Differentiated Instruction: Working Wonders

After graduating from college and getting a position teaching art, I approached lesson planning with a one track mind.  What concepts and techniques did I want students to learn and what projects would we use to get there? Almost immediately I realized the art projects I had been assigning were too hard for some and way too easy for others, but I didn’t know there was another option.  How in the world could I give my students different projects to complete and still be fair? 

Three years later I learned about differentiated instruction.  The basic concept of DI is to deeply know your students and their needs and then to teach based on that knowledge. The concept intrigued me, and I was hooked from the start.  DI taught me that always giving all students the same assignment is what is not fair.  To be a great teacher means working to expand each and every student’s talents.  Kids come to you with different interests and different readiness levels. Once I realized that, I was ready to take the next steps in differentiating my instruction.

I am now in my seventh year of teaching art at the high school level and my lesson planning has changed drastically. The changes I have seen in my students’ learning, motivation, and confidence are unbelievable.  Right from the beginning of the year, students know that there will be several different projects happening at the same time.  I tell them that I will meet them at their level and challenge them accordingly.  They know that the main goal is for them to feel successful in their artwork.  Students are working harder than ever.

Along with the change in lessons, the physical environment of my classroom has evolved. We are constantly changing our seating groups, whether they are sitting in their “home base” seats or sitting with their groups based on the project they have been assigned.  In this learning community, that recognizes and respects differences, students are encouraged to share their artwork with peers and ask for feedback from them.

This has been such a positive change that the entire art department at Parkview is embracing the DI teaching philosophy.  We are working together to develop lessons that can be tiered based on student readiness or provide choice based on interest. We are comparing student work and determining what is successful and what areas need changed.  I was proud and excited when I happened upon a veteran art teacher from my department enthusiastically explaining to another teacher how we are collectively implementing DI and how successful it has been. DI is working wonders for our department and for our students. 

Managing by Multiplying

Do you manage your classroom as a multiplier or a diminisher?  In their book Multipliers: How the Best Leaders Make Everyone Smarter Liz Wiseman and Greg McKeown explain how to bring out the best in people by multiplying each person’s intelligence.  A multiplier sees smarts as dynamic, something that can grow and change based on effort, experience and encouragement.  This attitude differs from the diminisher who sees smarts as static, either you have it or you don’t and not very many people have it. 

Diminishers fall into one of five categories, empire builders, tyrants, know-it-alls, decision makers or micro-managers.  Multipliers, on the other hand, are talent magnets, liberators, challengers, debate makers or investors. (1)

How does this research transfer to the classroom setting? Let’s consider elements of just two types of multipliers, the liberator and the challenger.  According to Wiseman and McKeown, being a liberator begins with classroom environment.  “It’s a professional and serious environment, which gets lighter and more fun as the students work harder.”  This duality is the key; the teacher who is a multiplier will provide a safe place for thinking and contributing yet demand a high level of engagement.  “I give you space; you give me back your best work.”  The trick is to generate pressure without generating stress.

Here are two important strategies for accomplishing this trick.  First of all, be consistent.  When a teacher is consistent students know what to expect and will become comfortable with voicing ideas and making mistakes.  Being consistent also creates safety.  This is required if we want students to learn from mistakes.  By distinguishing best work from outcomes, teachers provide a positive pressure rather than unproductive stress.

Secondly, shift the ratio of listening and talking.  Liberators hone the skills of listening, paraphrasing, and probing.  This creates space for students to share what they know and are thinking.

This leads to one of the characteristics of the challenger who asks questions effectively.  “Diminishers give answers.  Good leaders ask questions.  Multipliers ask the really hard questions.”  Wiseman and McKeown dare us to stop answering questions and begin asking them. Ask questions that go beyond what students currently know and require them to research, problem-solve, investigate and grapple with ideas – questions that require them to learn.  Finally, combine these two attributes of a multiplier by creating an environment in which students are encouraged to create the hard questions themselves.  Give equal weight to asking a good question as to answering a teacher’s question.

As the leader in the classroom, a teacher who chooses to be a multiplier must develop a complex set of skills, but the payoff is tremendous.  By liberating and challenging your students they will walk away smarter, more capable, and more likely to become multipliers themselves.

For a summary of Wiseman and McKeown’s research see Harvard Business Review:  http://hbr.org/2010/05/managing-yourself-bringing-out-the-best-in-your-people/ar/1.

M & M's: A Terrific Treat

When it comes to delightful combinations, the makers of M&Ms ™offer a variety of options--chocolate and peanut butter, chocolate and pretzels, chocolate and peanuts, chocolate and chocolate....it seemingly never ends! Each combination is designed to suit the consumer's unique taste.

When it comes to delightful combinations of our M&Ms (Mentors/Mentees), there are certain ingredients that must come together as well. Who better to offer insight than those actively involved in the process? In the words of a building principal, a mentor teacher, and a first year teacher:  

An effective mentor is someone who works to develop a relationship with the mentee so that the mentee feels comfortable discussing the ins and outs of being an educator, who takes time to foster the relationship with the mentee by checking in formally and informally to ensure that his/her needs are being met, and who builds up the mentee. (Principal)

An effective mentor demonstrates active listening, models a positive example, and is adaptable to the needs of their mentee. An effective mentor provides encouragement and support (and is a cheerleader for their mentee when necessary). (Mentor)

My mentor is most effective when she's helping me with the everyday aspects of running my classroom--helping me learn the "hidden rules" and procedures that may not be in writing anywhere but are important that I know. (Mentee) 

Combining the ingredients effectively requires attention to specific details:

When pairing mentors and mentees together, it is important to look at the positions the individuals are currently teaching in.  Additionally, it is critical to consider the personalities of both the mentor and mentee. (Principal)

When pairing mentors and mentees, it is important to consider their teaching and learning styles. There is great benefit to observing and collaborating with those who do things differently. Once paired, mentors and mentees must practice and work toward establishing a safe relationship, where growth can occur in a comfortable environment. (Mentor)

I appreciate the fact that my mentor supports me in developing my own teaching style. (Mentee)

The makers of M & Ms™ know that some combinations just wouldn't be a hit. Tofu M&Ms™ are not likely to be hitting retail shelves in the future, for instance. When creating Mentor/Mentee relationships, there are certain things to avoid as well:

An effective mentor is not an evaluator and should not be demeaning to the mentee. (Principal) 

Mentors should not come across as controlling and/or cause the mentee to feel insufficient or stressed.  (Mentor)

Having a mentor share too much information at one time does not support a new teacher in learning what’s important. (Mentee)

When all the right ingredients come together in the mentor/mentee relationship, there are satisfying results for everyone!