 |
| image from http://theeducatorsroom.com/ |
Let me start out by saying that over the years I've had a lot of training on learning styles AND differentiated instruction. I've even done quite a bit of PD about differentiated instruction. With that said, I'll also say that the end result of this experience is that I don't rely too much on the learning styles theories. I have taken many of these surveys myself. The end result? It depends... That result is true of most students as well. I think how well we learn really depends on many factors - like;
1. what time of day it is
2. if we are warm/cold, hungry/sated
3. if we are with a group of people who inspire us - or don't
4. if we feel welcome, accepted, valued - or not
5. if we have a reason to care about what we are supposed to be learning about
6. if the task is asking too little, or too much of us
7. if we have short attention spans
8. if we are asked only to be receptive but not to participate
And even when we are offered a variety of modalities to learn with;
1. visual presentations aren't always good
2. written presentations aren't always well-written
3. audio presentations aren't always dynamic
4. hands-on experiences aren't always meaningful or challenging
I believe the best way to differentiate is to put as much of the control for learning into the students' hands as they are able to handle at a given time. I know that right now calling ourselves "facilitators" or "guide on the side" is fashionable - and I definitely agree with this re-framing of our roles. But we also need a clear understanding of what a facilitator really does. As facilitators, the most important thing we need to understand about our students is what they are ready for. After that, we need to tend to the items 1-8 in my first list, as much as we are able, to make sure their learning conditions are as optimal as we can make them. And, we need to know about many different types of tools we can show them, that will give them choice and autonomy, hopefully spark some curiosity and creativity, and build independence and confidence. These traits are what we need most to "facilitate", to help our students take control of their own learning.
I think this comes down to a combination of personalizing their learning AND differentiating. Right now these are educational buzzwords with some ambiguity attached to what they mean exactly, but I like this chart created by Barbara Bray and Kathleen McClaskey in their post Personalization vs. Differentiation vs. Individualization. They have explained some of the subtle differences well. I don't necessarily think one is always better than another, and often our own limitations of time and workload may dictate which approach we choose, but as teacher/facilitators, I think we need to be aware of each, and tend to each.
1. talk to them - often - not just about school - be interested in them as people, not just students
2. get to them in the morning - ask how their day is going
3. ask them questions about their learning as they learn - metacognitive conversations are helpful!
4. being a facilitator means being observant - don't just note what they are learning, figure out how they are learning.
As a colleague of mine often says, "Look at your students, not your lesson plans."
