Research on Differentiated Instruction

http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx

Here's one. I'll post some more on brain elasticity also.

http://www.nature.com/news/neurodevelopment-unlocking-the-brain-1.10925

Neuroelasticity.

http://differentiationcentral.com/

Carol Tomlinson is a pioneering educator in this area.

I just wanted to answer Jamie's request for literature, not trying to "highjack" or "beat a dead horse."

So, I googled does differentiated instruction work and there certainly are a wide range of view points.

http://brainfitness.co.nz/tag/neuroplasticity/

Neuroplasticity.

@tjohn, I'd probably get a number of responses if I googled "does democracy work?"

springgreen2 said:
http://brainfitness.co.nz/tag/neuroplasticity/
Neuroplasticity.


@tjohn, I'd probably get a number of responses if I googled "does democracy work?"

Yes, you would, and some of the concerns would be valid. And, of course, the importance of the two topics differs by orders of magnitude.

tjohn said:

springgreen2 said:
http://brainfitness.co.nz/tag/neuroplasticity/
Neuroplasticity.


@tjohn, I'd probably get a number of responses if I googled "does democracy work?"

Yes, you would, and some of the concerns would be valid. And, of course, the importance of the two topics differs by orders of magnitude.

Not if you have a child in school whose life chances are being restricted by placement decisions.

springgreen2 said:

tjohn said:

springgreen2 said:
http://brainfitness.co.nz/tag/neuroplasticity/
Neuroplasticity.


@tjohn, I'd probably get a number of responses if I googled "does democracy work?"

Yes, you would, and some of the concerns would be valid. And, of course, the importance of the two topics differs by orders of magnitude.

Not if you have a child in school whose life chances are being restricted by placement decisions.

Oh puh-leeze. Not even in the same universe as, say, growing up poor in a poor school district.

tjohn said:

springgreen2 said:

tjohn said:

springgreen2 said:
http://brainfitness.co.nz/tag/neuroplasticity/
Neuroplasticity.


@tjohn, I'd probably get a number of responses if I googled "does democracy work?"

Yes, you would, and some of the concerns would be valid. And, of course, the importance of the two topics differs by orders of magnitude.

Not if you have a child in school whose life chances are being restricted by placement decisions.

Oh puh-leeze. Not even in the same universe as, say, growing up poor in a poor school district.

Well, if you tell a kid he has to be in vocational ed, or can't handle algebra 2 in ninth grade, you might set him back.

My own son, (now about to earn his Ph.D. In economics) was told in eight grade he shouldn't try Honors Algebra in High school. His older brother said he should try it, despite the pronouncements. He did, aced it, became a math whiz, graduated 11th in.his class, and the rest is history.

Guidance counselors and teachers are wonderful, caring people, but they can't predict everything and anything. If my son had followed their recommendations, he would be sweeping streets today.

So you are in favor of honors classes? I thought the point was to keep kids of different abilities all together in one learning environment.

Well, with open access your son's issue won't be a problem here. So that's good.

imonlysleeping said:
So you are in favor of honors classes? I thought the point was to keep kids of different abilities all together in one learning environment.

Strange dichotomy I wasn't in the mood to explore, but yes, fair point. Sounds like he benefitted quite well from a level.

You all missed the point (on purpose?) If ninth grade had had differentiated instruction, he would have had an excellent teacher who could have provided him with challenging, life-changing curriculum while in the middle of a differentiated classroom.

No levels, or "Honors." (Begs the question, are other classes "dishonors classes?")

Sounds like he had an excellent teacher who provided him with challenging, life-changing curriculum while in the middle of a leveled classroom else, as you say, he'd be sweeping streets by now.

An excellent teacher is an excellent teacher, but more available to students already typecast as "unmotivated" if in a differentiated classroom.

So maybe your son isn't the best example of whatever it is you're trying to prove, then.

