Chapter 8 Reflection: What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years?
When students are underchallenged, the implications can have a short term and long term effect on the individual. First, in the short term, they can feel that the work is very easy and irrelevant, so they do the work quickly and then resort to disruptive behavior. Over the long run, the underchallenged student will not be motivated because he/she feels the tasks meaningless and learning will be at a minimum. An overchallenged student, when confronted by this situation, will feel frutration due to the fact that he/she cannot do the task at that level. The long term effect will be that of a student frutrated by lack of progress and constantly behind in their learning.
When tasks are underchallenged they get bored, they loose their interest, they 'produce" to get a grade without caring much in following strategies and processes that can lead to a better comprehension, and quite often it leads to disruptive behavior Overchallenging tasks may cause frustration and lack of interest.
When a student feels he/she is under challenged they will become lazy and as time moves on they will stop producing because they will start feeling like they are not smart and that you also think they are not smart. A student just like an adult will adapt and when work that is not challenge they are adapting to doing less or nothing at all. When they become an adult, they will do just enough to get by. Now on the other hand if a study always has over challenging work he/she will become frustrated and give up. They will not like to be challenged and will also get the sense that he/she is not smart because they cannot figure out the assignment. As the years move forward they may not apply to college, because they will feel like they are not college material. In my opinion the outcome will be the same if a student is under/over challenged the student will become frustrated and give up. Therefore, we have lost another student.
The implications for students when tasks consistently under-challenge them is the students will regress due to not being challenged. As the teacher, it is our responsibility to keep these students engaged with activities that match their skills and comprehension. Over challenging students will only frustrate them. We have to give them lessons that will make them feel more comfortable. The product will be more positive when the lessons are aligned with their interest and learning profile. Patreece Perry-Pelt
You can usualy tell the students that have already mastered the material being taught or can do so at a much faster pace than others. These students lack of challenge can negatively impact studeny possibly resulting in these students being under-challenged. This lack of challenge can negatively impact student achievement, motivation and classroom behavior over days and months and years. Those that are no challenged pay attention in class only on a selective basis. They tend to work on material from other classed or read pleasureable material instead of doing that task assigned to them. Some focus on extra-curricular activites. Many simply stop trying. As teachers we must adjust our instruction to adequately challenge students who have already mastered grade level material or whose learning pace is much faster than the norm. Here is where differentiated instructiion comes in. Lessons need to be taught at various levels. Same thing will happen to over challenged students. As teachers we can compact the curriculum so that students who do or do not need repetition can remain or move on once they have masterd a topic. Another idea is having an indiviudual contract for each given student.
SAME AS ABOVE ...FORGOT TO INCLUDE MY NAME!!!! -BLANCA GONZALEZ
You can usualy tell the students that have already mastered the material being taught or can do so at a much faster pace than others. These students lack of challenge can negatively impact studeny possibly resulting in these students being under-challenged. This lack of challenge can negatively impact student achievement, motivation and classroom behavior over days and months and years. Those that are no challenged pay attention in class only on a selective basis. They tend to work on material from other classed or read pleasureable material instead of doing that task assigned to them. Some focus on extra-curricular activites. Many simply stop trying. As teachers we must adjust our instruction to adequately challenge students who have already mastered grade level material or whose learning pace is much faster than the norm. Here is where differentiated instructiion comes in. Lessons need to be taught at various levels. Same thing will happen to over challenged students. As teachers we can compact the curriculum so that students who do or do not need repetition can remain or move on once they have masterd a topic. Another idea is having an indiviudual contract for each given student.
Students work well when a task is clearly defined, however it is essential for tasks to be matched to the readiness level of students in order for students to be engaged. A good measurement and motivational stimulus for engaging students occur when they are moved a bit beyond their comfort zones. Support should be provided to move students from the known to the unknown. When the task is too low for the student there is no motivation. Motivation is the factor that stimulates and drives students to learn. Students that are not motivated become disengaged and lose their connection to the classroom. Once students shut down it is very difficult to bring them back. The appropriate procedure is initiating the appropriate procedure in the beginning to alleviate this problem. Differential task and readiness activities should complement efforts in moving on to planning and monitoring the effectiveness of a curriculum that you have in place, for students. Barbara Harris
over a period of a one week, month, or year a student who is under challenged or over challenge will suffer poorly and decline, losing what little knowledge thats present. The student who is under challenged will probably if not already begin to become a distraction and disruptive. The teacher must definately find ways to interest this student. The under challenged student must recieve this service from the teacher as well. The teacher must be prepared to deliver according to both of these students readiness level. A goal for all learners as mentioned in chapter 8 is independent study, thought and production. The need to develope or assist both students both fall under one of these four stages, skill building, structured independence, shared independence and self guided independence. Karen Smith
When students are given tasks that continuously under-challenge them, they get bored, finish their work quickly, and become disruptive or go to sleep. They lose interest and don’t see the point of attending class. At the same time, when students are provided with over-challenging activities, they get frustrated and feel they are not smart. This is going to make them feel like they can’t succeed; they will give up because they don’t see the point of trying. In both cases, the implications are catastrophic for the academic life of every student. All students should receive instruction that is meaningful to them. Lessons should provide the students with activities that challenge them to learn new things, but not to a level that seems impossible to achieve. Claudia Ocampo
When students are under-challenged, they become bored, and boredom brings frustration. Activities that are rigorous in nature keep their interest, and because they feel challenged, students will most likely use higher level thinking to finish the task at hand. Students who are over-challenged are equally frustrated because they are not equipped with the prerequisites to complete the assignment. Teachers have to first assess students’ basic skills or required knowledge prior to challenging them with more sophisticated tasks. For example, I would not ask my first graders on the first week of school to write a paragraph knowing that I have not taught them sentence structure.
In order not to loose the students one needs to have that constant dialog...also observation to see how they react to work, projects, and assignments. If one is not careful we run the risk of under-challenging them and this can create numerous problems like boredom, behavioral issues or worse the risk of them tuning out completely. However many similar things can result if we over- challenge them as well. So teachers need to start them at a gradual pace and observe, assess and ask questions so we can gage their interests and be ready to slow down or reve up when it is called for. Like many things your audience(students) will be the determining factor and it varies from group to group and period to period. Trial and error are in order to get to the best practices that work for those students. It is never an easy task but the results are amazing.
We know that learning happens best when a learning experience pushes the learner a bit beyond his or her independent level. When a student continues to work on understandings and skills already mastered, little if any new learning takes place. On the other hand, if students are over challenge ahead of students' current point of mastery, frustration results and learning does not Larry Williams
When students are over-challenged, they may try their best to complete these specific assignments over the first few days or even weeks. With time, they can become discouraged which will then lead to frustration because they do not see self-improvement. The years to come can probably produce a lack of motivation in wanting to learn. When students are under-challenged, they may tolerate these assignments for a short period of time. Sooner or later, the student will become bored and like the over-challenged student, they will lose the motivation to want to learn because they assume that it is not as exciting or as challenging as they thought it would be. It truly is important for a teacher to plan properly for each type of individual in his/her classroom.
When students are consistently under-challenged, they get bored and we lose their attention in the classroom possibly leading to disruptive behavior. When we over-challenge them we frustrate them and do the same. Learning is a life-long process. If we don’t challenge and maintain their interest now, we are creating a future of unmotivated slackers. As teachers, we want our students to take the knowledge learned and apply it to real-life. Zina Berman
The implication for students when tasks consistently under-challenge them over a period of days is that the instructor doesn't really know their true achievement level, so they will be confident to do their best to show the instructor that the work is easy for them. Over a period of months, however, students will get bored with consistently under-challenging work and also loose valuable brainpower due to under stimulation. Consistently under-challenging tasks over a period of years will be detrimental to overall advancement of students. There will be a gradual recession of abilities that will eventual be too far gone to remediate.
The implication for students when tasks consistently over-challenge them over a period of days is that students will feel a level of frustration that they may or may not be comfortable with. They may try to work through it, or they may give up. Over a period of months and years, however, students may completely tune out or turn off from trying, thinking that they can't be successful even before attempting the task.
