Responsive Pedagogy & Differentiated Instruction
Prior assessment of knowledge will help us to get to know the students and their abilities and developmental stages at the beginning of the unit. Pre-assessment of mental health knowledge and understanding at the beginning of the unit and at the beginning of lessons in the unit will help us plan for differentiated instruction throughout our unit. Differentiated instruction tailors lesson designs that meet the needs of diverse students. Therefore, differentiated instruction can increase student engagement and motivation. When we considered differentiated instruction throughout our unit plan we found many books in the Taylor Family Digital Library and many more books in the Doucette Library on differentiated instruction. One book that stood out to us that intricately links with our unit plan and the UbD (Wiggins & McTighe, 2004) principles that we used to design our unit was Integrating Differentiated Instruction and Understanding by Design by Tomlinson and McTighe (2006), two experts in their respective educational research areas. Tomlinson and McTighe (2006) discuss why it matters to teach responsively and recommend basic approaches to responsive teaching. “Responsive or differentiated teaching means a teacher is as attuned to students’ varied learning needs as to the requirements of a thoughtful and well-articulated curriculum. Responsive teaching suggests a teacher will make modifications in how students get access to important ideas and skills, in ways that student make sense of and demonstrate essential ideas and skills, and in the learning environment – all with an eye to supporting maximum success for each learner” (Tomlinson & McTighe, 2006, p.18). The authors note that positive teacher-student relationships are a segue to student motivation to learn. To increase student trust, buy-in and motivation it is important to find ways to get to know students more intentionally and regularly. “Attending to students’ backgrounds and need builds bridges that connect learners and important content (p.18). Such connections lead to student engagement and increased motivation. We applied these ideas to ensure that all students are included, participate and learn from the lessons.
Basic approaches to differentiated instruction that we incorporated in our unit plan include prior assessment of knowledge, small-group teaching, teaching to the beginner and the advanced end (to provide challenges), pre-planning individual differentiation for identified diverse learners (ELL and FNMI). We also regularly practice informal and formative assessments to monitor student-understanding (Tomlinson and McTighe, 2006). In our unit design we plan to teach in multiple ways by using various instructional strategies that appeal to diverse learners needs. We designed learning opportunities through direct instruction, whole group instruction, small group learning activities, inquiry based projects, peer-to-peer teaching and individual learning tasks. Our activity choices have a wide range of variance which reflect the unique needs of individual learners. We embed formative assessment throughout the lessons and gather triangulated evidence for valid and reliable assessment.
Hallmarks of a differentiated classroom include adapted tasks and learning activities and 1-on-1 individual support from the teacher or a student peer. The classroom should be a learning environment that supports differentiated instruction for all types of learners (Tomlinson, 1999). Responsive pedagogy requires teachers to differentiate instruction for diverse learners, and rethink assessment practices that are inclusive of all learners. In our unit we design and plan instruction specifically for English Language Learners (ELL) and First Nation, Metis and Inuit (FNMI) students:
English Language Learners (ELL)
Our unit plan involved in our interdisciplinary project supports English language learners. In a journal article by Fernando Rodriquez-Valls (2011) he states that “students exposed to interdisciplinary methodologies not only build language as a multidimensional tool but they also increase their academic performance.” Experts tell us students who see their previously developed language skills acknowledged by their teachers and parents are also more likely to feel confident and to take the risks involved in learning in their new school environment. ELL students are able to view English as an addition to their first language, rather than a replacement for it. (Pippin, 2004). Our diverse assessment strategies reflects the fact that ELL students need a variety of ways to demonstrate their understanding. ELL students will be comfortable showing their literacy skills in the final awareness project which will take the form of a digital documentary. In this digital documentary students will also be able to explore the differences between cultural and academic language, both of which will be used. Below are some examples of how ELL supports are designed into our weekly unit plans.
Biology: Translated text ahead of class, prepare visuals - brain model, neuron slides and anatomy diagrams as visual aids to assist oral teaching.
CALM: Translate text ahead of class, pair the student with a buddy, use of visual aids and diagrams.
Social Studies: Use of visuals, diagrams and graphs to illustrate key points, multi-language software on computers, peer-peer support
PE: Assign the student a ‘buddy’ who speaks their language in the class. Have individualised instruction after group instruction. Have both languages in the presentations. Use a language translator for important class discussions.
Music-Use of music notation software will be available in all languages. Peer to peer editing with same language speakers. Music in all languages acceptable for study listening.
FNMI
In the planning and designing of our interdisciplinary unit we developed culturally responsive pedagogical practices by infusing authentic Indigenous ways of knowing into lessons and weekly plans. Teaching authentic Indigenous culture, philosophies and traditions throughout the unit is a way of creating respectful and welcoming learning environments for all students (ACDE, 2010). I believe it is important to instill a “sense of belonging for all learners, Indigenous and non-Indigenous, and that are more accepting, respectful, welcoming and supportive of Indigenous learners” (p.5). An inclusive curriculum helps engage learners in experiencing the Indigenous world. Indigenous students gain more when educators incorporate culture from the students' community and harmonize it with the curriculum (Reyhner, 2015). Reyhner (2015) emphasizes the importance of art, music and physical education, both traditional and modern, in producing well-rounded human beings and helping students establish their identity as twenty-first-century Indigenous peoples” (p.1). Designing holistic and authentic learning opportunities that meet the needs of Indigenous learners is of critical importance to ensure future success for First Nation, Metis and Inuit students.
