I believe to be the most important aspects of differentiating instruction to meet the needs of all of my learners along with the research that supports my beliefs. Additionally, I will explain the performance activities that I have used in the past and new activities I have implemented that promote learning within
my students in a differentiated setting. Then, looking at the professional standards, I will provide connections to them and the practice of differentiation in the classroom.
No More Simon Says!
A fundamental question is posed. "Why is it important to differentiate
Simon says, "Class, take out your math book." Simon says, "Class, turn to page twelve." Simon says, "Class, complete problems one through ten." Simon says, "Class, sharpen your pencil and clear your desk for the unit test in math." In a traditional classroom, the class does what Simon Says whether they are ready or not. There is no flexibility in ability and interest, no modification to the curriculum, no assessments to check readiness, and whole group instruction and learning is a constant. The Simon Says approach to teaching is just not acceptable anymore. Teaching to the norm, to the average, to the grade level standards is not meeting the needs and cultivating the love of learning in the children who cross our threshold day after day, week after week, month after month, year after year! "Over the past 20 years research and practice has concluded that learners come in many varieties. The different types include auditory, visual, and kinesthetic, as well as, left and right hemispheric dominant" (Conyers & Wilson, 2000, p. 5). Also, blend into this, gender differences in learning and the learner 's personality style. With all of the research on the differences in our learners, how can Simon continue to say the same thing to the entire class?
In what follows I will present why it is important to differentiate instruction in the classroom. I will explore what I believe to be the most important aspects of differentiating instruction to meet the needs of all of my learners along with the research that supports my beliefs. Additionally, I will explain the performance activities that I have used in the past and new activities I have implemented that promote learning within
my students in a differentiated setting. Then, looking at the professional standards, I will provide connections to them and the practice of differentiation in the classroom.
No More Simon Says!
A fundamental question is posed. "Why is it important to differentiate
References: Bransford, J., Brown, A., & Cocking, R., Eds. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Conyers, M. (2000). His Brain/Her Brain: The S.C.I.E.N.C.E. of Relating-Part 2 (videotape). Orlando, FL: BrainSMART Publishing. Conyers, M., & Wilson, D. (2000). Brainsmart, 60 strategies for boosting test scores. Orlando, FL: BrainSMART, Inc. Conyers, M., & Wilson, D. (2001). Introduction to the S.M.A.R.T. model (CD-Rom). Orlando, FL: BrainSMART Publishing. Meier, D. (2000). The accelerated learning handbook: a creative guide to designing and delivering faster, more effective training programs. New York: McGraw-Hill. Soans, C., Ed. (2001). Oxford dictionary of current english (3rd ed.). New York, NY: Oxford University Press, Inc. Sprenger, M. (2003). Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin Press, Inc. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD Publications. Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD Publications. Tomlinson, C., & Eidson, C. (2003). Differentiation in practice: a resource guide for differentiating curriculum. Alexandria, VA: ASCD Publications. Wilson, D., & Conyers, M. (2005). Courageous learners: Unleashing the brainpower of students from at-risk situations. Orlando, FL: BrainSMART Publishing.