Addressing Heterogeneity Addressing Heterogeneity

• Early in American History only the well-to-do (mostly males) Early in American History only the well-to-do (mostly males) were educated.were educated.

• With the need to educate the masses (mid 1800’s), With the need to educate the masses (mid 1800’s), methods for processing large groups of students emerged.methods for processing large groups of students emerged.

• Lock-step curriculum, grade level sequencing, dividing the Lock-step curriculum, grade level sequencing, dividing the day for subjects, whole group pacing, whole group day for subjects, whole group pacing, whole group instruction and teaching to the “average” resulted.instruction and teaching to the “average” resulted.

• This required students to work without close supervision This required students to work without close supervision with little individualization.with little individualization.

Toward The Inclusive Toward The Inclusive ClassroomClassroom• Recognition of significant differences in student Recognition of significant differences in student

abilities and needs (1950’s and 1960’s) led to abilities and needs (1950’s and 1960’s) led to labeling, categorizing, and segregation of special labeling, categorizing, and segregation of special needs students.needs students.

• PL 94-142 (1975) mandated the PL 94-142 (1975) mandated the Least Restrictive Least Restrictive Educational EnvironmentEducational Environment

• Requirement for Requirement for Individualized Educational PlansIndividualized Educational Plans and emerged.and emerged.

• Least Restrictive requirements led to Least Restrictive requirements led to MainstreamingMainstreaming and and InclusionInclusion. .

Mainstreaming and Mainstreaming and InclusionInclusion• MainstreamingMainstreaming: Helping previously excluded : Helping previously excluded

students achieve regular class goalsstudents achieve regular class goals– The focus is on providing additional support to The focus is on providing additional support to

help students manage the standard curriculumhelp students manage the standard curriculum

• InclusionInclusion: Meeting special needs within a : Meeting special needs within a regular class settingregular class setting– The focus is on making classroom The focus is on making classroom

accommodations based on individual needs and accommodations based on individual needs and individualized goalsindividualized goals

Ineffective Ways to Help Ineffective Ways to Help Struggling StudentsStruggling Students

• TrackingTracking

• Special Education Pull-Out ProgramsSpecial Education Pull-Out Programs

• Retention in GradeRetention in Grade

More Effective Ways to Help More Effective Ways to Help Struggling StudentsStruggling Students

– Tutoring rather than retentionTutoring rather than retention

– Classroom teacher’s acceptance of special Classroom teacher’s acceptance of special needs students as a bonafied part of the classneeds students as a bonafied part of the class

– Modification of “regular” instruction to meet Modification of “regular” instruction to meet individual needsindividual needs

– NOTE: 80% of special needs students do better NOTE: 80% of special needs students do better in regular classrooms than in resource in regular classrooms than in resource classrooms.classrooms.

Mastery LearningMastery Learning

• Mastery Learning calls for all students to Mastery Learning calls for all students to master the same objectives.master the same objectives.

• Mastery Learning assumes all students Mastery Learning assumes all students have the ability for success with grade have the ability for success with grade level curriculum level curriculum

• Mastery Learning technique allows Mastery Learning technique allows students to progress at different paces.students to progress at different paces.

Mastery Learning (Cont.)Mastery Learning (Cont.)

• Mastery Learning is marked by cycles of Mastery Learning is marked by cycles of teaching, testing, reteaching and retesting.teaching, testing, reteaching and retesting.

• Intensive tutoring is part of effective Intensive tutoring is part of effective Mastery Learning practice.Mastery Learning practice.

• It is important to focus on the most essential It is important to focus on the most essential learning objectives and major concepts.learning objectives and major concepts.

Differentiated InstructionDifferentiated Instruction

• There is variation in learning goals, learning There is variation in learning goals, learning pace, methods, and materials.pace, methods, and materials.

• What and How the student learns is What and How the student learns is decided, to some degree, by the teacher.decided, to some degree, by the teacher.

• Teachers adjust content, process, products, Teachers adjust content, process, products, and the learning environment.and the learning environment.

• Individualized Instruction is prominent.Individualized Instruction is prominent.

Effective DifferentiationEffective Differentiation

• Special attention is given to slow Special attention is given to slow learnerslearners

• There is a balance of whole class, small There is a balance of whole class, small group, cooperative group, and individual group, cooperative group, and individual learninglearning

• Grades are based partially on effort and Grades are based partially on effort and progressprogress

Effective Differentiation (cont.)Effective Differentiation (cont.)

• Peer tutoring is routinely usedPeer tutoring is routinely used

• Projects and independent work are used to Projects and independent work are used to allow variation in learning pace and processallow variation in learning pace and process

• All students are monitored carefully and All students are monitored carefully and given individual feedbackgiven individual feedback

• All students are held accountable for All students are held accountable for participating in lessons and completing participating in lessons and completing assignmentsassignments

The most important factors contributing to The most important factors contributing to the success of all students in school the success of all students in school (Newman 1992)(Newman 1992)

– A “Culture of Inclusion”A “Culture of Inclusion”

– A welcoming attitude toward all studentsA welcoming attitude toward all students

– Communication of positive expectationsCommunication of positive expectations

– Support for students learning effortsSupport for students learning efforts

Principles OfPrinciples Of DifferentiatingDifferentiating

• As range of ability increases, whole class As range of ability increases, whole class instruction decreasesinstruction decreases

• Assignments are matched to each Assignments are matched to each student’s abilitystudent’s ability

• Materials are written at different ability Materials are written at different ability levels (tiered assignments, example pp. levels (tiered assignments, example pp. 235 -237)235 -237)

Principles of Differentiation Principles of Differentiation (Cont.)(Cont.)• Comparable learning times are scheduled for all ability Comparable learning times are scheduled for all ability

levels levels (everyone finishes at the same time)(everyone finishes at the same time)

• Key concepts are emphasizedKey concepts are emphasized

• Study guides are usedStudy guides are used

• Independent work assignments are made (work cards PP. Independent work assignments are made (work cards PP. 232-234232-234

• Directions are clear enough to allow independent learningDirections are clear enough to allow independent learning

Independent Work and Learning CentersIndependent Work and Learning Centers

• Create times for students to engage Create times for students to engage interesting, creative tasks of their own interesting, creative tasks of their own choosing.choosing.