“Formal education, or schooling, is critically important for its ability to provide the kinds of experiences, knowledge, skills and credentials required for success in contemporary Aboriginal communities and Canadian society” (Schissel & Wotherspoon, 2003, p.2).
UNIVERSAL DESIGN for LEARNING
In designing our interdisciplinary unit our aim was to incorporate multiple ways for students to both understand and comprehend new knowledge in practical ways. The basis of our design is rooted in the UDL framework that specifies that lessons and learning environments need to flexible and open to the widest possible variety of learners within the class (UDL Resource, 2016). The unit design is based on scaffolding key concepts throughout the weeks in order for students to see how the interdisciplinary connections throughout the project are linked to the units guiding question. Knowing that students learn in different ways, this unit plan employs a variety of multi-modal strategies and mediums for students to explore and further inquire into the subject matter. Much like the unit plans ELL strategies and differentiated instruction strategies, our aim for the unit was to include and allow allow all students to both participate and have meaningful learning experiences from this unit. By designing the unit in order for students to have a personal stake in the project, we feel this can help in growing and sustaining student engagement and as well allow for the students to have a personal investment in the success of their groups final project. This type of strategy puts students in control of where they want to take the project and provides multiple options for the students that are still bound by the projects criteria and guiding questions.
TECHNOLOGY
Technology is meaningfully incorporated in all disciplines throughout the unit. Technology is used to enhance student engagement in inquiry/research assignments. Digital mediums are also utilized to increase collaborative creativity and innovation in the students' final project, the digital documentary and awareness campaign. In physical education, students record movement skills with iPads to enable instant feedback to refine gross and fine motor movements. In the biology laboratory, student learning is enhanced by computer simulations of the mammalian brain In social studies and biology, students gain digital research skills, a skill that is vital for the future, by using computers and iPads to collaboratively research information and critical issues. In music, students use contemporary music notation software and compositional software to create music. Throughout the four weeks and intensely in the final week, all students engage with digital recording equipment and digital documentary software in creation of the final project.
Prior assessment of knowledge will help us to get to know the students and their abilities and developmental stages at the beginning of the unit. Pre-assessment of mental health knowledge and understanding at the beginning of the unit and at the beginning of lessons in the unit will help us plan for differentiated instruction throughout our unit. Differentiated instruction tailors lesson designs that meet the needs of diverse students. Therefore, differentiated instruction can increase student engagement and motivation. When we considered differentiated instruction throughout our unit plan we found many books in the Taylor Family Digital Library and many more books in the Doucette Library on differentiated instruction. One book that stood out to us that intricately links with our unit plan and the UbD (Wiggins & McTighe, 2004) principles that we used to design our unit was Integrating Differentiated Instruction and Understanding by Design by Tomlinson and McTighe (2006), two experts in their respective educational research areas. Tomlinson and McTighe (2006) discuss why it matters to teach responsively and recommend basic approaches to responsive teaching. “Responsive or differentiated teaching means a teacher is as attuned to students’ varied learning needs as to the requirements of a thoughtful and well-articulated curriculum. Responsive teaching suggests a teacher will make modifications in how students get access to important ideas and skills, in ways that student make sense of and demonstrate essential ideas and skills, and in the learning environment – all with an eye to supporting maximum success for each learner” (Tomlinson & McTighe, 2006, p.18). The authors note that positive teacher-student relationships are a segue to student motivation to learn. To increase student trust, buy-in and motivation it is important to find ways to get to know students more intentionally and regularly. “Attending to students’ backgrounds and need builds bridges that connect learners and important content (p.18). Such connections lead to student engagement and increased motivation. We applied these ideas to ensure that all students are included, participate and learn from the lessons.
Basic approaches to differentiated instruction that we incorporated in our unit plan include prior assessment of knowledge, small-group teaching, teaching to the beginner and the advanced end (to provide challenges), pre-planning individual differentiation for identified diverse learners (ELL and FNMI). We also regularly practice informal and formative assessments to monitor student-understanding (Tomlinson and McTighe, 2006). In our unit design we plan to teach in multiple ways by using various instructional strategies that appeal to diverse learners needs. We designed learning opportunities through direct instruction, whole group instruction, small group learning activities, inquiry based projects, peer-to-peer teaching and individual learning tasks. Our activity choices have a wide range of variance which reflect the unique needs of individual learners. We embed formative assessment throughout the lessons and gather triangulated evidence for valid and reliable assessment.
