How To Simplify Differentiation
Facilitators worldwide face the challenge of differentiation. Many are trying to find and to elaborate methods to simplify the process of differentiation while planning and preparing directorial resources and later while applying the differentiated strategies in their classrooms.
Nevertheless, many hidden factors are causing the difficulties to effectively differentiate amongst students. The following seven significant factors are considered the major barriers:
- Teachers are trying to differentiate while teaching in traditional teacher centered classrooms and not facilitating the inquiry and acquisition of knowledge and skills within student centered classrooms.
- Teachers are attempting to differentiate by content, process, product, and environment, but are neglecting the central pillar which is to differente by emotion.
- Teachers are using 19thand 20th century pedagogical and educational approaches (Teacher Centered Classrooms, Book Guided Curricula, Teaching and Not Facilitating, Solely Using Summative Assessment, Memorization Centered Curricula, Siloed Subjects Leading to a Complete Absence of Horizontal and Vertical Integration, Great Man Theory Leadership, Absence of School Mutual Partnership, One Subject Based Projects, etc.) as a foundation while trying to differentiate where differentiation is not even mentioned.
- Teachers are working to establish a 21stcentury facilitating and learning environment while leading and being led by 19th and 20th-century leadership approaches and styles (Great Man Theory Leadership Approach, Autocratic Leadership Approach). Instead, they should be using the 21st-century student-servant leadership infrastructural methodology and collaborative mutual planning tactics where students plan with their facilitators. These collaborative mutual planning sessions help students acquire an essential chunk of knowledge and skills before attending their classrooms without borders.
- Students are not finding the answers to the major five questions that provide the foundation and impetus for their learning:
1. Why do I to acquire this knowledge and these skills?
2. Where can it be used to enhance my life?
3. What are the different facts, skills, concepts, and principles, and related to this knowledge?
4. How can I practically use this knowledge and these skills to improve my life?
5. When do I need to use this knowledge and these skills that I acquired today?
Facilitators must establish a real-life-based learning habitat to ensure that the questions are answered.
- Teachers are trying to differentiate in their classrooms with a non-differentiated overt curriculum that does not incorporate the different and diverse layers of the learning / facilitating environment. To avoid this benchmark of difficulty, they must adopt the multi-layered curriculum that is the role model differentiated curriculum and that will help simplify differentiating.
- Teachers are attempting to differentiate within the four walls of the classrooms. They must adopt the classroom without borders methodology where students spend 75% of their time outside their classrooms investing their creativity and innovation in STREAMS education and One Subject Called Knowledge Approaches.
To overcome these difficulties highlighted above, teachers (facilitators) must follow and adopt the below framework to ensure a simple and effective differentiation strategy. By adopting and implementing this framework, differentiating amongst students is integrated into daily facilitating and no longer is a separate strategy of goal that they need to achieve. The moment facilitators feel that they are differentiating, they will fail and/or they will not be able to overcome the problematic barriers of differentiation.