Addressing Heterogeneity

1. Addressing Heterogeneity • Early in American History only the well-to-do (mostly males) were educated. • With the need to educate the masses (mid 1800’s), methods for processing large groups of students emerged. • Lock-step curriculum, grade level sequencing, dividing the day for subjects, whole group pacing, whole group instruction and teaching to the “average” resulted. • This required students to work without close supervision with little individualization.

2. Toward The Inclusive Classroom • Recognition of significant differences in student abilities and needs (1950’s and 1960’s) led to labeling, categorizing, and segregation of special needs students. • PL 94-142 (1975) mandated the Least Restrictive Educational Environment • Requirement for Individualized Educational Plans and emerged. • Least Restrictive requirements led to Mainstreaming and Inclusion.

3. Mainstreaming and Inclusion • Mainstreaming: Helping previously excluded students achieve regular class goals • The focus is on providing additional support to help students manage the standard curriculum • Inclusion: Meeting special needs within a regular class setting • The focus is on making classroom accommodations based on individual needs and individualized goals

4. Ineffective Ways to Help Struggling Students • Tracking • Special Education Pull-Out Programs • Retention in Grade

5. More Effective Ways to Help Struggling Students • Tutoring rather than retention • Classroom teacher’s acceptance of special needs students as a bonafied part of the class • Modification of “regular” instruction to meet individual needs • NOTE: 80% of special needs students do better in regular classrooms than in resource classrooms.

6. Mastery Learning • Mastery Learning calls for all students to master the same objectives. • Mastery Learning assumes all students have the ability for success with grade level curriculum • Mastery Learning technique allows students to progress at different paces.

7. Mastery Learning (Cont.) • Mastery Learning is marked by cycles of teaching, testing, reteaching and retesting. • Intensive tutoring is part of effective Mastery Learning practice. • It is important to focus on the most essential learning objectives and major concepts.

8. Differentiated Instruction • There is variation in learning goals, learning pace, methods, and materials. • What and How the student learns is decided, to some degree, by the teacher. • Teachers adjust content, process, products, and the learning environment. • Individualized Instruction is prominent.

9. Effective Differentiation • Special attention is given to slow learners • There is a balance of whole class, small group, cooperative group, and individual learning • Grades are based partially on effort and progress

10. Effective Differentiation (cont.) • Peer tutoring is routinely used • Projects and independent work are used to allow variation in learning pace and process • All students are monitored carefully and given individual feedback • All students are held accountable for participating in lessons and completing assignments

11. The most important factors contributing to the success of all students in school (Newman 1992) • A “Culture of Inclusion” • A welcoming attitude toward all students • Communication of positive expectations • Support for students learning efforts

12. Principles OfDifferentiating • As range of ability increases, whole class instruction decreases • Assignments are matched to each student’s ability • Materials are written at different ability levels (tiered assignments, example pp. 235 -237)

13. Principles of Differentiation (Cont.) • Comparable learning times are scheduled for all ability levels (everyone finishes at the same time) • Key concepts are emphasized • Study guides are used • Independent work assignments are made (work cards PP. 232-234 • Directions are clear enough to allow independent learning

14. Independent Work and Learning Centers • Create times for students to engage interesting, creative tasks of their own choosing. • Avoid punishing high achievers with more of the same work. Provide them with extension and enrichment activities. • Encourage slow finishers to take time to reflect on their work: Use homework, personal journals, follow-up books and projects.

15. Independent Work and Learning Centers (Cont.) • Allow for spontaneous events to create independent study • Provide learning centers for independent work • Allow students of different abilities, with similar interests, to work in their area of interest

16. Summary • Heterogeneity is a factor in all teaching with the exception of one-to-one instruction. • Astute teachers recognize, accept and embrace the fact that each student is different. • Effective teachers view the need to plan for different abilities and needs as a normal part of teaching. • Effective teachers avoid consuming valuable energy and emotion complaining about their student needs and abilities. • Effective teachers are willing to change instructional strategies when the initial strategy is unsuccessful.

17. Summary (cont.) • Master teachers love a challenge and are excited about the opportunity to work with students’ unique learning needs. • Master teachers believe it is their professional responsibility to make every student successful. • Master teachers are relentless in their pursuit of new ways to meet individual learning needs. • Master teachers derive personal and professional gratification from helping the most difficult-to-teach student achieve learning goals.

18. Discussion Questions • Will you treat every child the same in your classroom? Explain your answer. • How can you maintain consistency of management and classroom practices while differentiating based on individual needs? • What role will homework play in your effort to address different student needs? • What will you do to minimize the stigma associated with student who must leave the classroom for specialized instruction?

19. Discussion Questions (cont.) • How will you meet the needs of the following students? • Successful, task-oriented students • Social, people-oriented student who value friends and interaction more than academics • Dependent students who look to the teacher for constant support and reinforcement • Alienated students who are usually reluctant learners – some are disruptive and some are withdrawn • The Phantom student who fade into the classroom, are rarely noticed, shy, quiet and do not volunteer responses

20. Application Activity #1 • Arrange in grade level groups. • Select a subject and content from the curriculum for your grade. • Develop a leaning center (or centers) focusing on the content you have selected. • The leaning center should make provisions for students rapid learners, average learners and learners who are two grade levels below the grade you are teaching. • Address the same content – at three different levels (tiers)

21. Application Activity #2 • Arrange in grade level groups. • Select a subject and content from the curriculum for your grade. • Plan a lesson containing the following components: • A brief whole class introduction/overview • Division of the class into small groups for guided and independent practice at different levels • Unique instruction for students who do not possess the skills necessary for the small group work. For example, students who are : non-readers, visually impaired, ADHD, oppositional defiant, quadriplegic