During Week 7, we read a chapter on responsive teaching in a mixed-ability class in Redefining Fair by Damien Cooper. Responsive teaching begins by getting to know our students and building positive relationships. By understanding each of their individual needs, teachers can then design lessons and differentiate instructions accordingly. Scaffolding plays an important role in supporting learning. Responsive teachers would constantly monitor the students to adjust the amount of scaffolding needed throughout the learning process. Cooper used an “equalizer" as a metaphor to describe scaffolding. The "equalizer" tool (which was orginally presented by Carol Ann Tomlinson in her work, The Differentiated Classroom) helps teachers adjust the level of complexity of instructional tasks to suit students' differing needs. It treats the tasks and skills as variables that can be adjusted so that students faces an equal level of challenge with respect to a gicen task. "The equalizer also represents each variable as a continuum, enabling teachers to adjust levels to suit students' needs" (Cooper, 2011).
I think the equalizer is a very insightful tool to help us decide on how much scaffolding to provide for students. In my previous experience teaching math to elementary school children, I encountered some students whose math levels were way below their current grade. In my view at the time, I would rather teach those students the math content of the level they are comfortable in, rather than pushing current grade level content at them. I believe that students need to have a basic math foundation to build up step by step to higher levels. Once they improve their problem solving skills with easier content, then hopefully they can transfer their skills to learn harder content. Now that I look back after reading the chapter, my approach was probably narrow-minded. The equalizer in this chapter opened my eyes to look at scaffolding as multiple variables that can be adjusted. There isn’t only one direct method of scaffolding that can be used.
For students learning science, some aspects they may struggle with include: scientific vocabulary/terminologies, math equations, abstract concepts and processes, critical thinking. Taking these into consideration and by understanding individual students, I can decide how to adjust the variables, such as content, presentation of new knowledge, pace, level of direction, etc.
For students who have demonstrated proficiency of the learning goals, I can also adjust the variables to provide more challenges to them. We can extend their learning by increasing the depth and complexity of the content and/or use a research-based approach to learn new knowledge. I think our focus is almost always on coming up with ways to make sure students understand what we teach, so it’s easy to overlook those who already demonstrate proficiency and can work independently. The chapter and the equalizer tool certainly reminds me to keep these students in mind so that they won’t feel bored and unengaged to learn.
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