Implications for UNDER-challenged students DAYS- disinterest leading to non-focused behavior and non-productive D.I. WEEKS- students will gradually lose motivation because they will not encounter anything that they are challenged by. Students will not progress to more challenging work, but they will not have had the systematic practice, and by this point will have missed the chance to "jump on the D.I. boat" MONTHS- They will not have advanced nearly enough for high-stakes testing YEARS- will have significant holes in their knowledge, at least whatever meaning they would have constructed during the whole D.I. process
Implications for OVER-challenged students DAYS- misbehavior caused possible by anxiety for not "getting it", or for not even understanding the assignment directions (i.e., independent, multi-step, or open-ended work) WEEKS- Students will dislike learning more and more, especially when content builds upon itself MONTHS- constructing meaning has now become wholly frustrating, because the students are probably aware of how behind they have become because they've not had few, if any, successful learning experiences YEARS- low performance on high stakes assessments
The short-term and long-term implications of an under-challenged student is they become unmotivated to work and bored with the material. Conduct can become an issue and grades begin to decline. The student's full potential is never really tapped into and and their possibilities are limited in the future. The short and long-term implications of an over-challeged student is that they become frustrated, lose motivation to even try, and most importantly their self-confidence declines. This can lead to them just giving up and not even trying. Behavior can also become and issue in the classroom. In the long run they may become depressed and ultimately drop-out of school altogether.
Under challenged students will become bored and lose interest in your class. They may even begin to get bad grades because they fine the work so meaningless that they refuse to do it. Over challenged students might become fustrated and stressed. They may lose their self confidence and develop low self esteem. Susan Castleman
Consistently under-challenged students get bored and lose their attention in the classroom. This can possibly leading to disruptive behavior and lower grades. Whereas over challenged students might become frustrated and stressed. It’s possible for them to lose their self-confidence and develop low self-esteem which may also cause lower grades. Pamela Robinson
We know that students learn best if tasks are a close match for their skills and understanding. When students are not given challenging tasks, they become bored and inattentive, sometimes restless, and may become a behavior concern. Students lose interest in school because their mind is not being stimulated. Providing challenging tasks to students would increase their ability to be more skillful and responsible, and they learn to organize time because the tasks usually take more time. At the same time, if you over-challenge the students, then they will feel frustrated and overwhelmed because the work is beyond their ability. These students end up feeling low self-esteem and unsuccessful, so many times they end up not completing their assignments. With time, both scenarios may result in negative behavior that hinders learning. Maria Santiago-Parreno
When task are either over either or under challenging for students, teachers will be losing students focus in the subject. They will no longer motivate and will show absolute no interest in the class. It is our responsibilities as teacher to keep students motivated. We need to teach them at their level and challenge them when it is appropriate or when they are ready to be challenge. With that say, one important thing strategy that can help us in the classroom is scaffolding. This strategy will help teachers better serve the students and not frustrate them. A successful classroom needs to be a differentiated in order to better serve the students. Differentiate the process, content and product will increase student knowledge and performance in the classroom. As a result, teachers will increase student’s mastery.
Readiness of instructional task requires the students to have some prior knowledge and learning experiences. The knowledge should be a bit beyond the students’ independent level. Matching of instructional task should stimulate curiosity and ignite passion. An instruction, in a readuiness setting allows the students to move, from the known to the unknown. An instructional setting works when goals are clearly understood, and defined. The edge of understanding for students can extend beyond their comfort zones. Too much comfort will cause the students to lose motivation. Once students lose motivation they lose passion. Passion is the force that motivates students and drives their behaviors. The task of redirecting student’s passion is complex; so maintaining motivation is paramount. When instructional task are to low it is difficult to initiate instructions. If the task cannot ignite curiosity or interest it is impossible to initiate a program of instructions. Instructions begin with a process and the process begins with engaging the student with a appropriate task. Carolyn Collins
Chapter 7 describes the importance of transitioning both students and parents into the differentiated classroom. It is important that parents and students have an understanding and level of comfortability of the differentiated instruction objectives and expectations. Chapter 7 provides a variety of strategies to effectively and smoothly engage both students and parents.
Students become bored, inattentive and may have a behavior issue in the classroom when doing an under challenge task. In this case, teachers need to know all students individual levels and create motivational activities for these particular students. When students are over challenged in any given task, they may become frustrated and stressed. These results may lead to low self esteem and low grades.
Chapter 7 Reflection Chapter 7 explains that students, parents, and teachers need to have open communication and should be introduced to the DI setting so they become familiar and feel comfortable. This chapter was beneficial in explaining the different scenarios to implement in your classroom whether primary, secondary, or high school. Communicating with parents of different learners about differentiation is key to develop a positive and clear understanding of differentiated instruction.
Chapter 8 Reflection Students that are consistently under challenged become complacent and loose interest in learning. They need to be consistently challenged on their level or above to become engaged and active learners. On the same token they should not be over challenged because they may become frustrated and disengage in learning. This is why constant differentiation and monitoring of your students learning is key to active and meaningful learning. Differentiation is a great way to reduce the implications on students that both are under challenged or over challenged. Cristina Lopez
Chapter 8 discusses the 3 characteristics or "anchors" to guide student differentiation which are readiness, interest, and learning profile. These 3 components can assist with identifying how to proceed with students whom the teacher may find to be either under challenged or over challenged within the classroom. Students who are over challenged run the risk of shutting down and finding themselves to be academically inadequate, and ultimately don't perform as well as they could. Over a period of time, there self esteem could be effected, and instead of progressing, may end up either flatlining at the end of the year of regressing. Students who are under challenged, run the risk of not reaching their full potential academically and can also give a false sense of high performance, because they are not challenged enough.
Chapter 7 This chapter stresses the importance of preparing the way for successful differentiated instruction in the classroom. Although I have long understood the importance of the parental figure in furthering a student’s educational future, I did not realize the pivotal roles parents and students play in making differentiated instruction effective. In order to better reach parents of advanced learners, the chapter offers some words of advice. “Rebuild[ing] their trust that school is a good fit for their child” is an excellent way to maintain gifted children in the classroom and address the needs of parents and students alike. Whether parents are overly involved and demanding or curiously absent in their child’s education, teachers will find success by adequately arming themselves with tools to tactfully communicate with parents. Chapter 8 What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years Whether students are under-challenged or over-challenged, differentiated instruction, when executed correctly, is supposed to address these pitfalls of education. When students are face with challenges that consistently under-challenge them they are likely to fall behind and lose important brain dendrites. They may become accustomed to things coming easily to them and become mentally lazy, unable to complete a task beyond their usual comfort level. They also may experience frustration upon later being asked to perform a more challenging task. If students are over-challenged, then they are likely to experience intense frustration more frequently and eroding feelings of incompetence. They may develop a negative association with school and their learning processes will consequentially be thwarted.
Once a teacher , like Mrs. Middleton, finishes the "preparation phase", students will be graded on their individual progress ,not in comparison to everyone else. Both ,students and parents(especially parents of advanced students & those who push too hard) must be explained to about how & why this is what's best for their children. When differentiating by readiness;the characteristics of students guide DI.Always pushing the students a bit out of their COMFORT ZONE. In order to design a robust plan we should follow certain materials, activities & products like: Starting from Foundational to Transformational. Concrete to abstract,etc....follow "The Equalizer"... Also Flexible time & groupings. All this is to differentiate Content,Progress & Product. Not doing it "The ONLY WAY"( DI) will result in frustrated, freaked out , burnt out students &/or hyperactive,indisciplined,"sleepy" students. Learning is NOT happening & curiosity....forget about it !!! Guillermo Rodriguez
Differentiation is characterized by readiness,interest,and learning profile. Teachers should push students beyond their comfort zones. Differentiating content, process, and product are focused on at the readiness level. The teacher supports students in working harder to achieve higher levels of competency using important skills and ideas. Chapt. 8
Chapt. 9 Teachers must motivate students in order to activate their educational interests. First the teacher should identify the interests students bring to class with them. Second, the teacher creates new interests in their students. Using interest-based differentiation combined with other types of differentiation enhances our chances of cultivating students interests.
Chapt. 10 Learning-profile factors come in four categories;Learning style, intelligence preference, gender, and culture influence learning profile. Learning style refers to personal or environmental factors. Intelligence preference refers to learning in ways that address intelligence. Culture influence preferences affects how we learn in any group of people. The classroom must be flexible so that students work in ways they find most productive. Gender based learning refers to learning patterns within both genders. All four factors need to be utilized within differentiated instruction in order for harmony to exist in the classroom.
Chap. 7: What I really liked about Chap. 7 was its illustrative scenarios which highlighted different grade level D.I. classrooms. Also,I liked the fact that we need to educate parents on what D.I. is all about and how it impacts our teaching and their children learning capacity. I WILL DEFINITELY PLACE THIS ON MY PREPPING FOR THE NEXT SCHOOL YEAR CHECKLIST!
