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Page 1 THE TEACHER AS A LIGHTBRINGER: ENABLING MEANINGFUL LEARNING THROUGH DIFFERENTIATION AND INDIVIDUALIZATION Edilberto I. Dizon, Ed. D. Professor of.

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Presentation on theme: "Page 1 THE TEACHER AS A LIGHTBRINGER: ENABLING MEANINGFUL LEARNING THROUGH DIFFERENTIATION AND INDIVIDUALIZATION Edilberto I. Dizon, Ed. D. Professor of."— Presentation transcript:

1 Page 1 THE TEACHER AS A LIGHTBRINGER: ENABLING MEANINGFUL LEARNING THROUGH DIFFERENTIATION AND INDIVIDUALIZATION Edilberto I. Dizon, Ed. D. Professor of Special Education University of the Philippines

2 Page 2 The teacher assumes multifaceted roles but…

3 Page 3 Being a LIGHTBRINGER essentially defines who he/she is.

4 Page 4 Being a LIGHTBRINGER is his/her most pivotal role because being such, he/she is tasked to enlighten, to guide,

5 Page 5 to facilitate achievement of positive life goals the child aims to pursue

6 Page 6 As a Lightbringer, the teacher the teacher relates and transacts with, and serves EACH child entrusted to him/her.relates and transacts with, and serves EACH child entrusted to him/her.

7 Page 7 The teacher sheds the amount of light eachsheds the amount of light each child needs in order to learn. child needs in order to learn.

8 Page 8 This is not a common light neither too close to overwhelm/over-excite the child

9 Page 9 nor too far to obliterate the childs vision of his/her future.nor too far to obliterate the childs vision of his/her future.

10 Page 10 As a Lightbringer, the teacher the teacher nurtures each child – providing the right amount of light and sunshine he/she needs.nurtures each child – providing the right amount of light and sunshine he/she needs.

11 Page 11 It is, therefore, expected that the teacher take it upon him/herself to simplify,to simplify, to modify,to modify, to revise,to revise, to adapt,to adapt, to personalize,to personalize,

12 Page 12 to customize learning experiences children need.to customize learning experiences children need.

13 Page 13 It is because we as teachers firmly believe that each child – just like a seed – sprouts;It is because we as teachers firmly believe that each child – just like a seed – sprouts;

14 Page 14 just like a butterfly – metamorphoses;just like a butterfly – metamorphoses;

15 Page 15 and, just like a flower – blooms…and, just like a flower – blooms… at his/her own pace, rate and time! at his/her own pace, rate and time!

16 Page 16 What is Differentiation ? selecting, preparing or designing lessons, activities, teaching and relational strategies, and materials, facilities and equipment that address and are attuned to the childs interests, developmental levels and needs.selecting, preparing or designing lessons, activities, teaching and relational strategies, and materials, facilities and equipment that address and are attuned to the childs interests, developmental levels and needs.

17 Page 17 What is Individualization ? the preparation of a customized enrichment or remediation plan usually for a child with special educational needs.the preparation of a customized enrichment or remediation plan usually for a child with special educational needs.

18 Page 18 Both differentiation and individualization are based on results yielded by diagnostic examinations, observations, interviews, reports and portfolios.Both differentiation and individualization are based on results yielded by diagnostic examinations, observations, interviews, reports and portfolios.

19 Page 19 Guidelines for Teachers in Differentiation and Individualization The teachers ability to differentiate and individualize requires a wide repertoire of personal and professional skills and competencies.

20 Page 20 This is so because differentiating and individualizing require, for example, the ability to shift from one lesson or strategy to another;the ability to shift from one lesson or strategy to another; adapt approaches responsive to the behaviors of a child; and,adapt approaches responsive to the behaviors of a child; and, select activities that tap the childs talent/creativity all the more.select activities that tap the childs talent/creativity all the more.

21 Page 21 The teacher who individualizes and differentiates recognizes and adheres to the fundamental principle of individual differences in the different developmental areas including consideration for his/her socio-cultural background.The teacher who individualizes and differentiates recognizes and adheres to the fundamental principle of individual differences in the different developmental areas including consideration for his/her socio-cultural background.

22 Page 22 The teacher who individualizes and differentiates starts where the child is.The teacher who individualizes and differentiates starts where the child is. Together, he/she and the child move toward the positive growth direction.Together, he/she and the child move toward the positive growth direction.

23 Page 23 The teacher who individualizes and differentiates is flexible, open-minded and receptive, and considers limitations and failures as essential to learning and growing in the profession.The teacher who individualizes and differentiates is flexible, open-minded and receptive, and considers limitations and failures as essential to learning and growing in the profession.

24 Page 24 Such non-rigid stance encourages the child to initiate, to explore, to experiment, and to decide!Such non-rigid stance encourages the child to initiate, to explore, to experiment, and to decide!

