http://growandlearn.pbworks.com/w/page/130742346/Table%20of%20Contents
Comparison of Individual Differences Models
Individual Differences “Characteristics” Across Models
Individual Differences Frameworks Focused on Cognitive and Affective^ “Characteristics” ^In Red
Developmental | Popular Single Factor Models | Habits of Mind | “IQ”/Cognitive Tests | Differentiated Instruction/CAST | CARENOTES |
Piaget
Sensory Motor Preoperational Concrete Operational Formal Operational |
GRIT | Persistence | WISC-V | Concrete/Abstract D | Conceptualization |
Growth Mindset | Managing Impulsivity | Verbal
Digit Span Information Similarities Vocabulary Comprehension Arithmetic |
Simple/Complex D | Abstraction | |
Mindfulness | Taking Respnbl Risks | Representation | |||
Agency*/Self-Direction | Finding Humor | Smaller Leaps to Greater Leaps D | Engagement | ||
Vygotsky
Zone of PD Level of analysis Problem solving Organizing info…mental schema Interaction w partners Cultural influences |
Number (Working Memory | ||||
Listening with understanding and
empathy |
Performance
Pix Completion Coding Pic Arrangement Block Design Object Assembly Symbol Search Mazes |
Few Facets to Multi Facets D | Other(s) | ||
Thinking interpedently | More Structured to More Open D | Tentativeness | |||
Personalized Learning
Agency Voice Choice edublogs.org/ 2016/04/05/ learning-frameworks-focused-on-individuals-as-learners-6/
|
Thinking & Communicating with Clarity and Precision
———————— Striving for Accuracy ——————————- Creating, Imagining and Innovating —————————– Responding with wonderment and awe ——————————- Creating, imagining and innovating ——————————- |
Woodcock J-IV
COG Standard Battery Oral Vocabulary Number Series Verbal Attention Letter pattern matching Phonological Matching Story Recall Visualization General Information Concept Formation Number Reversed Concept Formation Number Reversal |
Recruiting Interest C
Sustained Interest and Persistence C ————————— Self-Regulation C Executive Function C
|
The Process of Understanding a Learner’s Strengths and Challenges |
Continuing to Work on Grow and Learn Wiki
I will finish up the first section of the Grow and Learn weekly in a few weeks.
That first section addresses Individual Differences.
The second section will address Development of Language, Literacy and Learning.
Section three will addresses Language Learning, Literacy Learning and Learning How to Learn.
Using “Intelligence” Tests to Describe Individual Differences
Focus on “Intelligence” as an Individual Difference
There are two commonly used tools to look at difference in intelligence: The WISC-R and the Woodcock Johnson Cognitive Test. These tests are (often/sometimes?) used to determine a critical difference between “achievement” and “ability” relative to classroom curricula. These discrepancies may be used to determine eligibility for special education. Here is a link for WISC-V
WISC-5
See http://www.myschoolpsychology.com/test-tools/wisc-5/
Other tools: Administration and Interpretation: Qualification for Use of this Test
https://www.pearsonclinical.com/psychology/qualifications.html
http://images.pearsonclinical.com/images/pdf/wisciv/wisc-iv_clinical_interpretation.pdf
See http://www.myschoolpsychology.com/test-tools/wisc-5/
CAST and Individual Learners
CAST Posting to WtoL
Some Excerpts: http://udlguidelines.cast.org/?utm_medium=web&utm_campagin=none&utm_source=cast-home
“Welcome to the new home for the UDL Guidelines! In this first release of our new site, we’ve updated the look, but the Guidelines themselves, their descriptions, and the research behind the Checkpoints haven’t changed. We’re looking forward to constantly improving this site with more resources, updated research, and to continue evolving the UDL Guidelines as a living, breathing tool for implementing the UDL framework.
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.”
So well designed!
Differentiation vs Individualization
Differentiation vs Individualization by Tomlinson 2017
Classrooms, 3rd Edition by Carol Ann Tomlinson
Direct Quote Excerpts: Chapter 1. What Differentiated Instruction Is—and Isn’t
Kids of the same age aren’t all alike when it comes to learning any more than they are alike in terms of size, hobbies, personality, or food preferences. Kids do have many things in common, because they are human beings and because they are all young people, but they also have important differences. What we share makes us human, but how we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage. In a differentiated classroom, commonalities are acknowledged and built upon, and student differences also become important elements in teaching and learning.
At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. In other words, a differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively……
Differentiated instruction IS proactive
Differentiated instruction IS more qualitative than quantitative. Many teachers incorrectly assume that differentiating instruction means giving some students more work to do, and others less. …
Differentiated instruction IS rooted in assessment. Teachers who understand that teaching and learning approaches must be a good match for students look for every opportunity to know their students better. They see conversations with individuals, classroom discussions, student work, observation, and formal assessment as ways to keep gaining insight into what works for each learner. What they learn becomes a catalyst for crafting instruction in ways that help every student make the most of his or her potential and talents.