Chap. 8: This How-to Chapter is great...it compared D.I. to stereo system "buttons"! This Equalizer, Fig. 8.1, on page 47, visually prepped for me the approach to take with my students for this upcoming year. I will definitely use it as a VISUAL REFERENCE, as I survey my upcoming students-(readiness/interests/learning styles). Also, as I modify my D.I...and the troubleshooting tips on pgs. 49-50 will definitely be useful.
In the Differentiated Classroom the teacher closely asses and monitors skills, knowledge levels, and interest. The lesson reflects the teacher's best understanding of what a student needs. the teacher will be glad to have parents come and share information about students. The goal is to help students become more independent.
Chapter 7 In order to make a classroom more academically responsive I think that it is essential for a teacher to make sure students and parents completely understand the Differentiated Instruction that is being used in the classroom. As a teacher I have noticed that students feel more comfortable knowing the structure of what they are going to learn. Making sure parents are aware of what goes on in the classroom is a huge part of how students perform in school. Parents can truly make a difference in the students’ academic success. Students must grow in all the key skills. If a student cannot master a skill he/she needs to continue the practice to completely build success.
Chapter 8 I come across students at time that either find tasks under-challenging or over challenging. It does get challenging to motivate students who finish fast. However, reading this chapter I have been able to understand ways to approach this matter. We need to find the students interest and what they are mainly good at. The complexity level can be monitored by the teacher based on how well the students perform. Sometimes you will find students who like to work in groups to get their work down easier and which it makes it easier for them. In this case the teacher will have the students work independently.
Chapter 7- As a teacher it is important to help the parents develop a clear understanding of what differentiated instruction is and how it benefits their children. We also need to remember that students learn at different paces and we cannot expect them all to be at the same level at the same time, but what is important is that everyone is working on the skills they need.
Chapter 8 - Teachers need to vary their assignments in response to student readiness. The goal is for teachers to provide assignments at or above the proficiency level of the student and guide the student to "work up to their self-selected goal." If a student is given an assignment that is too easy they will get bored, if it is too hard they may become frustrated, therefore it is important to choose an assignment that is just beyond the comfort zone then support them in achieving the next level of competency.
Tony Casas Chapter 7 It's very important to get parents involved by offering them an opportunity to attend "Parent Night" at their children's school. At CP we have a large ESOL population so we invite them to come out and meet with Administrators, Teachers, and Counselors. Teachers can answer questions or concerns, parents might have concerning their children's learning.
Tony Casas Chapter 8 I agree there needs to be a balance on how students learn in a differentiated environment. Students should study independently as well as in groups. It's mentioned in the chapter that by guiding students across the continuum at individually appropriate speeds, the teacher and students are less likely to become frustrated by tasks that require greater independence.
Chapter 8 We know that students learn better if tasks are a close match for their skills and understanding, if task iqnite curiosity in a student,the assignment encourage students to work in a perferred manner.On the hand when the students are unchallallenge the student come frustrated.Teacher should vary instruction to meet the need of every learner in a D.I classroom. By: Alden
Ch. 7 Preparing students and parents for DI is important. It is beneficial if everyone understands the differences between students in the classroom, everyone has different needs and interests. It is key to have everyone on-board so expectations should be clearly stated to all.
Ch. 8 Planning for lessons in a DI classroom needs to consider student readiness, learning styles and interests. Instructors need to keep learning goals in mind and construct ways to teach to help each child reach the goal. Basically, I do, we do, you do is a guideline to use to make sure you give students the support they need when learning a new skill. Authentic reasons for learning give meaning to learning and increase motivation for students. Pushing students a bit beyond their comfort level gives them power and the understanding that they are capable.
Chapters 7 and 8 Students who are under challenged or over challenged provide important information to us as teachers in the DI classroom. On one hand, we cannot assume that just because a student finishes quickly, he/she is under-challenged. Careful observation and ongoing assessment is the key! Students who are under-challenged may become disinterested, as well as become potentially disruptive to others. It is important to take into consideration the student's readiness without forgetting interest and learning profile. Students who are under-challenged, will tend to experience frustration, which could result in a lack of motivation. They may stop trying altogether and become disruptive to others. It is important for students as well as parents to understand the characteristics of a DI classroom. Meeting with parents may offer great insight for us as teachers in the child's cultural background and interest. On the other hand, parents will be more willing to offer support when they begin to witness that their child is treated as a unique individual and is engaged in their own learning.
Ch 7 When it comes to an effective DI classroom, planning and preparing are key for success. The teacher should know the students preferences, learning styles, and goals so that lessons can be tailored to meet their needs. Again, this doesn't necessarily means that each child requires a different lesson but just something relevant that will make them want to become engaged and will want to learn the content being taught.
Ch 8 Behavioural issues are the main complaint of teachers when students are not learning. Unfortunately, they don't take into consideration that some students may just be bored with the material or feel overwhelmed as the information may be too challenging for them. These issues lead to their aggression or the feeling of disenchantment with their learning. Providing proper DI, can fix this as each child is being met at their learning level and therefore, working to their full potential.
When we continuously over or under challenge students, we run the risk of losing them entirely. This is why differentiated instruction is so vital, meeting the student where he or she is. We want to push students a little beyond their "comfort zone" while providing the appropriate level of support to make the task achievable. But we cannot forget about our higher students. We can meet their needs by differentiating by readiness in order to prevent the students (whether above or below grade level) from becoming frustrated, disinterested, or even disruptive to the learning process. The book provided an example of differentiating in this way in a math classroom. Using the same topic, the teacher assigned problems at varying degrees of difficulty based. In this way, he or she is ensuring that no child is left behind and the needs of all are being addressed.
When a new idea is introduced to a student or a group of students and the idea is not in their stronger areas, students need supporting information. The teacher in differentiated instruction has to be creative trying to convey the concepts the students ought to understand, such as writing measures of music, representing certain fractions in math.
Ch 8 T. Junious When tasks consistently under challenge students you ten to lose them both academically and behaviorally. You don't get to see their real potential. When you over challenge them you could see the same results. I am trying to just challenge my students and to help them to see that they have the same potential as other students and I also help them to see that they are administered the same "TEST". Right now in my class I have students who are giving up because they are not willing to do what I am requiring of them, even with me giving them the support that they need. My students are more concerned with the actual letter grade they will receive for every assignment that they do. They don't care at all much about the content or what they have learned. These are the things that I deal with only a daily basis.
When students are under-challenged, they get bored quickly and less motivated. They can finish work quickly and then it will resort to disruptive behavior. For a long run, they will not be interested in these subjects and grow too comfortable to challenge themselves as they might be always top students in the group. When we over-challenge the slow learners, we frustrate them as they cannot conduct their grade level and they will lose their confidence. Learning is a life-long process. If we don’t challenge and maintain their interest now, we are creating a future of unmotivated students and will have lots of passive learners. As teachers, we want to train our students to be active learners and take the knowledge learned and apply it to real-life and be on their own.
Challenging students on tasks that are worthy of their time and effort is best for students. Tomlinson calls this readiness differentiation. Students should be given lessons that are relevant and meaningful if students are to transfer this knowledge and stretch their thinking.
Students who are under-challenged can become bored, disinterested, and even disruptive. These students need tasks that cause them to “reach” for information. When their thinking is stretched they are more apt to apply learning strategies to challenging material and thereby gain a higher level of proficiency because of the mental work they had to endure.
Likewise, students who are given overly challenging work can lose interest, be discouraged, and show adverse behaviors that demonstrate avoidance. Students who require more instructional support require work that is stepped up as they progress from one level to another. Students are expected to make goals but they do this incrementally.
The exponential effect of over challenging students widens the achievement gap over time. Students are unable to look toward achieving goals when they are still at the baseline of proficiency. This creates a trajectory that is flat or declines over the course of a school year.
Students who are under challenged do not make the gains they would ordinarily make if their instruction were not accelerated appropriately. Again, the trajectory would remain flat or decline which would set them back further in the learning continuum.
