One of the most controversial topics of the current age in education is that of accountability. So much so, in fact, teachers have been accused of teaching to a high-stakes test, often to the detriment of learners, while failing to teach students valuable problem-solving and analytical skills. Nationwide, a debate has been brewing for years over what students should know, the effective teaching practices that ensure that learning, and how that learning is measured. Teachers are expected to differentiate their instruction, but standardize their tests. It is a widely held belief that accountability to a single standardized test is not the most effective way to demonstrate competency (Deubel, 2008). Rather, educational leaders continue to investigate
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Differentiated instruction provides high quality learning experiences that demonstrate understanding and application of classroom standards by all students. When teachers use the results of formative assessments to determine the needs of each learner, and then develop learning experiences to meet those needs, all students are engaged, they meet and exceed the expectations of teachers, classroom time is used more effectively, and frustration is alleviated (McCarthy, 2014). Empowering students to use their intelligence, interests and abilities allows them to confidently and successfully reach their maximum potential in the classroom. While some argue that differentiated instruction takes too much time, expert practitioners have proven that it saves time in the long run, because it ensures that no child is left behind. William Kilpatrick, often called the father of progressive education, argued that deeper learning should enhance and enrich life; it becomes innate and is strengthened by personal experiences that question or challenge values. When learning is accompanied by action, feelings, emotion, and interest, it is deeper and longer lasting, …show more content…
That simple statement has stirred controversy for years in the world of education, but because of the research of Dr. Howard Gardner and his colleagues at Harvard University’s College of Graduate Education, the theory of multiple intelligences has revolutionized education in the present generation (Harvard-Smithsonian, 1999). Despite harsh criticism from many, the theory has provided an educational foundation that is based in experience, practice, and activity with an ultimate goal of understanding and application. Genes and experience determine a child’s intelligence profile, and when educators take the time to get to know children and teach in a way they understand, real learning takes place. The proof is when the learner can appropriately apply prior knowledge in new situations. Gardner suggests that by studying fewer things with more depth with varied instruction, children understand more, which agrees with Common Core State Standards. Not only does practical application encourage creativity, invention, and discovery, it also decreases discipline problems by engaging students in meaningful activities that capture and hold their attention. The teacher must first capture attention using multiple entry points for lessons including stories, art, role play, or models. Then tie in prior knowledge with the use of examples, metaphors or analogies. Finally, allow students to express and demonstrate mastery of the topic in what Gardner calls
Differentiated instruction provides high quality learning experiences that demonstrate understanding and application of classroom standards by all students. When teachers use the results of formative assessments to determine the needs of each learner, and then develop learning experiences to meet those needs, all students are engaged, they meet and exceed the expectations of teachers, classroom time is used more effectively, and frustration is alleviated (McCarthy, 2014). Empowering students to use their intelligence, interests and abilities allows them to confidently and successfully reach their maximum potential in the classroom. While some argue that differentiated instruction takes too much time, expert practitioners have proven that it saves time in the long run, because it ensures that no child is left behind. William Kilpatrick, often called the father of progressive education, argued that deeper learning should enhance and enrich life; it becomes innate and is strengthened by personal experiences that question or challenge values. When learning is accompanied by action, feelings, emotion, and interest, it is deeper and longer lasting, …show more content…
That simple statement has stirred controversy for years in the world of education, but because of the research of Dr. Howard Gardner and his colleagues at Harvard University’s College of Graduate Education, the theory of multiple intelligences has revolutionized education in the present generation (Harvard-Smithsonian, 1999). Despite harsh criticism from many, the theory has provided an educational foundation that is based in experience, practice, and activity with an ultimate goal of understanding and application. Genes and experience determine a child’s intelligence profile, and when educators take the time to get to know children and teach in a way they understand, real learning takes place. The proof is when the learner can appropriately apply prior knowledge in new situations. Gardner suggests that by studying fewer things with more depth with varied instruction, children understand more, which agrees with Common Core State Standards. Not only does practical application encourage creativity, invention, and discovery, it also decreases discipline problems by engaging students in meaningful activities that capture and hold their attention. The teacher must first capture attention using multiple entry points for lessons including stories, art, role play, or models. Then tie in prior knowledge with the use of examples, metaphors or analogies. Finally, allow students to express and demonstrate mastery of the topic in what Gardner calls