student engagement resources
Learning for so long has been seen as a passive act, one which cannot be directly seen, but is inferred to have occurred based on assessments and performance. John Hattie (2012) contends that it is the job of the teacher to make learning visible. The teacher must create an environment where risk-taking is the norm, where there is "some form of tension, some realization of 'not knowing', a commitment to want and understand" (p. 103). Hattie goes on to suggest that for learning to occur in this environment, teachers must provide guidance in this risky undertaking and that the "operative requirement to enhance student learning is for teachers to see this learning through the eyes of the student" (p. 103).
In this section, teachers will find discussion and resources centered on two strategies that enhance student learning through intentional design by the classroom teacher. Specifically, differentiated instruction and backward design will be highlighted.
In this section, teachers will find discussion and resources centered on two strategies that enhance student learning through intentional design by the classroom teacher. Specifically, differentiated instruction and backward design will be highlighted.
Differential instruction
Differential instruction is one strategy that can work to the advantage of teachers and students. However, the myth of the difficulty of this strategy keeps many educators from employing it on a regular basis. For many teachers, differentiation means unique assignments for every student in the room. Far from it, successful differentiation is "an art of teaching . . . [that sees] the commonality in diversity, in having peers work together . . . and understanding that differentiation relates more to the phases of learning . . . rather than merely providing different activities to different groups of students" (Hattie, 2012, p. 109).
The following list of differentiation strategies are helpful for all learners: special eduction, gifted, culturally and linguistically diverse, and mainstream learners. The strategies outlined here are particularly relevant for students in English language arts classes.
The following list of differentiation strategies are helpful for all learners: special eduction, gifted, culturally and linguistically diverse, and mainstream learners. The strategies outlined here are particularly relevant for students in English language arts classes.
Grouping w/o Tracking (Differentiating Levels of Support)
This method of grouping is for when a common text is being taught. The teacher begins by front-loading the text to the entire class. Groups are then formed as to the probability of what students will be able to access the text on their own versus those who can access it with varying levels of support. Teachers can then provide scaffolded materials to assist most groups. Those students who will need the most support are grouped together and then work with the teacher in a guided reading model to access the text. The class is eventually brought back together for whole class wrap up of the text and intended learning outcomes. Jigsaw (Differentiating within a Text) This method of grouping is intended for when a common text is being taught, but there are varying levels of difficulty within that text. Groups are formed to look at specific areas of the text in "home groups". These groups outline the important information from that section of the text to be taught to the next group of students who read different parts of the text. In this model, teachers can design groups based on ability and then provide scaffolded support for each section of the text. When the second group forms, all students will have information to share to the larger group without any stigma being attached to the levels of support received. Literature Circles (Differentiating by Text Level) Literature circles allow for different texts to be read by groups of students based on interest or ability. All groups are responsible for similar activities when reading the text, but the texts themselves can be leveled out according to ability. These homogenous groups can receive differentiated levels of support in materials and teacher support. Conversely, heterogenous groups can be formed based on interest level in the text. These groups also allow for peer interaction and assistance in comprehending the text. Writer's Workshop (Differentiating by Writing Ability) The writer's workshop model is a strategy which lends itself well to differentiation. Students can be grouped a number of ways, by writing ability or heterogeneously. Depending the desired outcomes of the peer review session, teachers can group students in ways that support the content. For some intents, having students work in heterogeneous groups allows for peer review focused on different strengths of various group members. In another scenario, students of similar writing ability are grouped together and provided different peer review protocols aimed at specific writing skills that all group members need support. |
backwards design
The Understanding by Design process asks educators to thoughtfully consider the difference between knowledge and understanding. For years, student knowledge and recall of information were the benchmarks of a good education; however, for many students that knowledge only existed in a finite place, the classroom. They were unable to transfer skills and apply them in new ways beyond that content classroom. As Wiggins and McTighe (2005) said, “Transfer is our great and difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us” (p. 44). Even though the authors recognized this need in the late part of the 1990’s, as education has moved rapidly into the 21st Century, the need for students to develop critical thinking skills transcending the traditional core knowledge is essential as schools prepare students for careers in industries not even in existence yet. By placing an emphasis on transference, the student outcomes in any given course must address true understanding. John Hattie (2012) also noted the importance of backwards design as a critical student engagement resource: "knowing our intentions and what success of a lesson should look like before we start to plan is the essence of such backward thinking" (p. 119).
As a strategy, backwards design encourages teachers to consider the end goal of a unit and tailor the activities for students such that the end goal is always at the forefront of the learning. And notably, this end goal must focus on more than just curriculum to be learned and digested, but instead must place an emphasis on transference, thereby suggesting that the student outcomes in any given course must address true understanding. Assessing for understanding goes far beyond the multiple choice, fact based tests of the 20th Century. As the name implies, Understanding by Design tackles the difficult task of creating units and lessons specifically targeting understanding and transfer.
For teachers wishing to bring the backwards design strategy to their classroom, the following resources will offer guidance and support:
As a strategy, backwards design encourages teachers to consider the end goal of a unit and tailor the activities for students such that the end goal is always at the forefront of the learning. And notably, this end goal must focus on more than just curriculum to be learned and digested, but instead must place an emphasis on transference, thereby suggesting that the student outcomes in any given course must address true understanding. Assessing for understanding goes far beyond the multiple choice, fact based tests of the 20th Century. As the name implies, Understanding by Design tackles the difficult task of creating units and lessons specifically targeting understanding and transfer.
For teachers wishing to bring the backwards design strategy to their classroom, the following resources will offer guidance and support:
The Understanding by Design Lesson Planning Template
Utilizing the UbD Template, this complex task of creating understanding and transfer is broken down for teachers into manageable stages. In the first stage, the designer sets the desired goals, understandings, essential questions, and skills students should have by the end of the unit. In stage two, the emphasis is moved toward the evidence of mastery of the desired outcomes. This stage focuses more on authentic, performance based assessments with real world connections than traditional paper and pencil tests over content. Only after determining outcomes and measures of those outcomes, is it appropriate to begin planning the actual unit activities. Learning activities need to closely tie into the desired unit outcomes in order to avoid the “twin sins of typical instructional design in schools: activity-focused teaching and coverage-focused teaching” (p. 3). Planning engaging lessons meeting the goals of the unit are the heart of UbD process. Finally, teachers must also build in several opportunities to give and receive feedback. The feedback process helps both the students gauge their progress toward the unit goals long before the summative assessment, as well as give teachers vital information to adjust the lessons throughout the unit. The authors of Understanding by Design have graciously offered many of their templates and planning documents for free via their website at Jay McTighe and Associates. |