ERIC Number: EJ840461
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1040-1350
EISSN: N/A
Goldilocks/Baby Bear Approach to Differentiation
Oliver, Cindy Lovell
Understanding Our Gifted, v19 n2 p3-6 Win 2007
The teacher's of America's one-room schoolhouses long ago mastered the concept of differentiation. Small class sizes were the norm, including children of all ages. Older, or more advanced students, helped others understand their lessons. Students move on to more difficult work as they were ready. Skipping grades was not uncommon. As the population of American students burgeoned in the last century, differentiation was replaced with a one-size-fits-all approach to teaching. In the past decade, gifted education researchers have poised themselves at the forefront of a differentiation renaissance and presented overwhelming evidence that supports the effectiveness of differentiation, suggesting teacher-friendly approaches toward implementation. As teachers began to let go of their old misconceptions regarding the needs of gifted students ("more" work is better), they tentatively embraced the tenets of differentiation ("different" work is better). It's something of a Goldilocks/Baby Bear approach to teaching: not too hard, not too easy, but "just" right. What do these "new" differentiation approaches look like? One of the students' favorite approaches addresses how accelerated learners fill their time once they have completed assignments. Instead of being asked to help someone else catch up or being given busywork, children are encouraged to take responsibility for themselves and their learning using the Yo-Yo approach. Yo-Yo stands for "You're On Your Own." Teachers post a list of choices. Teacher-designed WebQuests, virtual field trips, and interactive games are some of the many options that stimulate and satisfy every type of learner: auditory, visual, and kinesthetic. When teachers differentiate, learning becomes personal, meaningful, and relevant. It is smart, it is effective, and it is equitable. Differentiation allows teachers to meet students where they stand. Fortunately, differentiation is no longer simply an educational buzzword. And it is no longer found exclusively in gifted programs. As classroom teachers discover the power to engage their students, more teachers recognize differentiation as a viable option to energize teaching and learning.
Descriptors: Field Trips, Assignments, Academically Gifted, Teachers, Misconceptions, Teaching Methods
Open Space Communications LLC. P.O. Box 18268, Boulder, CO 80308. Tel: 303-444-7020; Tel: 800-494-6178; Fax 303-545-6505; Web site: http://www.our-gifted.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A