I have had on two occasions the dubious pleasure of taking my students to a school auditorium for them to sit through an Advance Placement recruitment spiel. I heard two principals and two vice principals, almost as if reading from the same script, sell the courses to the students by addressing their fear of failure. They all said that the students need not worry about failing the courses because college admissions officers like to see that students are prepared to take challenges. In other words, taking and failing tough courses is not really a bad thing. I was alarmed when I heard this statement echoed by school principals and wondered what their experience with students might look like. My experience is that when you tell young people that failure is not really a big problem, they learn to accept it. This experience I related is very salient to the reflection question of chapter eight because I do not or have not seen too much “over-challenging” of students. Rather I see a lot of “under challenging.” Speaking as a Language Arts teachers, I could say that having 11th and 12th graders write vocabulary definitions in note books seems to me to be under-challenging, yet this is fairly common. So too, having students view movies of Greek plays and then having them answer plot questions and other questions that address surface phenomena appears to me to be really ridiculously under-challenging. Over a period of time students will lose interest in the course. However, we might have to admit than many students go into courses without any great interest. This might be something that the system has to address. In some countries in the world, specifically the English speaking Caribbean, 17-19 year old students who are doing English Literature are, indeed, already known to be honors or AP students. So part of the problem here is that overwhelmed students probably should not be doing required courses late in their high school years. They should be doing the courses that they are very interested in and, therefore, are prepared for real challenges. This should apply to all courses. If students are finished with basic requirements like English and Math by age 15 or sixteen, then the courses they end up doing at 17 ad 18 won’t under challenging or over challenging for them. They will be in courses that are very relevant to their interests, courses they will be prepared to work hard at because they would know that failure to work hard would mean failure and the possible change of career or goal. Every student, let’s say in his or her Junior and Senior year, should be in courses that are challenging, period. By that age they should know what they have to do to succeed in a career they might have already decided to pursue. At that age and in that type of school, they should be disappointed if the material in courses under-challenge them. They probably should already be finding challenges for themselves. The fact that principals have to recruit reluctant students to do AP courses and motivates them by pointing out that failure still has its rewards tells us that a lot of courses offered in schools are of much greater value to the administrators in the schools than they are for the targeted students.
When tasks are consistently easy and under-challenge the learner, students will not make gains and attain a level of competency that is needed for academic achievement. Students will not be engaged with the tasks, interest in school may be lost, and behavior issues may arise. “Teachers need to match students’ readiness level to content, process, and product to push students just a bit beyond their particular comfort zones.” If students are consistently over-challenged with tasks that are too difficult to attain, the end result will be the same. Learning gains will not be attained, students will lack motivation, behavior issues may arise, and active engagement will not be present. Students will be negatively impacted after many years of under or over challenging content. Academic, social, and emotional issues will undoubtedly arise.
Some implications for students in an underchallenged or overchallenged task, I believe leads to the same outcome. In both cases students will lose focus in learning, become unmotivated, frustrated,and most often lead to behavior issues. In this chapter the "Equalizer Troubleshooting Tips" are great essentials to keep in mind especially when planning DI lessons for both these types of students. As a facilitator of learning you do not want to frustrate and have students lose confidence with over challenging tasks and at the same time you do not want to underchallenge the students because that will surely lead to less motivation and boredom in learning.. As a facilitator you always want to help students to determine a goal for a productive outcome.
The implications of under-challenging or over-challenging students is underperformance and discipline problems for both groups. If we under-challenge students, some will play along for a while giving you good work, but on the long run they’ll lower their efforts and start producing below-average work. These students, bored with the assignments, will not give their best. On the other hand, the ones who are over-challenged will try at the beginning and will become frustrated at the end. This frustration will lead to discipline problems and low grades. - Francisco Castro
When students are underchallenged they will loose interest in the task and behavior issues may arise. In order to avoid this, the teacher needs to give activities that will push the students a little beyond their comfort zone. When students are over challenged they may feel frustrated and loose interest.
Chapter 8 Reflection: What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years? Have you ever thought how many time teachers help students to get frustrated during instruction? Well! To be honest with you, I haven’t, but just today and after analyzing everything I have been learning in this course I admit that the best way to do it is just when teachers provide under-challenge and over-challenge tasks to them. It is imperative to consider that the same way you prepare your DI teaching, is the imperative time you have to consider whether tasks are under-challenged or over-challenged. So what is the best way to deal with the above mentioned tasks? Identify what the students must know, must understand, and must/should be able to do. Identify more formats/ learning options so that students feel comfortable when learning. Determine forthcoming expectations for higher quality in accordance to content, processes, and products together with approaches so that tasks could be neither over nor under challenge. Decide the most appropriate scaffolding in order to promote students’ success. Develop a product assignment that “clearly”, “competently” gives students or tells students that: they should show they understand, and can do these things, they can proceed through these steps at a given quality level according to students’ individual needs. Differentiate/modify versions of the assignments based on the students’ outcomes. Coach/Teach/Reteach/Guide for successful challenging, no matter what kind it is. Just by taking all these mentioned facts, nor opinions, we are ready to satisfy students’ implications. By Mr. Flores De La Paz
When educational task are consistently under-challenge student become disenchanted with school and teacher’s involvement. The student become complacence and utterly bore with the educational system. The implication leads to a lack of student’s involvement and interest in school. Teachers that failed to meet student’s needs at the misses the opportunity to create an appetite for learning and all the possibility a student can achieve in their life time. This subsequently creates a chain reaction of time and effort wasted for all the parties involved. When this disservice is committed over an extended period of time, students are the real loser in this process. The over-challenge students will also feel frustration as well as participation from the student. This is why a teacher must plan a lesson that addresses all of the students within the classroom. This way student will be fully engage in their primary, middle school and senior high. Teachers should always provide a comprehensive and effective differentiated curriculum that enhances the quality of education may it be challenging or less rigorous.
Teachers should differentiate for student readiness from day one and it should continue ion a daily basis.Teachers can use formal andinformal tasks to determine the DI groups.Some strategies that I use and can use to respond to my students' readinesses are 1. contract( I have EBD students and this works well with the students),learning centers,flexible grouping,tiered assignments and mentorship.
I repeat that it is a lot of information that I have to organize in my mind, but I am going to do it. Differentiated Instruction should be an endorsement by itself, like Reading and ESOL. Students will not be motivated to learn when tasks under-challenge them. They will be frustrated if tasks over-challenge them.
Well, I believe the end results are the same. Loss of interest. Over challenged students are frustrated. This could lend to behavior issues due to anger and feelings of failure. The student will start not completing tasks and detach themselves from the whole learning concept or the subjects that they are unable to grasp. Under challenged students are bored. bored. bored. They too can develop behavior issues due to lack of interest in a subject or topic that they have already mastered. As time goes by and this continues for both over and under challenged students, they can develop a dislike for that subject, topic, or the learning concept completely. Could lead to dropping out of school completely. Bad memories or experiences are never forgotten. This behavior can develop into their adult life and into the work place. This may even prevent them from furthering their education.
We, as teachers, can differentiate any or all of the three key components of curriculum. When, I use readiness level as a focus for differentiating content, process, and product, my aim is to push students just a bit beyond their particular comfort zones, so that student work is a little too hard. I, then support my students in stretching to achieve a next level of competency with important skills and ideas. However, to answer the questions, when tasks are under challenged the students get bored, they loose their interest, they 'produce" to get a grade without caring much in following strategies and processes that can lead to a better comprehension, and quite often it leads to disruptive behavior . On the other hand, over challenging tasks may cause frustration and lack of interest. Planning is going to be my best strategy to obtain the results that I desire.
Consistently under-challenging students create a pattern of low expectations. Students tasks should always be a little too hard in a way that, with the teacher's support, the students will effectively acomplish them and therefore students will recognize their power. Over-challenging only creates frustration and will drive the child further away from learning. Denise Freitas
The students will lose interest in the classroom activities and the teacher. A student needs to be challenge enough, but on a frustration level. A student must have a respectful task that is purposeful task. The groups must have flexible consistently working in a variety of groups. The assessment is ongoing: unit ends, pre-assessment, formative and summative. A 90 minutes, with the benchmarks, direct instruction, interim assessment (Fall), interim assessment (winter), FCAT, SAT, NAEP
If we consistently under challenge students, they seem not to care to put forth little effort. We are doing these students a disservice because we are wasting their time. Over challenging the students can also have a negative effect on them. It can cause them to give up. A curriculum that challenges students a BIT beyond what they find easy or comfortable has the most success. Students learn best when we give them a challenge, and through DI help them meet it.