I'm trying to say, merely say, differentiated instruction encourages and allows for 'upward mobility" based on changes in academic functioning, motivation, focus, capacity, that happen during a semester, rather than after it, and perhaps for some specific concepts or skills being taught, rather than others.

In my experience, truly excellent teachers are not the norm. In some fantasy world where classes are small, every student is motivated and each teacher is brilliant, I could maybe see DI being effective. In the real world, where lots of students are indifferent or even hostile to learning and where--let's face it--a not insignificant number of teachers are subpar, I just don't see it as being a practical solution for our school district. I also get the feeling that as someone who has no actual stake in this debate, you're a lot more willing to experiment with our kids than you would be with your own, who you have absolutely no problem enjoying the benefits of levels.

With the exception of accusing me of trying to experiment with your kids (??!) you are probably right about your district, but change has to start somewhere. You totally missed my point about my son. "Experts" in his school.had not seen his strengths. You are being obtuse. I have no more to say to you. You're right, you ARE sleeping! He gît into a better class, but he should not have had to.fight for that. Honors material should be available to all.

Thats probably right about many districts outside of enclaves in Minnesota, not just ours.

Never taught in Minnesota. I did teach in Roxbury and Dorchester MA. Found lots of brilliant kids who, were it not for great teachers and schools, would be sweeping streets by now.

Given the number of concerns educators have raised about the actual application of differentiated instruction, I will be on the alert for any BOE candidates who advocate an aggressive move in this direction.

springgreen2 said:
With the exception of accusing me of trying to experiment with your kids (??!) you are probably right about your district, but change has to start somewhere. You totally missed my point about my son. "Experts" in his school.had not seen his strengths. You are being obtuse. I have no more to say to you. You're right, you ARE sleeping!

Yet he was allowed to "level up" so to speak, regardless of the opinion of so-called experts, just like here. And he did well. So either the leveling had something to do with his success, or it did not. In either case, neither is a valid argument against leveling in and of itself. So I'm still unclear why this example has any meaning.

That's where you were days ago, right? No news there, @tjohn!

springgreen2 said:
Never taught in Minnesota. I did teach in Roxbury and Dorchester MA. Found lots of brilliant kids who, were it not for great teachers and schools, would be sweeping streets by now.

We're neither Roxbury or Dorchester. Not by a long shot. Maybe JP. Maybe.

springgreen2 said:
With the exception of accusing me of trying to experiment with your kids (??!) you are probably right about your district, but change has to start somewhere. You totally missed my point about my son. "Experts" in his school.had not seen his strengths. You are being obtuse. I have no more to say to you. You're right, you ARE sleeping! He gît into a better class, but he should not have had to.fight for that. Honors material should be available to all.

Right, and once his talent was properly recognized he ended up in the honors class that you think he always belonged in. Sounds like the problem was with the "experts" in his school, not with the system, which appears to have worked out very well for him.

springgreen2 said:
Never taught in Minnesota. I did teach in Roxbury and Dorchester MA. Found lots of brilliant kids who, we're it not for great teachers and schools, would be sweeping streets by now.

My father was one such student. This was back in the day of lecture, rote and discipline. He had teachers who told him to go to college and due to a serendipitous confluence of geopolitical events, he was able to go to college. But that is about the teachers and not the methodology.

ctrzaska said:

springgreen2 said:
With the exception of accusing me of trying to experiment with your kids (??!) you are probably right about your district, but change has to start somewhere. You totally missed my point about my son. "Experts" in his school.had not seen his strengths. You are being obtuse. I have no more to say to you. You're right, you ARE sleeping!

Yet he was allowed to "level up" so to speak, regardless of the opinion of so-called experts, just like here. And he did well. So either the leveling had something to do with his success, or it did not. In either case, neither is a valid argument against leveling in and of itself. So I'm still unclear why this example has any meaning.

Then stop reading this thread. No one us forcing you to.

So you've got nothing. Ok then.

springgreen2 said:
That's where you were days ago, right? No news there, @tjohn!

Yes, but this discussion got my antennae up.