• Avoid punishing high achievers with more of Avoid punishing high achievers with more of the same work. Provide them with extension the same work. Provide them with extension and enrichment activities.and enrichment activities.

• Encourage slow finishers to take time to Encourage slow finishers to take time to reflect on their work: Use homework, personal reflect on their work: Use homework, personal journals, follow-up books and projects.journals, follow-up books and projects.

Independent Work and Learning Independent Work and Learning Centers (Cont.)Centers (Cont.)

• Allow for spontaneous events to create Allow for spontaneous events to create independent studyindependent study

• Provide learning centers for independent Provide learning centers for independent workwork

• Allow students of different abilities, with Allow students of different abilities, with similar interests, to work in their area of similar interests, to work in their area of interestinterest

SummarySummary• Heterogeneity is a factor in all teaching with the Heterogeneity is a factor in all teaching with the

exception of one-to-one instruction.exception of one-to-one instruction.

• Astute teachers recognize, accept and embrace the Astute teachers recognize, accept and embrace the fact that each student is different.fact that each student is different.

• Effective teachers view the need to plan for different Effective teachers view the need to plan for different abilities and needs as a normal part of teaching.abilities and needs as a normal part of teaching.

• Effective teachers avoid consuming valuable energy Effective teachers avoid consuming valuable energy and emotion complaining about their student needs and emotion complaining about their student needs and abilities.and abilities.

• Effective teachers are willing to change instructional Effective teachers are willing to change instructional strategies when the initial strategy is unsuccessful.strategies when the initial strategy is unsuccessful.

Summary (cont.)Summary (cont.)

• Master teachers love a challenge and are excited Master teachers love a challenge and are excited about the opportunity to work with students’ about the opportunity to work with students’ unique learning needs.unique learning needs.

• Master teachers believe it is their professional Master teachers believe it is their professional responsibility to make every student successful.responsibility to make every student successful.

• Master teachers are relentless in their pursuit of Master teachers are relentless in their pursuit of new ways to meet individual learning needs.new ways to meet individual learning needs.

• Master teachers derive personal and professional Master teachers derive personal and professional gratification from helping the most difficult-to-gratification from helping the most difficult-to-teach student achieve learning goals.teach student achieve learning goals.

Discussion QuestionsDiscussion Questions• Will you treat every child the same in your Will you treat every child the same in your

classroom? Explain your answer.classroom? Explain your answer.

• How can you maintain consistency of How can you maintain consistency of management and classroom practices while management and classroom practices while differentiating based on individual needs?differentiating based on individual needs?

• What role will homework play in your effort What role will homework play in your effort to address different student needs?to address different student needs?

• What will you do to minimize the stigma What will you do to minimize the stigma associated with student who must leave the associated with student who must leave the classroom for specialized instruction?classroom for specialized instruction?

Discussion Questions (cont.)Discussion Questions (cont.)

• How will you meet the needs of the How will you meet the needs of the following students?following students?– Successful, task-oriented studentsSuccessful, task-oriented students– Social, people-oriented student who value Social, people-oriented student who value

friends and interaction more than academicsfriends and interaction more than academics– Dependent students who look to the teacher Dependent students who look to the teacher

for constant support and reinforcementfor constant support and reinforcement– Alienated students who are usually reluctant Alienated students who are usually reluctant

learners – some are disruptive and some are learners – some are disruptive and some are withdrawnwithdrawn

– The Phantom student who fade into the The Phantom student who fade into the classroom, are rarely noticed, shy, quiet and classroom, are rarely noticed, shy, quiet and do not volunteer responsesdo not volunteer responses

Application Activity #1Application Activity #1• Arrange in grade level groups.Arrange in grade level groups.

• Select a subject and content from the curriculum Select a subject and content from the curriculum for your grade.for your grade.

• Develop a leaning center (or centers) focusing on Develop a leaning center (or centers) focusing on the content you have selected. the content you have selected.

– The leaning center should make provisions for students The leaning center should make provisions for students rapid learners, average learners and learners who are rapid learners, average learners and learners who are two grade levels below the grade you are teaching.two grade levels below the grade you are teaching.

– Address the same content – at three different levels Address the same content – at three different levels (tiers)(tiers)

Application Activity #2Application Activity #2• Arrange in grade level groups.Arrange in grade level groups.• Select a subject and content from the Select a subject and content from the

curriculum for your grade.curriculum for your grade.• Plan a lesson containing the following Plan a lesson containing the following

components:components:– A brief whole class introduction/overviewA brief whole class introduction/overview– Division of the class into small groups for guided Division of the class into small groups for guided

and independent practice at different levelsand independent practice at different levels– Unique instruction for students who do not Unique instruction for students who do not

possess the skills necessary for the small group possess the skills necessary for the small group work. For example, students who are : non-work. For example, students who are : non-readers, visually impaired, ADHD, oppositional readers, visually impaired, ADHD, oppositional defiant, quadriplegicdefiant, quadriplegic