Lesson planning is one of the most difficult aspects of differentiated instruction. Despite its complexity, it is one of the most essential components of the process to ensure that the system functions completely as a whole. If a lesson does not keep students engaged, is not challenging, and does not promote academic growth through the presentation of new information, the learning process becomes stifled. If a lesson is too difficult, students can become overwhelmed, discouraged, and left feeling defeated. Students who consistently experience negativity during academic instruction often develop negative feelings about themselves and towards learning in general. As an educator, this is my worst nightmare. I want my students to feel good about learning, and to feel good about learning with me! It is absolutely necessary to invest the time, effort, sweat, and tears into getting my students where they need to be through lesson planning. I think of it as being stranded at sea in a rowboat with land in sight. I must work to row my way to shore or sit and hope that some outside force will deliver me to where I think I should be. How likely is it that an outside force will come to your rescue and get your student’s to where they need to be academically? Highly unlikely!
Students being either over or under challenged both have the same result-NO LEARNING. Sped teachers often face this challenge when working with their students. Students working on IEP goals may master a goal and the teacher may find herself working for long periods of time on something that the student already knows. Teachers working on grade level standards may frustrate students with materials that is difficult to understand. The implication of either of these teaching methods are the same. Teachers must be willing to monitor student learning. Frequent and meaningful assessments are key to learning that is relevant and offer the appropriate challenge to students.
Tomlinson says, "A curriculum that is good for students pushes them a bit beyond what they find easy or comfortable." Without a doubt, we are living in a generation where there is stiff competition when it comes to attracting the minds of our students. Often, my guiding principle is the question: "What have you learned today that has impacted the way you think?" This question is the driving force of my lessons because it forces me to consider firstly what my students already know and secondly, what is relevant to them with regard to my objectives and their interests. The constant mantra, "I'm bored!" is the response that every teacher dreads. It spells inattention over a few days, behavioral issues over a period of months and certainly a regression, if left unchecked over a period of years. The opposite is true for teaching at a level of frustration without scaffolding or support. Students, like adults need to feel as though they can achieve. Constant negative feedback yields negative results. Ms. Tomlinson uses the analogy of an equalizer which should be adjusted at different times in the lesson to ensure each child is being taught at a pace that is conducive to their cognitive ability.Essentially, instruction should be tempered to match the needs of the individual student.
When tasks consistently under-challenge students, they do not learn because they are not being pushed beyond their comfort zone. Over a period of time, the student can become complacent and lazy and will resist when something challenging IS placed before him, declaring it too hard because it is now requiring him to think and perform beyond his comfort zone. This could cause behavioral problems in the classroom as well because a student who isn't being challenged could finish his work more quickly and become bored and start playing around, disturbing other students. On the other hand, when tasks consistently over-challenge students, they become frustrated and over time can give up on learning. They could even start thinking of themselves as dumb and stupid and incapable of learning. This is why considering a child's readiness is important in planning lessons.
The effects of over- challenging and under -challenging tasks are similar to all students who are exposed to them. First, the student will lose their natural motivation to learn and in consequence he or she might start presenting disrupting behaviors in the classroom such as poor attendance, lack of interest on academic activities, poor test scoring and loss of previously acquired abilities and skills. The loss will multiply and accumulate over a period of time a student is not exposed to a proper challenging learning task.
Interestingly enough the ramifications of consistently underchallenging or overchallenging students is surprisingly similar and multifacted. Students quickly loose interest, become unmotivated and often classroom behavior becomes a constant. Students who are not engaged in the learning process become bored and uninterested often perpetuatingg the belief that education is not relavant. Often these unengaged learners do not complete high school and frequently are not interested in higher education. These unmotived and unengaged learners can eventually become "stuck" in a job to earn a salary and be unengaged and unmotivated employees. Often it can be one teacher, one experience, one challenge, one success, one "that is amazing" experience, that spus a student to conclude that this thing called education has merit and value. When all people are challenged and stretched just the appropriate amount, we continue to move in the direction of success and satisfaction with ourselves and our accomplishments.We believe in ourselves and our abilities. A school setting that treats individuals as unique people and where learning is active and engaging, often encourages us to become the same active, creative and engaged employees. As an employer, we desire that our employees are challenged to do thier best, work as a team to accomplish the required tasks and continue to stretch to reach their portential. this applies first to our children and students and carroes over into our lives as adults.
Chapter 8 Students lose motivation and interest when tasks do not challenge them or when they can't tackle what is requested of them to do and they become very frustrated. There are three characteristics of students that guide differentiation: readiness ( skills and understanding of the topic) interest ( curiosity or passion) and learning profile (work in preferred manner). Readiness pushes the student beyond the comfort zone therefore it supports the known and unknown facts of the subject area. They need time to practice and understand the idea being taught until they feel comfortable and move to the next level quickly. This requires materials and task that are more in conjunction with the timelines already set by the teacher. Students need to see the picture as a whole and them the details on how to get where they need to be. Details begin with simple ideas to more complex information. When the teacher match students to tasks, the students will be challenged enough but not to the point of breakdown.
The ramifications of over or under challenging a student can be a dangerous one. If a student is constantly under challenged it will come a time when he/she will begin to believe that they are not smart to do anymore than what it is given to him/her. When students are not given the opportunity to show what they can do they will not grow as a student which in turn can mean that they will be very limited as an adult. When a student is over challenged all the time it can also have a negative effect since there might be a subject that they are not simply interested in an they might become frustated. I believe that everyone should be challenged, within the person's limitation, in order to grow. Just because I might not be good at no thing it does not mean that am not good at everything. We, as educators, should try to tap on each student's potential.
Chapter 8 Reflection: What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years? The students when they are over challenged and under challenged the results are the same. They get non compliant about learning and processing tasks requested by the teacher. Teachers need to use readiness level as a focus for differentiating the content, the process, and the product in order to push the students just a little over the students' "comfort zones" in order for the students to learn and work for the next level of learning/processing.
The implications for students when tasks consistently under challenge them have different affects. There are some who become bored, lazy and uninterested. Those students won’t retain the information because they may feel that the work isn’t meaningful. Then you have others who I like to call the independent or self-guided students who, even though they may feel under challenged, they still work hard and find ways to take their assignments to the next level. I find that students who are over challenged in the beginning feel uncomfortable. They are worried that if they don’t get it, they may be laughed at. Over time they become frustrated, but over a longer period of time they will become unmotivated and unwilling to learn. They may even begin to misbehave so they don’t have to work. As the teacher, it is our responsibility to keep these students engaged with activities that match their skills and comprehension.
If you over challenge a student it might not manifest itself in a matter of days, but within weeks you will probably start seeing the student either lash out or shell themselves in. In a couple of years, this student would most likely miss school often, not work, or drop out. Under-challenging them can result in the student getting bored and the student will either act out or begin tuning out.
It is our responsibility to keep these students engaged with activities that match their skills comprehension and meaningful to them we know that the students learn better if tasks are close match for their skills and understanding over challenging students will only frustrate them. In the other hand if I will plan to do it. I will give them lessons that will match with their reading lexile and ad equating work. Knowing how they have performed in year before. I will over-challenge them otherwise they will get disruptive and they will lose interest. And won’t take that risk Challenging them has also the both side. It is good because they will try their best but it could be easily risk to get frustrated .Like as I said before only I f I know the student background I will do it.
When students are under-challenged over a period of days. They may not see it as something serious. As time goes on and weeks turn into months. Students don't see it as something they are lacking, they blame the teacher. It is up to me to notice and plan accordingly, assess accordingly and engage the student with material at their instructional level. Over-challenging students bring about frustration on the students' and teachers. Teachers over plan without taking into consideration the appropriate level for the students to work at. Students begin to feel like failures, become disinterested in school and may even drop out. No future or hope in sight. It is my duty as a professional to reach and teach each student on the level they are and begin building a bridge to afford them success to their highest level of capability without undue stress. I know this is not an easy task, especially with the class sizes that some teachers are assigned. I have small classes of 10 to 12 special needs students. Creating lessons to meet their individual needs is challenging. To see them achieve is so rewarding. It's worth going the extra mile.
I feel that it is the responsibility of the teacher to always have students participating in meaninful activites at their levels. I think that underchallenging or overchllenging students will have a similar outcome in the classroom. Students that are not engaged in the learning process will quickly loose interest and at times the behaviors will also be affected. Students that are underchallanged will become bored and those that the tasks are overchallenging may cause frustration and lack of interest. I think that the teacher needs to know her students well enough to know those students that can be challanged and those that can not be. A good teacher will keep students engaged in meaningful activities that match their skills and comprehension.