Differentiated instruction IS taking multiple approaches to content, process, and product. In all classrooms, teachers deal with at least three curricular elements: (1) content—input, what students learn; (2) process—how students go about making sense of ideas and information; and (3) product—output, or how students demonstrate what they have learned. These elements are dealt with in depth in Chapters 12, 13, and 14.
By differentiating these three elements, teachers offer different approaches to what students learn, how they learn it, and how they demonstrate what they’ve learned. What the different approaches have in common is that they are crafted to encourage all students’ growth with established learning goals and to attend to pacing and other supports necessary to advance the learning of both the class as a whole and individual learners.
Differentiated instruction IS student centered
Differentiated instruction IS a blend of whole-class, group, and individual instruction.
What Differentiated Instruction Is NOT
Differentiated instruction is NOT “individualized instruction.”
Differentiated instruction is NOT chaotic
Differentiated instruction is NOT just another way to provide homogeneous grouping.
******
From another sources–Differentiated Instruction from anotehr source
By Tracey Hall, Ph.D., Senior Research Scientist, NCAC, Figure Page 2 Adapted from Oaksford, L. & Jones, L. 2001 Differentiated Instruction via CAST-19matek
Making Choices about Programs/Approaches to Learning
Personalized Learning categories
Continuum of Choice by Barbara Bray and Kathleen McClaskey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Based on work at bit.ly/continuumchoice
Providing choice can be confusing. If learners are choosing from a set of pre-planned choices from a computer program or a list of options from the teacher, then the teacher is ultimately the one responsible for the learning not the learner. As learners increase responsibility around voice, teachers can also provide a process that builds ownership as learners move toward agency with choice.
Participant
The teacher or a computer program provides a menu of options for learners. These options are choices for learners to learn content through images, videos, text-based resources, audio, hands-on activities, or interactions with peers. These options allow learners to access information, engage with content, and express what they know and understand. The choices offered provide learners opportunities to showcase what they know from writing a paper to creating a performance.
Co-Designer
The teacher provides learning possibilities and then gets out of the way for learners to go on their own journey (via Jackie Gerstein). They invite input from learners to add to options of choices on how they would prefer or need to access information, engage with content, and express what they know. The teacher collaborates with the learner to brainstorm ideas for lesson design, assessment strategies and types of tools and resources to use with activities. Teachers and learners review and collaborate how to give more choice as they learn and demonstrate evidence of learning.
Designer
The learner chooses topics and direction for what they plan to design based on personal interests. They research topics based on questions generated individually or with peers. The learner acquires the skills they need to choose the appropriate tools and resources for developing and creating their design. Learners, individually or with peers, brainstorm and choose ideas using the design thinking process to create change or design new products:
- Empathizeis where they talk to people and reflect on what they see.
- Defineis where learners become aware of needs and how to make changes to meet needs.
- Ideateis where learners brainstorm ideas and questions around changes.
- Prototypecan be a sketch or model that conveys the product or idea for change.
- Testis to determine what works, what doesn’t work and then modifies the prototype.
The learner can be part of a pathways program that guides the design of their learning. They find an advisor or mentor who can guide them as they explore their interests, talents and passions to discover their purpose. They can choose extended learning opportunities such as internships or apprenticeship to take their aspirations to another level.
Advocate
The learner chooses a challenge or problem that they are passionate about. This is where the learner wants to make a difference and perseveres to choose what will be their purpose of learning. When they identify the challenge or problem they then own an authentic voice with a clear purpose for the choices they will make to advocate for what they believe. They employ strategies and build a network of others who want to solve the challenge or problem to advocate for change. The group works strategically to develop an action plan to shape the change. When the learner has the experiences of advocacy working toward something they believe in, they are using the power of democracy and understand their part in the system.
Entrepreneur
The learner self-regulates, adjusts, and determines learning based on what they want to do with their lives. They take their ideas and passion to pursue an idea and possibly to create a business. Even young learners may invent or come up with an idea that improves a product or invent something that has never been done before. This is the driving force that becomes their purpose. They take the lead by driving the design process and advocating for what they believe is an important product or idea. They build a support system as their personal learning network (PLN) that helps guide them on their journey to learn, build, design, create, develop, and promote an idea or product. The learner understands the importance of being connected, branding who they are and pursuing their purpose for learning.
NO program I am aware of is without criticism. Educators must investigate and make choices. I recommend a Google Search to get a complete picture of any Program/Model of Individualized Instruction or Describing Individual Differences.
“Winning at Learning” 2.0
An Earlier Version of “Winning at Learning” provided a brief introduction.
This upcoming version will expand the ideas, provide multiple links, and suggestion classroom and home-based activities. It will offer “mini” workshops.
It will focus on Executive Function Skills and suggest ways to extend those skills to learning to read!