Reviewing
the school performance scores that were released a few days ago, led me to
think about how students learn and how schools address the learning diversity
within them. Every student comes into
the school with an individual context, whether family background, country of
origin, language, interest or ability/disability, that impacts learning and
their experience in schools, which could make them “different.” Student engagement, academic achievement and
attendance would increase (and
suspensions would decrease) if schools started to pay attention to how each
student learns and developed plans to address that diversity.
We know one
of the hallmarks of good and effective teachers is that they can differentiate
instruction for the students in their classes.
So why don’t the systems in schools work to improve instruction congruent
with maximizing opportunities for the success of every
learner? Treating all students the same
is always easier and generally less expensive to accommodate than taking into
account all the differences that may exist.
But aren’t all our students worth it?
And don’t all our students deserve it?
Holding schools accountable for learning differences will take time and
resources, but if we are going to create real equity in schools and close the “achievement
gap,” WE MUST.
So what is
it going to take? Three things:
1. Since one of the challenges is developing the
skills and competency to create differentiated classrooms, a primary goal is to
support teachers to create lessons that are not “one-size-fits all” by targeted
professional development. Teachers need
to know various instructional strategies that would increase the likelihood
that all the students learn and then learn how to implement them
effectively. For example, teachers can
learn how to create pre-assessments to elicit information about student prior
knowledge and interest in the topic, or how to effectively create stations in
class.
2. Since
financial resources are always used as an excuse for a lack of progress, a
short-term solution may be to look for outside funding. That funding can be used for technology to
enhance the learning environment. In
“Applicable Teaching Tools,” an article in Education Weekly by Nirvi Shah, the
author describes how tablet applications are being used to assist students with
disabilities learn and build confidence.
This technology doesn’t have to rest only with students with
disabilities, but should also be used to enhance the learning of all students.
3. Collectively
we need to have will and desire to expect and ensure that all students
are learning; and there’s the rub.
Policy changes aren’t enough and no amount of money will matter if those
directly responsible for delivering the service (educators) and those directly
impacted by the service (students and families) don’t work to make it all
happen. We need a focus that includes
not just the students with labels, but every student that walks in to our
school buildings looking to cash in on the promise of education.
Thinking
about learning differences reminded me of one of my favorite Prince songs, Starfish
and Coffee. It begins:
It was 7:45, we were all in line 2 greet
the teacher Miss Kathleen/First was Kevin, then came Lucy, third in line was me
/All of us were ordinary compared 2 Cynthia Rose /She always stood at the back
of the line, a smile beneath her nose/Her favorite number was 20 and every
single day/If U asked her what she had 4 breakfast, this is what she'd
say/Starfish and coffee, maple syrup and jam/ Butterscotch clouds and a
tangerine, a side order of ham…
We’ve all taught “Cynthia Rose” and could identify her
differences. But really, aren’t we all (and
our students) “Cynthia Rose” in some way?
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