“The Secret of Change Is to Focus All of Your Energy, Not on Fighting the Old, But on Building the New.” --Socrates “Our best teaching happens when we give students a genuine challenge and then help them successfully meet it.” “The teacher must “stretch students beyond their comfort zone.” Since students who are under or over challenged are in danger of experiencing a snowball effect in which they incrementally grow bored, frustrated, uninterested and finally become apathetic toward a given subject or learning in general. A teacher must be committed to continuously engaging her students by pushing them little by little away from their comfort zones, yet at the same time providing opportunities for success.
An instructor's lesson plan should take into account the fact that learning is a process that occurs in various ways for different people. Consequently, grouping students by the way they learn is key. Moreover, the lessons have to follow a structure that covers in those various ways from the simplest to the most complex matters. The assignments thus, have to balance degree of complexity taking into account the student that gets easily through it and the student that feels really challenged. The aim as Ms. Tomlinson says should be to give an extra push to help the students beyond that extra particular comfort zone.
What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years?
Over-challenging students is going beyond their comfort zone without giving them the support they need to achieve the next level of competency. This is dangerous in that students tend to feel frustration and anxiety at not being able to achieve the goals set before them. After years of being over-challenged, students burn out. They give up and walk away.
The same can be said for under-challenging students. These students are bored by the lack of challenge and thinking needed to complete meaningless tasks. After a year of being under-challenged students become bored and tune out the lessons and perhaps start skipping out on classes they know they could pass in their sleep.
This is why using readiness levels and giving students appropriate work based on their levels and abilities would further help them grow and reach their goals. Of course, readiness levels are just guides for where to start, but as a teacher you still have to monitor each student to see if they really are capable of succeeding in the groups they are placed.
What are the implications for students when tasks consistently un-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years. Over-challenging and under-challenging students can be detrimental to their future. Either practice can seriously damage a student’s future. Over-challenging students can cause them to increase their frustration and eventually lose interest and focus in school. Students will feel unsuccessful and learn to hate school. In the long run, it might even cause students to drop out of school. Under-challenging students can cause them to become complacent and lose interest in school. Students will get used to simply “getting by” and never realize their true potential. Ideally, a teacher should focus on student’s readiness levels and develop lessons that both challenge and support student learning. By doing so, a teacher may change a student’s life in a positive way.
There could be several implications when students are under or over challenged. Lets first take the case of under- challenged. Students who are under-challenged have the tendency to become lazy and eventually lose interest their own learning progressively .Some may result in having behavioral issue to compensate for their lack of enthusiasm. Those who are over-challenged can become sick and develop some form of anxiety disorder that later may impede their academic progress. Students should be rightly challenged, but with caution !
when the task under challenge students at the beginning they become bored un interested and as the years progress the student becomes a behavior issue due to the lack of interest. In the other spectrum as the student falls behind at first is a small gap and as the gap gets bigger of not understanding the material the students become a behavior issue as well. Whether is challenging or not the effects are usually the same unless the student is resilient and is able to compensate their learning.
Finding appropriate materials for students that challenge and engage them is tedious and exhausting, but failing to find the appropriate materials has very real consequences for the students.
On the one hand, when the materials do not challenge the students or are content that the student is already proficient at, the students lose interest, focus, and disengage from the subject matter. This happens on the spot. If the student is given these assignments for an extended period of time (days, weeks, and months), then students are likely to associate the class in a negative manner; loss of interest, loss of time, little to no growth in the subject area, and can become a distraction for others in the classroom.
On the other hand, when the materials are too challenging for students or the student is a couple years behind grade level proficiency, they tend to already have issues with self esteem or confidence. This translates into poor participation, being disengaged from subject matter, and behavioral problems. For many students this is a day one problem since it has been on going for some time prior to entering the class.
The implications of students being under or over challenged will vary according to the curriculum over a period of a school years In a class of mixed abilities, if all students learn the same way, no passion will be ignited. Teachers of DI need to insure that all students are active ,feel safe, and make connections. If not, all levels will lose their passion for the content area and boredom and failure will result . READINESS pushes the student beyond the comfort zone . All 8 CONTINUUMS focus on adjusting the " speed" by allowing different levels to adjust their own speed according to abiliites. I often make mistakes by planning a single task that's easy enough for all students to complete . The effect is low expectations at all levels. A good idea is to work , guide them through self -selected goals. Ideally there will be less frustration on all tasks that require independence. I am now aware that I need to encourage them to move "up" by planning coherent , relevant, transferable lessons .This is a challenging task!
The implication for the students when the learning tasks are consistently either over-challenge or under-challenge for them. Students need to be prepared to research, to use resources, to gain skills, and to set goals that help them to achieve better understanding. In order to prepare students for readiness, they need to be pushed a little beyond his or her comfort zone. Also, they need to be supported in order to move from known to unknown, and improve their chances of being appropriately challenging by activities and products in accordance to their needs. Some students may benefit from a basic task while others may need a more transformational tasks. In response, for student to gain readiness teachers should differentiate any or all of the three components of differentiation: content, process, and product that match to different periods of time. If a student is consistently having to work on under-challenging or over-challenging tasks a negative implication will for them will be that they are not ready to cross the bridge to readiness..
Chapter 8: When tasks under-challenge children it creates a frustration in them because they feel as if they could do much better. When teachers constantly don't give students work that is challenging it is not good because they become used to a certain kind of assignment that they can do in as little as 10 minutes. However when students are challenged just the right amount once in a while they will learn to appreciate what they have learned and retain that information better because they will remember the challenging task that they had to perfrom in order to learn that lesson. When students are presented with assignments that are overly challenging, then they also become frustrated because they do not know how to do that certain assignment. Students who get frustrated because of an assignment tend to close their minds and not want to keep going, they give up. Maybe a teacher does not notice that a child is frustrated in a day, but after a month, the teacher will start to notice and she will get worried. After a year, hopefully the teacher would have taken certain provisions in order to help the students who are feeling a certain way about an assignment.
I believe that all children should be challenged. The problem comes in how challenging should the lesson be. You don't want to water down the lesson or make the learning unattainable. That's where the learning styles inventory will play an integral part in the initial preparation of the lesson. As the lesson is presented the goal is brand new. It's exciting! The students are grouped according to their readiness. The students are engaged. As a teacher goes around the room he/she starts noticing that some students are struggling and others are one track and others have completed the lesson. This first day the teacher needs to adjust and address those students that are ahead and those that are behind. Over the next few days the teacher makes adjustments as the lesson unfolds. The next lesson the teacher may want o consider switching the group to interests. This lesson moves at a steady pace. The teacher infuses a few challenging parts to the students. This assists him/her to move some of the students to more complex and greater abstract. Over the course of the unit, the teacher will be group by learning styles which will allows for multiple facets and more open approach for the students to move through the lesson. The goal after a year is for the students and teachers to be able to adjust and communicate their learning and teaching.
Charter 8 Reflection : Students need to develop the ability to make simple choices, follow through with short term task, and use direcction on appropriately. The students choice the option from the teacher follow prescribed time line, and he engage in self evaluation according to present criteria to complete long-term and more complex task.
If we as teacher continually under-challenge the students the results are going to be that these students are not going anywhere, we are not providing the right activities for them to move forward instead of backward, which mean, that we always have to challenge the students from where they are and try to make sure they go to a higher level of thinking. The same will happen if we over-challenge them they will just simply quit, so our goal is to meet the students where they are and move them forward.
The implications for students who are consistently under-challenged in the classroom is that if they are being grouped by readiness, the activities that are being given are too easy for them. Sometimes students who are under-challenged get bored with work too easy for them, and they may simply not do the work, or do it quickly. In this case you are not helping those students, they may become behavior problems, and the worst case scenario is that they regress. If you over-challenge students, the same results might occur. Students will not understand the assignment, become bored, and unmotivated. Again, you are not helping the students progress when you over-challenge them. This could also result in behavior problems and regression in their learning. That's why finding out where the student is as far as data and readiness goes is extremely important. That way you can challenge them at their appropriate level, and that's why D.I. is so important.
