• We need to remember the teachings of Lev Vygotsky and the gradual release model indicated by the Zone of Proximal Development. Gradual release indicates the handing off of responsibility to the learner where scaffolding is no longer necessary and the learner becomes independent.
• Advances have been made in the study of metacognitive understanding and the way that children process and organize their own learning.
• Children need demonstrations in order to prompt application of a learned skill. (88)
• It is also important to remember that development plays a critical role in the learner and that all learners no matter their chronological age have a maturational age that needs to be considered. That is why diverse learning styles need to be accommodated by differentiated learning strategies

Personal experiences that relate If this is a repeat from another class I apologize, but it is applicable in this scenario. Regarding the statement about commonalities that exist across learners of all ages; I was teaching Pre-K and soldiers at the same time in Europe. The strategies of game playing, role playing, modeling and cooperative learning worked well with my Pre-Kindergarteners as well as my young soldiers. A similarity existed between the soldiers who were in their 20’s and my 4 year olds. Through demonstration and active engagement they learned the intended objectives of the lessons.

In reference to modeling, when I wanted my children to do anything I would first have them try to figure out how to do it, to promote brainstorming and problem solving but then I would model the skills, for instance a write-to, modeling the mechanics of writing anything. It was from that daily write-to model that it became second nature to my kids when we got out their journals. After a time, I didn’t need to help them to think about how to write, they just did it automatically. They became metacognitive in their approach to the writing situation.

Comments about the readingI would be interested in learning other differentiated learning strategies you use or intend to use in your classrooms? I would like to increase my repertoire. What works for you?

How can you extend the virtual classroom? There is an excellent book that has a great deal of information on ZPD in reading instruction. Great diagrams. Teaching Children to Read: Putting the Pieces Together (3rd Edition) (Hardcover) by D. Ray Reutzel,Robert B. Cooter Prentice Hall

Absolutely on target, All of those things are the sum of what make up a child's development. It's the old nature vs nurture theory. Although chronologically they are a particular age, from the maturational aspect a child may be far more or less prepared to meet the challenges of the "norm" of the group. That is why using differentiated learning structures will accommodate those incongrueties. Depending on the case, they can be either advanced or behind their peers,socially, emotionally, and cognitively which impacts the learning arena. They should not be made to compete with a child who comes to the table with far more resources. We fall into the trap sometimes that because they are all 2nd graders then they should all be on the same page. ..well that is a neat theory but unfortunately with human development it is more like chaos theory. I always use the snowflake analogy, no two snow flakes are alike, well neither are two children. Of course the kids in Texas don't get it......because they have never seen snow. : )

Deborah,

I had a differentiated learning course recently for SDUs (Staff Development Units) and I found many interesting concepts. Some I am not so sure about, but many were common sense.....Basically meeting each child where they were. Letting them find their way of learning. Our job was to provide many options.

I find it interesting how even learning centers can be run so differently. Some are not really meeting differentiated learning styles because they are so rigid and precise. Others are so open, the same child does the same thing all the time and does not grow in other areas of their lives. I think we have to use our heads and balance this out. For example, my son would read all the time and never write. Well, bottom line is he needs to be able to write too.

One idea I saw in a differentiated classroom is multiple options within writing centers, but the child must do one. This gives them some freedom of style but they are still learning the basic skill of writing.

Is any of this what you were thinking? I may be way off base as to what you meant.

Kimberly                                                            BACK