Re: [Phys-l] differentiated instruction

["Anthony Lapinski" <Anthony_Lapinski@pds.org>]

This idea has come up only a few times at my (private) school. To me, it
means that students learn in different ways, so the more creative we
teach, the more they can (theoretically) succeed.

lectures
demos
hands-on activities
peer instruction
group work/activities
concept homework
math homework
projects
labs
tests*

Of course, the more you can grade them on their work/efforts, the better.

*Testing is the big issue. Should all students get the same tests in a
course? Does effort/improvement factor into a student's grade? Should
grades be inflated/curved? Extra credit? I have struggled with these
ideas, and have no definite answers. I do feel that the intellectual
climate of the student population is changing, and it is more difficult
for them to concentrate/learn in schools today.


Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu> writes:
> Hello all,
>
> OK, maybe Friday afternoon is not the time to open up this can of worms,
> but...
>
> My district school goals include differentiated instruction.  I have been
> to a couple of workshops but I have some questions that I was wondering
> if anyone here can help me with:
>
> 1.  If I say "I am going to use differentiated instruction in my high
> school physics class,"  what exactly am I planning to do?  I assume that
> it means more than "I am going to teach different ways at different
> times."  I've read that it includes differentiating based on content,
> process and product.  My course has only one official approved
> curriculum.  How do I vary the content and how do I choose who gets what?
> Right now, I use a variety of different teaching methods, but I do not
> "differentiate".  Everyone has to listen to a lecture.  Everyone has to
> play with a simulation.  Everyone has to do an experiment.  Everyone has
> to work on problems to solve.  So, as I said, I am teaching different
> ways, but I suspect (hope?) that differentiating means more.  Then, if I
> differentiate "product", who decides which kids produce which kind of
> evidence of learning?  Won't everyone want the perceived easiest option?
>
> OK, that was my first question.  Next:
>
> 2. Once I know what it is that I am planning on doing, how do I answer if
> I am asked:  "Do you have evidence that shows that this is a good idea?"
>
> Thank you for any ideas or references you may have.  Have a good weekend.
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