The implications for lack of student engagement in tasks are that they may become passive and disinterested, or may act out and become disruptive. Students will lose interest in the overall learning process. During the first days of the school it year it is crucial to lay a firm foundation for the learning environment, so students understand their learning goals/objectives and are active participants in reaching these goals. If students are not actively engaged in this process, they may become confused/bored or think that they do not fit, may be too smart/dumb. After this week, it is important to continue sharing goals/objectives and how they are doing so far. This helps to develop a concrete understanding of how it applies to them as learning individuals. This will be the time to clarify and meet students they may need extra support. Again, if they are still feeling lost or think they can go on their own way - they are becoming disengaged/disinterested and are not actively working as a group. During the first months, if students remain under-challenged or over-challenged, they may begin to feel left-out of their learning environment as well as not collaborating academically or socially with their fellow classmates. The implications of this are that during the early school years it is critical for students to become active participants in their learning environment and goals in order to become independent learners who understand how they learn best and what they need in order to succeed. If students continually encounter frustration, do not understand, and/or know how to relate to the learning process they may become disengaged, drop out or get into trouble by acting out.
Every student in the classroom must be challenged! The idea is to make sure that the work given meets their learning needs, and, the best way to do this is to make learning relevant and reasonably rigorous. Teachers must properly assess their students throughout the units taught opposed to at the end only. I think that one of our main goals as facilitators of learning should be to bring every student to a level of academic independence. As teacher-facilitators, we must remember that at every stage of learning the goal is to clarify concepts, appropriately address deficiencies and bring our learners to proficiency, and accomplishing that task will be different for every student. We must appropriately challenge them on every level. when we under-challenge students by simplifying assignments and causing them to not be able to make the connections to the real-world. We can over-challenge them when we apply more rigor but no meaning. As teachers we must first find the balance and always have an end-goal in sight. If students disconnect from the learning process and lose interest, over a period of time we find that in many cases there is no return. On the primary level we must be able to identify and address deficiencies at the on-set. This will only be achieved by effective planning, quality assessments, and be willing to make the necessary changes or adjustments as needed. We must also be able understanding our learners individually and collectively.
Chapter 8: I think the students need to be challenged, and rigor is important in our classroom. If we don't challenge the students in a positive and safe environment, giving them confidence and a feeling of success, they get bored and tired. Of course, we have to take into consideration the students' level of readiness to differentiate content, process and product. The teacher goal should be to push the students beyond where they are, so they can go to the next level of competency with important skill and ideas.
Implications of underchallenging a students: pattern develops of saying in their comfort zone, advanced learners can become mentally lazy, even though they do well in school. Clark, Ornstein & Thompson, Wittrock have evidence that a brain loses capacity and tone without vigorous use. If a student produces "success" without effort, potential brainpower can be lost. The student may be bored with the tasks, for example steady drill and practice. The student may lose motivation, feel the need to try hard to succeed, or forget what it takes to succeed. Implications of overchallenge: constant struggle may lead to frustration or giving up. Advanced learners develop compulsive behaviors from excessive worry and anxiety to procrastination. struggling learners may feel like these tasks are anxiety producing because they require more than they can deliver even when they work hard.
When differentiating by readiness, teachers must push students beyond their comfort zone and provide support in the process. The implications for students when tasks under-challenge them is that students become bored and unmotivated. Over-challenged tasks will drag students to frustration and the empty feeling of "I'm dumb" so they stop trying and become scared of school, teacher and other classmates. Teachers must start on each student individual level and then stretch students knowledge, insight, basic skills, production skills, presentation skills and affective awareness. As educators we must encourage our students not discourage them. We must highlight their talents and make them aware of their needs without stressing them. We must motivate them to work up!
A lack of challenge can negatively impact student achievement, motivation and classroom behavior over days and months and years. Those that are not challenged pay attention in class only on a selective basis. They tend to work on material from other classed or read pleasureable material instead of doing that task assigned to them. Readiness pushes the student beyond the comfort zone therefore it supports the known and unknown facts of the subject area. If students are over-challenged, then they are likely to experience intense frustration more frequently. They may develop a negative association with school and their learning processes will consequentially be derailed.
When tasks consistently under-challenge students, the implication is that not enough attention is being given to differentiating lesson plans to accommodate all learners where they are. Students that are not being challenged sufficiently tend to engage in more off-task behavior and get complacent in doing the bare minimum to get by. Conversely, students that are over-challenged tend to find themselves frustrated with what they are tasked with. These students develop a dislike for learning simply because they feel they are incapable of success. Both under-challenging and over-challenging students do students a tremendous disservice and if gone unattended to for too long, these students often slip through the cracks in our instruction.
From my experience, when you under-challenge students you as the teacher are given them a huge disservice. Your under-challenged students will never reach the level of proficiency because they are not being challenged. They will never know what they are capable of accomplishing. For example: under challenged students will probably fall short of making learning gains or level increase. Over-challenged students however reap the benefits of being over-challenged. They are forced to go the extra mile academically. Teachers should know the implications that may be associated with both under VS over, when it comes to challenging students, especially in terms of DI. It is vital to provide the different levels of difficulty when you are creating your DI groups to avoid issues of boredom, laziness, and chaos within your group rotations.
In a period of days, if a student is under-challenge they will get through their work easily and have time to talk and/or distract other kids. While a student who is over-challenge might feel frustrated with the work assigned.
In the period of week, the students have now felt the previously mentioned way for a while and have now escalated to the next level. The under-challenge student might get a feel as though they know everything and not need to pay attention or put much effort into their work. Where as, the over-challenged student would get a defeated attitude towards the subject.
In a period of month, both sets of students are putting little to now effort into their work. The under-challenge feels that they do not have to because they know it already and the over-challenge feels that the subject is just too hard so they are not even going to try.
By the time that years go by, the under-challenge student may become so lazy about work and do not care about their work. The over-challenge student will “hate” that subject because its simply too hard and it will not matter how hard they try, they still will not get it.
Overall, when a student is not challenged at the right level they become a distraction within the classroom.
Ana M. Days, months and even years of under-challenge and over-challenge tasks that do not match learner readiness may lead to behavior problems, frustrations, lack of motivation, lack of interest in learning and negative schools experiences in general. When school does not meet the needs of the students in a meaningful way, the implications are that when a student is not challenged, they tend to get bored with school and not pay attention as they should. They get bored because they know most of the material and it is repetitive. They pay more attention and participate in class when they learn a new task that is of their interest. The task cannot be too difficult either because some students have trouble keeping up or it may create frustration. Teachers sometimes are too distracted to notice that we are giving to our students the same class work and homework though they have a different learning profile and very different strengths and weaknesses. Learners who attend schools that do not challenge them or prepare them for the future (college or a job) may face obstacles later on.
When students are consistently under-challenged OR over-challenged both types of students can become disengaged with learning, frustrated with themselves and fall behind in their academics. In the first few weeks, the experience can be comfortable as under-challenging gives the student continued success with ease and over- challenging can make the student feel important and want to attack the new work to prove they can accomplish the task. In a few months, under-challenging is leaving the student free to create his own engagement, leading to classsroom behavior issues or disruption. The over-challenged student can also demonstrate these behaviors but due to shutting down on the task as the child is feeling defeat The overall effect listed in the beginning of this blog is the result of years in this scenario. As teachers, we must be cognizant of this and not allow our students to lose out due to improper instruction.
Under-challenge students tend to complete their assignments quickly and begin to be talkative in class within days. As months pass by and their tasks are still not challenged, they become very disruptive and don’t pay attention in class. Within years, these students become problematic and lost interest in school. They don’t make any efforts as they are overly proud and believe that they know it all. They sometimes withdraw as their misbehaviors escalate.
Students that are over challenged loose interests in school as well. As the tasks rise above their learning threshold, these students become frustrated within days or weeks. Give it a few months; over-challenged students put no efforts in completing the assignments as they happen to be more challenged. As the years go by, if nothing is done to correct that the over-challenged students develop a dislike for school. They don’t see a purpose of even giving it a try.
When students are consistently under-challenged, they will not progress at all. They will lose interest and sometimes they may report that they do not like the subject or the teacher without knowing why. On the other hand, if students are over challenged, they may react differently. Some students do like to be challenged and some of them do not. The ones who like to be challenged may have interest in the lesson while the other group will not be motivated to engage in any activities due to the fact the lessons are not aligned with their learning Style. This is one of the reasons why a teacher needs to plan properly for each type of individual in his/her classroom by referring to their Formal and Informal assessments.
When students work hard with little result, it can quickly undermine their motivation. If students do not believe that their efforts are likely to improve their performance, they will not be motivated to work hard. Motivation can be affected; Additionally, they believe learning is generally fast and easy (and should not be slow or arduous), they may lose motivation when they encounter challenges. Similarly, if they believe intelligence is something you do or do not have, but not something you acquire over time. they may not see the point of extra effort. Finally, if students attribute their success to their innate talents rather than effort, they may not be motivated to work.