25 Page 25 The teacher who individualizes and differentiates believes that academic excellence is not all that there is in learning.The teacher who individualizes and differentiates believes that academic excellence is not all that there is in learning. Other equally important dimensions (e.g., psychomotor, psychosocial, independence training) need to be polished and honed as much.Other equally important dimensions (e.g., psychomotor, psychosocial, independence training) need to be polished and honed as much.

26 Page 26 Differentiation and Individualization in the Different Educational Domains

27 Page 27 A. Interpersonal and therapeutic relationships with learners The provision of unconditional positive regard, empathic understanding and congruence or genuineness is constant – a given in any teacher-pupil relationship. a given in any teacher-pupil relationship.

28 Page 28 What may be differentiated is the expression of such core conditions of helping. What may be differentiated is the expression of such core conditions of helping.

29 Page 29 An example is handling aAn example is handling a behavior concern. For such, there are variations in rewards and behavior modification techniques, and also in imposing punishment – depending which ones are effective to the child. For such, there are variations in rewards and behavior modification techniques, and also in imposing punishment – depending which ones are effective to the child.

30 Page 30 The expression of loving, empathizing and demonstrating genuineness toward the child varies from child to child.The expression of loving, empathizing and demonstrating genuineness toward the child varies from child to child. For one child, such may require much more overt expression, while for another, with much more restraint. For one child, such may require much more overt expression, while for another, with much more restraint.

31 Page 31 Along behavior management/discipline, praise may be sufficient for one child,praise may be sufficient for one child, whereas, a manipulativewhereas, a manipulative (e.g., a toy, a didactic material) may be much more effective to another child, (e.g., a toy, a didactic material) may be much more effective to another child, and still an edible (food) may beand still an edible (food) may be most effective to a third child. most effective to a third child.

32 Page 32 B. Curricular provision This refers to what we teach the child usually prescribed by the institution/Department of Education. This refers to what we teach the child usually prescribed by the institution/Department of Education.

33 Page 33 How then can we differentiate/individualize curricular contents for specific learners/groups of learners? We teachers may tackle the same skills/abilities but we must exercise our leadership by way of reasonably and appropriately relocating, adapting, deferring and reinforcing curricular contents!We teachers may tackle the same skills/abilities but we must exercise our leadership by way of reasonably and appropriately relocating, adapting, deferring and reinforcing curricular contents!

34 Page 34 Deciding on what instructional materials or curricular contents are much more meaningful and helpful to the child makes sense, rather than rigidly forcing the child to tackle a lesson way beyond his/her capabilities!Deciding on what instructional materials or curricular contents are much more meaningful and helpful to the child makes sense, rather than rigidly forcing the child to tackle a lesson way beyond his/her capabilities!

35 Page 35 Organizing the class into small ability/interest groups may be much meaningful than prescribing the class to engage in a common enrichment activity.Organizing the class into small ability/interest groups may be much meaningful than prescribing the class to engage in a common enrichment activity. Such small groups, for example, can tackle their respective enrichment activities attuned to their abilities/interests after teaching, say, Trees bySuch small groups, for example, can tackle their respective enrichment activities attuned to their abilities/interests after teaching, say, Trees by Joyce Kilmer. Joyce Kilmer.

36 Page 36 Creating a song, composing a story presented in pictorial relay, engaging in creative drama, creating advocacy posters, and organizing a support campaign to protect trees are much more meaningful than merely reciting the poem in chorus.Creating a song, composing a story presented in pictorial relay, engaging in creative drama, creating advocacy posters, and organizing a support campaign to protect trees are much more meaningful than merely reciting the poem in chorus.

37 Page 37 The teacher who individualizes subscribes to task analysis – an educational practice of systematizing curricular contents for a child – ensuring mastery of a task/skill before moving on to the next one.The teacher who individualizes subscribes to task analysis – an educational practice of systematizing curricular contents for a child – ensuring mastery of a task/skill before moving on to the next one.

38 Page 38 The flexible, resourceful teacher, therefore creates leeways for enrichment, modification and remediation toward meaningful learning. It is one that the child cherishes and adheres to, uses intelligently as a guide to his/her future, and internalizes viscerally to relate with and serve others!The flexible, resourceful teacher, therefore creates leeways for enrichment, modification and remediation toward meaningful learning. It is one that the child cherishes and adheres to, uses intelligently as a guide to his/her future, and internalizes viscerally to relate with and serve others!

39 Page 39 C. Instructional provision This refers to methodologies (teaching approaches and strategies), the use of appropriate materials, classroom management and discipline, and classroom structuring. This refers to methodologies (teaching approaches and strategies), the use of appropriate materials, classroom management and discipline, and classroom structuring.

40 Page 40 How can differentiation/individualization of instructional components be actualized? Use arts and human kinetics: arts, drama, play, music, dance, and even storytelling as adjunct to learning.Use arts and human kinetics: arts, drama, play, music, dance, and even storytelling as adjunct to learning.

