Research on Differentiated Instruction

tjohn said:


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.

@tjohn, You are all about the teachers. Levels risk limiting individual progress by de facto labelling a student by level.

That's "all I got" ctrzaska, plus the research, of course. Don't want to teach Ulysses, eh?


Translation: "For my kid? Only the best! For your kids? Change has to start somewhere..."


@imonlysleeping:You are indeed "only sleeping."


springgreen2 said:
You are indeed "only sleeping."

Good one.


springgreen2 said:


tjohn said:



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.
@tjohn, You are all about the teachers. Levels risk limiting individual progress by de facto labelling a student by level.
That's "all I got" ctrzaska, plus the research, of course. Don't want to teach Ulysses, eh?

With DI, it is still about the teacher and maybe even more so.




tjohn said:


springgreen2 said:


tjohn said:




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.
@tjohn, You are all about the teachers. Levels risk limiting individual progress by de facto labelling a student by level.
That's "all I got" ctrzaska, plus the research, of course. Don't want to teach Ulysses, eh?
With DI, it is still about the teacher and maybe even more so.

Right, teachers need to want to do it.


springgreen2 said:




tjohn said:


springgreen2 said:


tjohn said:





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.
@tjohn, You are all about the teachers. Levels risk limiting individual progress by de facto labelling a student by level.
That's "all I got" ctrzaska, plus the research, of course. Don't want to teach Ulysses, eh?
With DI, it is still about the teacher and maybe even more so.
Right, teachers need to want to do it.

And they can't have bad days where they reject a good idea put forth by a usually reserved student because they are tired or grumpy or because the last 30 ideas from this students were not workable. DI just isn't the panacea you want us to believe it is.


Not presenting it as a panacea, just one possible way of addressing the achievement gap, among other problems. If I'm strident, it's because of the outright hostility of tone of some of the responders.


Well, the discussion has now become too circular even for me. Until we, as a nation, opt to spend more on education and other social concerns, not much of anything is going to change. Certainly, individuals will benefit from open access to levels, but in aggregate, not much will change.


I prefer "immediate and open access to excellent, individualized, caring, open-minded, concept-centered teaching."


tjohn said:
Well, the discussion has now become too circular even for me. Until we, as a nation, opt to spend more on education and other social concerns, not much of anything is going to change. Certainly, individuals will benefit from open access to levels, but in aggregate, not much will change.

As our President just said, "Show me your budget and I'll show you what you value." (a quote from Biden.)


ctrzaska said:


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.

There are elements of SOM similar to Roxbury and Dorchester. If you don't see that, you don't see your community clearly.


It's sometimes just incredible trying to get a point across.


springgreen2 said:
It's sometimes just incredible trying to get a point across.

Maybe it just isn't as great of a point as you think it is.


imonlysleeping said:


springgreen2 said:
It's sometimes just incredible trying to get a point across.
Maybe it just isn't as great of a point as you think it is.

Or aptly stated.


Roland said:


ctrzaska said:


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.
There are elements of SOM similar to Roxbury and Dorchester. If you don't see that, you don't see your community clearly.

I can find elements of MSO in every municipality in MA, including those two. It's not that hard. That either of those two presents a case for wide comparison to MSO is another story. They do not AFAIK.


Why don't you guys go to your debate? Don't you care who's on your BOE?


The debate is later...of course, it is at the same time as Grade 3-5 Curriculum night, so I'm hoping it will be taped to watch later, like other debates have been.

I care greatly about who is on the BOE.

springgreen2 said:
Why don't you guys go to your debate? Don't you care who's on your BOE?

springgreen2 said:
Why don't you guys go to your debate? Don't you care who's on your BOE?

It doesn't start for another 2 and a half hours. You realize you sound like a petulant child, right?


Well then you have time to.read the research I posted. Or, perhaps you already know all about it.


imonlysleeping said:


springgreen2 said:
Why don't you guys go to your debate? Don't you care who's on your BOE?
It doesn't start for another 2 and a half hours. You realize you sound like a petulant child, right?

Are you going?


Doesn't sound like that's any of your business. I'm not: the WS is on.


Springgreen2=OliveBee=FredProfeta?

This is amazing to watch


Wait, OliveBee is Fred Profeta??? I'd almost think springgreen was Strawberry, but it doesn't quite sound like his brand of pointless antagonism.


ArchBroad said:
Springgreen2=OliveBee=FredProfeta?
This is amazing to watch

What? Other progressives on MOL, therefore all the same? Sorry. I am not they. Confusing me with Fred Proféta? Flattering, indeed!


ArchBroad said:
Not that I know of.

Well just curious. Who do you think I am?


imonlysleeping said:
Wait, OliveBee is Fred Profeta??? I'd almost think springgreen was Strawberry, but it doesn't quite sound like his brand of pointless antagonism.

Strawberry?? He NEVER would have advocated DI!


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