Today’s guest post is written by frequent Finding Common Ground blogger Lisa Westman. Lisa is an instructional coach specializing in differentiation for Skokie School District 73.5 in suburban Chicago. She taught middle school gifted humanities, ELA, and SS for twelve years before becoming a coach.
Over the weekend, while at a BBQ, I had a conversation with some middle schoolers and their parents about our summer plans. I mentioned the work I will be doing with student-driven differentiation which prompted one of the parents to ask me a question I get asked frequently, “what is student-driven differentiation?”
I replied as I normally do. I stated the traditional definition of differentiation (an approach to teaching in which educators use ongoing assessment to actively plan for students’ differences and adjust instruction so all students can learn). Then, I explained that student driven differentiation calls for the use of one additional, non-negotiable, piece to effectively plan instruction: student voice.
After giving this long-winded answer, one of the middle schoolers sitting at the table said, “Oh, my teacher asks me a lot of questions, but she never listens to any of my answers.”
I respect my students, just ask them!
A few months ago, I read The School Voice Report published by The Quaglia Institute. The report disclosed some very thought-provoking numbers. Most notably, after surveying over 60,000 students and 4,000 teachers, researchers found 99% of teachers surveyed reported they respect their students, while 58% of students surveyed reported feeling respected by their teachers.
Additionally, of those surveyed, 82% of teachers said they actively seek out student opinions and ideas, yet only 47% of students feel teachers are willing to learn from them.
These discrepancies did not surprise me. I often see a disconnect between teachers’ and students’ perceptions of respect and listening. Many teachers will ask students for input and innocently, yet mistakenly, believe that just asking students questions is a clear indicator of the respect they have for them. However, students feel respected when their thoughts and questions are heard and addressed accordingly. So, without action (whether that be a change or a valid explanation of why a change cannot occur) students do not necessarily feel respected.
When differentiating instruction (student-driven or not), teachers are mindful that some students will master content and skills more quickly while some students will struggle to learn the same content and skills. With student-driven differentiation, rather than plan in advance how to address student needs, students’ voices (collective and individual) are sought to craft the plan. Student-driven differentiation lends itself to teacher action which produces the ultimate result: students who feel respected, heard, and who learn.
But... there is always a “but”
In my work with teachers on student-driven differentiation, I regularly encounter concerns about differentiation in general (read more about that here), and with student-driven differentiation, teachers often share two additional concerns: not having enough time (we have so much content to get through, it doesn’t leave time for talking with students) and the number of students they have (I have too many students to talk to all of them on a regular basis).
In Student Voice: The Instrument of Change Russell Quaglia and Michael Corso address these and other perceived barriers to seeking student voice to which they respond with the following statements:
Time sacrificed in the short run to listen to students pays off in the long run in the form of higher engagement (26).
It is impossible to teach well without knowing your students (53).
Back in my day, teachers didn’t talk to students.
In the blogpost, Why Differentiation Misses The Mark for Gifted Students, I ascertain that one of the reasons differentiation can seem unattainable is due to remnants of the factory model of teaching which still exist in today’s classroom. The lack of attention to student voice would be a prime example of one of these remnants. Historically, taking student voice into consideration has not been a component of teaching and learning.
Therefore, using student voice to guide instruction can seem foreign to teachers and they often have fears about adding this element into their practice. When I partner with teachers on student-driven differentiation once we get past worries about time, I frequently hear and address the following matters:
Concern #1: I don’t know what questions to ask students which will help drive my instruction.
Remedy: As educators, we often overthink things. Debating the right questions to ask students would be an example of such overthinking. In short, the answer to any question you ask a student can likely inform instruction. However, I know teachers want more direction than that. So, teachers and I usually work together to create questions related to the four categories of differentiation. For example:
Content: What intrigues you about this concept/topic? Or, (for an apathetic student), why do you find this topic boring?
Process: Is taking notes helping you to understand the material? If so, how do you know? If not, what learning strategy might be more helpful?
Product: In an ideal world where you could show your understanding of this concept/topic in any way, how would you show your understanding?
Learning environment: Are you and your groupmates able to work collaboratively on this task? If so, how do you know? If not, what are your groups’ obstacles?
Concern #2: Students will become entitled if I do whatever they want.
Remedy: Listening to students relay information about their wants and needs does not necessarily mean you do whatever students say. Rather, listening means students’ thoughts are considered. To show such consideration for these thoughts you can follow these steps: ask questions of students, summarize their responses to check for understanding, and then genuinely think about their questions/thoughts in relationship to your expectations. In doing so, you will gain information as to how to differentiate for their needs within the realm of your expectations. For example:
Teacher check-in with student: “It appears that you haven’t made any progress on your PowerPoint.”
Student response: “Can I make an infographic instead of a PowerPoint to present this information?”
Teacher response: “It sounds to be like you would like to present information about (state concept) in an infographic rather than a PowerPoint. Can you tell me how you will (state learning intentions) in an infographic?”
Teacher’s next steps: Continue to converse with the student to determine the best way the student can incorporate the learning intentions into his alternate product suggestion. If along the way it becomes clear that the suggested alternative won’t allow the student to show understanding, converse with the student as to the reasons why; the student will likely have already come to the same conclusion.
Concern #3: I don’t want to blur the lines with my students. I am their teacher, not their friend.
Remedy: We have lots of conversations with people who we aren’t trying to become friends with, why are students any different? Instead of worrying your students will see you as a friend, follow the three tenets of building genuine relationships with students through conversation:
Be Real: ask questions and share appropriate personal anecdotes to find common ground and connect.
Be Consistent: deliver on promises and react to similar situations in the same way regardless of which student is involved.
Be A Listener: seek first to understand your students before you ensure their understanding of you.
What other questions or comments do you have about student-driven differentiation? How has listening to students helped you meet their needs? Feel free to comment below or contact me directly.
Questions about this post? Connect with Lisa on Twitter.
The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.