41 Page 41 These provide opportunities for enjoyment, self-expression, socialization, awareness, valuing and decision-making, among others, as they serve as vehicles or springboards to values education. These provide opportunities for enjoyment, self-expression, socialization, awareness, valuing and decision-making, among others, as they serve as vehicles or springboards to values education.

42 Page 42 Provide opportunities forProvide opportunities for choosing co-/extra- choosing co-/extra- curricular activities curricular activities consonant to their consonant to their interests, talents and interests, talents and needs. needs.

43 Page 43 Provide differentiated job sheets which even a parent/guardian will find useful for homeProvide differentiated job sheets which even a parent/guardian will find useful for home intervention/tutorial. intervention/tutorial.

44 Page 44 Provide pullout sessions, whenever possible, for one-on- one intervention.Provide pullout sessions, whenever possible, for one-on- one intervention.

45 Page 45 Adopt study-group and peer- teaching intervention which enables more able classmates to tutor their classmates in need.Adopt study-group and peer- teaching intervention which enables more able classmates to tutor their classmates in need.

46 Page 46 Strengthen your evaluation/assessment program adopting a multi- area/multifactored assessment perspective.Strengthen your evaluation/assessment program adopting a multi- area/multifactored assessment perspective.

47 Page 47 Utilize different data sources to facilitate determining objectively what the child can and cannot do for curricular and instructional differentiation/individualization and also for periodic grading Utilize different data sources to facilitate determining objectively what the child can and cannot do for curricular and instructional differentiation/individualization and also for periodic grading

48 Page 48 Adopt criterion-referenced teaching/measurement especially for those with special educational needs maintstreamed/included in the regular class.Adopt criterion-referenced teaching/measurement especially for those with special educational needs maintstreamed/included in the regular class.

49 Page 49 Here, the child does not compete with his/her peers; rather, he/she fulfills the success criteria set for him/her and aims to surpass his/her own previous achievement. Here, the child does not compete with his/her peers; rather, he/she fulfills the success criteria set for him/her and aims to surpass his/her own previous achievement.

50 Page 50 Prioritize mastery over quantity of skills taught.Prioritize mastery over quantity of skills taught.

51 Page 51 D. Linkages and support services These are collaborations between teachers and stakeholders like family members, tutors, therapists and trainers. These are collaborations between teachers and stakeholders like family members, tutors, therapists and trainers.

52 Page 52 Maximizing learning requires the active participation of support persons so that loopholes and gaps are minimized/corrected and talents/strengths honed/polished further.Maximizing learning requires the active participation of support persons so that loopholes and gaps are minimized/corrected and talents/strengths honed/polished further.

53 Page 53 Consultation and conferences with support persons and home visitations are immensely helpful. School ancillary services (speech therapy, tutorial, occupational therapy, guidance and counseling, etc.) is made possible for individualized or small-group intervention.Consultation and conferences with support persons and home visitations are immensely helpful. School ancillary services (speech therapy, tutorial, occupational therapy, guidance and counseling, etc.) is made possible for individualized or small-group intervention.

54 Page 54 E. Physical plant This refers to the physical structure of a school including its facilities and equipment. This refers to the physical structure of a school including its facilities and equipment.

55 Page 55 A physical plant needs to be well- engineered considering the childs age, level, disability and health condition, and also its location.A physical plant needs to be well- engineered considering the childs age, level, disability and health condition, and also its location.

56 Page 56 We need a school that provides learning centers/corners/cubicles for specific purposes and needed facilities and equipment that can cater to a wide-range of interests, needs and talents.We need a school that provides learning centers/corners/cubicles for specific purposes and needed facilities and equipment that can cater to a wide-range of interests, needs and talents.

57 Page 57 Given all these,Given all these, Lightbringers are Lightbringers are expected to teach with more unwavering dedication expected to teach with more unwavering dedication and commitment. and commitment. Such require upholding the uniqueness of each child, and generating all efforts to make learning much more meaningful. Such require upholding the uniqueness of each child, and generating all efforts to make learning much more meaningful.

58 Page 58 It is only when weIt is only when we have seen a child have seen a child in-and-out; recognized in-and-out; recognized and acknowledged his/her differentness with much understanding and respect; and acknowledged his/her differentness with much understanding and respect;

59 Page 59 and, willed to respond positively to his/her needs, that we can truly and proudly declare… and, willed to respond positively to his/her needs, that we can truly and proudly declare…

60 Page 60 Im a Lightbringer. Ive been Ive been called to serve!. called to serve!. And serve And serve selflessly selflessly we will! we will!

61 Page 61 Dr. Edilberto I. Dizon is a professor of Special Education, U.P. and SPED diagnostician-counselor, ChildFind Therapy Center.


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