Differentiated instruction with Liz Kroeker
Teachers Set the path, but learners, some of them follow the path, and some wander around the path through the forest to get to the end.
Differentiation is done throughout the journey to include all the travelers
Learning style- create different paths to get to the end
Obstacles - in the path, neurological constructs are a Barrier:
Key ones in the article,
Attention controls: FASD add, anxiety etc
Memory- Working memory:
Spatial sequential order: first this then that then that. They don't see cause and effect. They can't tell you what happened or the order it happened in. What happened at recess, the fight? They literally can't tell you what happened. They only know what happen at the end, they can' tell you or remember what happened at the beginning.
Language - ELL or language disorder or disability, autism spectrum, they don't understand what you are saying.
Social cognition: social intelligence, read social cues. Can't pick up facial cues
Used to talk about teaching to the typical child and then accommodate for fringe learners, but NOW we know that most kids are in the woods due to any number of factors, poverty, emotional reasons, sleep deprived etc
Needs to be two years behind grade level (esp by grade 4) then we need to be looking at assessment for IEP
Strategies for Differentiation:
Always try to be ahead of the behaviour. Anticipate in your planning the needs of the students, all the students. "Essential for some, beneficial for all"
Karina Strong is currently a full time Education student at VIU in the Post Bac program. Her undergraduate degree is in Social Work and Small Business Management. She is a professional Circus performer and owner of Vesta Entertainment, a multifaceted entertainment company on Vancouver Island.