Adding a New Tool to the Toolbox

http://www.thewestonmercury.co.uk/

Just like Bob the Builder here, every good craftsman is never found without their toolbox on hand and teachers are no different. Over the past three and a half years at Penn State, we have been adding to our teacher toolboxes, one tool at a time. This semester, our toolboxes have seen lots of additions; design and planning, engagement and questioning, assessment, group teaching techniques, and so much more. Our newest tool to be added to the box is individual teaching techniques/ differentiated instruction.

While these two topics overlap in many ways, I would consider them to be two different tools, maybe akin to a Phillips- head vs a flat-head screwdriver. To me, individual teaching techniques allow students to all do the same work individually while differentiated instruction may give more autonomy and choice. Again though, they are very similar and overlap in many ways and I'll share some examples and tips for both.

Individual Teaching Techniques

Individual teaching techniques somewhat speak for themselves, they are a tool used to allow students to work alone. Just as discussed with group teaching techniques, there is a right time and a right way to use individual teaching techniques. Here are some tips and examples to try in the classroom!

• Planning, planning, planning! Be sure to plan well and come prepared!
• Scaffolding is key. Don't throw your students in the deep end if you haven't taught them to swim.
• The task should assess at the same cognitive level the material was taught.
• As students work, individually check in with them to answer questions and keep them on task.
• Techniques include:
• Experiments
• Independent study
• Student notebooks
• Information sheets
• Assignment sheets
• Skill sheets

Of all of these, one that I have always wanted to try is student notebooks. I have seen these used in various workshops and seminars and have found them to be a great tool for tracking student progress!

Differentiated Instruction

http://www.edugains.ca

Differentiated instruction, from my interpretation, is more focused on meeting the student where they are and capitalizing on personal interests. Through understanding the readiness, interests, and learning preferences of each student, differentiated instruction takes individualized teaching to a new level. It is important to note that differentiated instruction can take place in groups, it does not have to be individual work. I found that this graphic from the reading gave a clear picture of the overall principles of differentiated instruction. 

The goal of differentiated instruction is choice. When appropriate, choice can mean the difference between an engaged student and one who is disinterested, a student who feels that they are able to complete the task and one who feels defeated, a student who works diligently and one who becomes frustrated and gives up. Think about it. If the instruction specifically caters to the readiness, interests, and learning preferences of a student they are much more likely to feel prepared and engaged in their work.

Differentiated instruction is definitely a tool that I find to be very useful but I am unsure that I would be able to really make the most of it while student teaching. I feel that for the best differentiated instruction, you really need to know your students well and know the courses well. Any thoughts on how I may be able to try my hand at differentiated instruction in the spring? I'm always open to ideas and insight!

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.

EduGains. (2015). Reach every student through differentiated instruction. Retrieved from
http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf