Unpacking the Jargon: Differentiation & Individualization

No...no...no...it is so much more!!
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Both individual instruction methods and differentiation all put the learners needs and desires at the forefront of education.  This is where we become the guide on the side, versus the sage on the stage.  Even though we are more on the side when we use individual and differentiated techniques they arguably take more planning time.  The difference between individual techniques and differentiation is that differentiation always has the same rigor and expectations, (unless a student has an IEP) and differentiated selects from a variety of other techniques, and can be more on the spot.  For example, we can differentiate individualized instruction by using supervised study but giving the option for partner or individual option.  We can also do this with problem solving, providing the same problem but allowing for various solutions.  These three concepts of differentiation I think can be used with any form of instruction: readiness, choice and routines. 

Readiness.

The Edugains article we read defines differentiated instruction as: "effective instruction that is responsive to students’ readiness, interests and learning preferences."  Readiness is a concept that I have not explicitly thought of before.  Of course we think of readiness at the beginning of a new unit, but it can change from concept to concept.  We need to make sure students are ready for what is next content wise along with the format the learning will take place in.  

Choice.

Choice is essential for student ownership and interest in the classroom.  In order to give students choices,we have to help them with when and how to choose.  Teaching students about good choices and allowing them to reflect on those choices helps them to continue to make good choices.  Scaffolding smaller choices prepares students to make bigger and appropriate choices.  But it is extremely important that no matter what choice they make (in an assignment or project) they are held to the same expectations. 

Routines.

I used to hate routines, and sometimes I still do, but when it comes to learning a new task, or increasing productivity, routines are essential.  In the classroom these structures and routines take time.  In May I went to visit Pequea Valley and I was extremely impressed by the way all the students participated in lab, it was as if he didn't have to give instructions, students new the rules, format and what to do next.  Mr. Masser simply took notes on participation and behavior and gave students the supplies they needed.  When I asked him about it, he said it takes them time to get to that point, and students have to learn how to interact and participate in lab, these skills is taught heavily at the beginning of the semester.  Because this routine and system was set up, choices and differentiation in the lab procedures could be implemented- students could choose their own recipe and ingredients for a foods lab, but they still had to follow the same lab protocol and were evaluated the same.  



Sources:

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