Hallmarks of a differentiated classroom include adapted tasks and learning activities and 1-on-1 individual support from the teacher or a student peer. The classroom should be a learning environment that supports differentiated instruction for all types of learners (Tomlinson, 1999). Responsive pedagogy requires teachers to differentiate instruction for diverse learners, and rethink assessment practices that are inclusive of all learners. In our unit we design and plan instruction specifically for English Language Learners (ELL) and First Nation, Metis and Inuit (FNMI) students:
English Language Learners (ELL)
Our unit plan involved in our interdisciplinary project supports English language learners. In a journal article by Fernando Rodriquez-Valls (2011) he states that “students exposed to interdisciplinary methodologies not only build language as a multidimensional tool but they also increase their academic performance.” Experts tell us students who see their previously developed language skills acknowledged by their teachers and parents are also more likely to feel confident and to take the risks involved in learning in their new school environment. ELL students are able to view English as an addition to their first language, rather than a replacement for it. (Pippin, 2004). Our diverse assessment strategies reflects the fact that ELL students need a variety of ways to demonstrate their understanding. ELL students will be comfortable showing their literacy skills in the final awareness project which will take the form of a digital documentary. In this digital documentary students will also be able to explore the differences between cultural and academic language, both of which will be used. Below are some examples of how ELL supports are designed into our weekly unit plans.
Biology: Translated text ahead of class, prepare visuals - brain model, neuron slides and anatomy diagrams as visual aids to assist oral teaching.
CALM: Translate text ahead of class, pair the student with a buddy, use of visual aids and diagrams.
Social Studies: Use of visuals, diagrams and graphs to illustrate key points, multi-language software on computers, peer-peer support
PE: Assign the student a ‘buddy’ who speaks their language in the class. Have individualised instruction after group instruction. Have both languages in the presentations. Use a language translator for important class discussions.
Music-Use of music notation software will be available in all languages. Peer to peer editing with same language speakers. Music in all languages acceptable for study listening.
FNMI
In the planning and designing of our interdisciplinary unit we developed culturally responsive pedagogical practices by infusing authentic Indigenous ways of knowing into lessons and weekly plans. Teaching authentic Indigenous culture, philosophies and traditions throughout the unit is a way of creating respectful and welcoming learning environments for all students (ACDE, 2010). I believe it is important to instill a “sense of belonging for all learners, Indigenous and non-Indigenous, and that are more accepting, respectful, welcoming and supportive of Indigenous learners” (p.5). An inclusive curriculum helps engage learners in experiencing the Indigenous world. Indigenous students gain more when educators incorporate culture from the students' community and harmonize it with the curriculum (Reyhner, 2015). Reyhner (2015) emphasizes the importance of art, music and physical education, both traditional and modern, in producing well-rounded human beings and helping students establish their identity as twenty-first-century Indigenous peoples” (p.1). Designing holistic and authentic learning opportunities that meet the needs of Indigenous learners is of critical importance to ensure future success for First Nation, Metis and Inuit students.
“Formal education, or schooling, is critically important for its ability to provide the kinds of experiences, knowledge, skills and credentials required for success in contemporary Aboriginal communities and Canadian society” (Schissel & Wotherspoon, 2003, p.2).
UNIVERSAL DESIGN for LEARNING
In designing our interdisciplinary unit our aim was to incorporate multiple ways for students to both understand and comprehend new knowledge in practical ways. The basis of our design is rooted in the UDL framework that specifies that lessons and learning environments need to flexible and open to the widest possible variety of learners within the class (UDL Resource, 2016). The unit design is based on scaffolding key concepts throughout the weeks in order for students to see how the interdisciplinary connections throughout the project are linked to the units guiding question. Knowing that students learn in different ways, this unit plan employs a variety of multi-modal strategies and mediums for students to explore and further inquire into the subject matter. Much like the unit plans ELL strategies and differentiated instruction strategies, our aim for the unit was to include and allow allow all students to both participate and have meaningful learning experiences from this unit. By designing the unit in order for students to have a personal stake in the project, we feel this can help in growing and sustaining student engagement and as well allow for the students to have a personal investment in the success of their groups final project. This type of strategy puts students in control of where they want to take the project and provides multiple options for the students that are still bound by the projects criteria and guiding questions.
TECHNOLOGY
Technology is meaningfully incorporated in all disciplines throughout the unit. Technology is used to enhance student engagement in inquiry/research assignments. Digital mediums are also utilized to increase collaborative creativity and innovation in the students' final project, the digital documentary and awareness campaign. In physical education, students record movement skills with iPads to enable instant feedback to refine gross and fine motor movements. In the biology laboratory, student learning is enhanced by computer simulations of the mammalian brain In social studies and biology, students gain digital research skills, a skill that is vital for the future, by using computers and iPads to collaboratively research information and critical issues. In music, students use contemporary music notation software and compositional software to create music. Throughout the four weeks and intensely in the final week, all students engage with digital recording equipment and digital documentary software in creation of the final project.