Some implications that students may encounter when tasks are under-challenged are lack of motivation, interest, and engagement. Students may feel bored and will end up losing interest on a subject or topic of study. Consequently, this can have an impact on student achievement and overall performance in standardized tests as well as classroom assessments. When tasks are over-challenged, it can be a positive experience for those students that enjoy to be challenged. However, it can be frustrated for those students that are not high performers, or those students who are perfectionists and take a long time completing assignments because they go above and beyond. Therefore, teachers must be mindful and careful when selecting activities and differentiating assignments for students. Providing the right amount of activities keeping in mind the students' abilities, interests, strengths, etc is essential.
What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years? When students are under challenged, the implications can have a short term and long term effect on the individual. In the short term, students feel the work is too easy and irrelevant, so they do the work and then resort to disturbing behavior. The under challenged student are will not be motivated because he/she feels the tasks to them meaningless and learning will be at a minimum. An over challenged student, will feel frustration due to the fact that he/she cannot do the assignment at that level. The long term effect will be that of a student frustrated and are constantly behind in their learning.
There are implications for under or over challenging students that can have detrimental consequences for gifted students just as much as the students that struggle with school. Many times teachers, schools, and districts are so caught up in just getting by to get the data necessary to be considered competent. We need to challenge our gifted and high performing students to get them to the next level and not bore them. The average student needs to be motivated to reach higher, and the low-performing students need to be addressed in their specific needs to get them up to par. Unfortunately, if we do not do these things, the high performing students have just as much of a probability of failing and dropping out of school as the low-performing student. To truly succeed as an educator, teachers really need to work towards meeting all student needs regardless of the student abilities or performance level.
The way the teacher model instruction from the simple task to complex task include a variety of consideration such as: -Foundational to Transformational(Extra support and prractice,then after applications) -Simple to Complex(Use scaffolding to build knowledge) -Single facet to multiple facet.(Connection among steps and use of diferent approaches) -Small leap to great leaps(From the concrete idea to make generalizations and connections) -Structured to open ended(From the traditional way help the students to organize their own responses and to be creatives).
Both , under-challenged and over-challenged tasks, can cause negative students' learning outcomes. In the first case, the teacher cannot assess the students' understanding because it is always the same degree of tasks and progress cannot be measured accurately. Because students will become lazy when trying higher level critical thinking activities, it will affect their comprehension skills, not only in school, but also in real life situations or simply when they will go to college to further their education. On the other hand, over-challenged tasks also produces negative effects on students that are highly effective learners in class. They could feel a sense of " the teacher is not being fair" " why do I have to do such an amount of work while others are just having less work? In order to successfully achieve our DI instructional delivery and avoid such discrepancies, we , instructors need to come up with differentiated, effective lessons plans to accomplish our class's specific goals. On this chapter ,figure 8.1 illustrates an excellent tool to consider when teachers are elaborating their DI lessons. Different points are taking into consideration while designing class' objectives, and as the process is described as an equalizer, teachers can adjust activities from foundational to transformational, concrete to abstract, simple to complex, slow to quick ... depending on the students' assimilation and needs of any given concept. Teachers need to modify lessons in a way that they could be meaningful, powerful, relevant, and encouraging to all learners.
1. I think that both over challenging and under challenging can be very complex. As teachers we must challenge and motivate all types of learners regardless of readiness, interest and learning profile. When we differentiate by student readiness we are pushing buttons as Chapter 8 mentions trying to adjust to students’ needs. Ideas need to be supported while becoming familiar with new topics. Teachers must modify lessons in a way that they can to reach their students. Making the information go from concrete to abstract allows the student to analyze more complex information later on. As other students need to see skeletal picture of the whole to move from the simple to more complex material. As students move to more challenging facet so does their learning goes from one step to the next. Some students need more guidance as others can be more independent in their tasks. As educators we need to start slow to fast similar to the reference in the text of the equalizer button based on student needs. Good curriculum pushes students, encouraging students to be pushed. Differentiating instruction helps the teacher to adapt to our lessons to their necessities. As we use readiness to help us guide our differentiation in content, process and product it helps push students beyond their comfort levels therefore, helping them achieve the next level of learning.
Both statements, tasks under challenged and over challenged will affect the motivation of every student. On the first case, under tasks the student is not actively engaged in the learning process. For this reason, the students who are not engaged is not approach challenging tasks eagerly, exert intense effort using active problem –solving strategies, and persist in the face of difficulty. When the students are motivated focus on developing understanding and mastering skills, they are enthusiastic and optimistic, and they pleasure in academics tasks. On the other hand, over challenged the students feel so frustrated and lose their motivation. If the students who are not motivated are passive, they put forth little effort and give up easily. They do not enjoy school tasks and avoid them whenever they can. That is the reason, differentiated instruction in the process it is really important nowadays during the process of learning. Maria Gonzalez
In my opinion, when a student is consistently under-challenged, it's the teacher's expectation that the child does not have the capability to perform beyond basic skills. The student who has been labeled as "incapable" never moves past foundational, concrete, simple and single faceted activities. Consequently they are taught never to take risks in their own learning, never taught how to take responsibility for their learning and the learning is most likely that of a slow pace. This increases their probability of failure. Likewise, the over-challenged student on the opposite end of the spectrum may be given abstract, complex tasks that are way above his or her level, also increasing probability of failure. Students who find themselves on either end of this spectrum may begin misbehaving or socially withdraw after a few days or weeks due to boredom or frustration. Their inability to demonstrate growth or success shapes a low self esteem and a negative attitude towards school. Months or years of this perpetuates the cycle of failure and will only lead to an irreparable gap in academic achievement.
The book suggests that "a task that's a good match for student readiness extends that student's knowledge, understanding, and skills a bit beyond what the student can do independently." Basically if we challenge them with appropriately matched readiness learning experiences, we are helping them succeed. However, under-challenging activities do not allow room for growth. The student will stay at a basic level and never advance. Under-challenging a student from their primary years implicates frustration, struggle, and no deisre to learn. Likewise, over-challenging a student can also lead to frustration and no desire for school because it would be "too hard" for them. In the long run, this will lead to school dropouts, low college enrollment, increase in crime levels and poverty. Elda
When our students are not challenged in what they do daily, they become disinterested, and disinterest brings frustration. And then this leads to classroom behaviors that are not wanted. For that same reason, whole group activities that are rigorous in nature keep their interest, and because they feel challenged, students will most likely use higher level thinking to finish the task on their own. The students who are over-challenged are equally discouraged because they are not equipped with the prerequisites to complete the assignment. At the beginning of the year, teachers have to see the students’ basic skills or required knowledge prior to challenging them with more tasks. Like this week, I would not ask my 6th graders to write an essay about volcanos if they have never visited a volcano site. Vivian Marzall
While reading what my classmate Vivian stated, I completely agree with her. When students are not challenged enough they become disinterested which will provide room for frustration and misbehavior. With that said, it works both ways for high and low functioning students. If the higher functioning students are not challenged enough they will get bored and if the lower functioning students are challenged too much they will also lose interest. This is a perfect example of the importance of managing a differentiated classroom. It is very important for the teacher to making sure that their instruction is based on the students readiness, interest and learning profile. The teacher must also provide time differentiated activities in order to support students success. Lastly, I also think teachers should have a plan for the students that finish everything very quickly.
When tasks consistently under challenge students, they become extremely bored with their educational experience in that classroom. They become disengaged and that is detrimental in the long run because they may develop a nonchalant attitude as it relates to learning. It was mentioned in the text that “students learn better if tasks are a close match for their skills and understanding”. I can personally relate to this because I have students who are currently in intervention and they are not focused at all because they are simply bored because the material is too easy for them. As far as students who are over challenged, they may simply shut down and develop anxiety because they are constantly being forced to learn or apply content they are not ready for. Readiness should also be thoroughly examined before differentiated lessons are administered to students because they will simply not be effective if they are too easy or too difficult for the students.
There are many implications if a teacher is to under and over challenge a student in the classroom. If a teacher consistently under challenges them and also over challenges them, students become disinterested, frustrated, and lose their passion for education. As Vivian and Erica stated, this also leads to problematic behaviors in the classroom. If a tasks matches student readiness, students will still feel challenged and will feel like they are truly learning because they are understanding the material. To truly reach the students, the text states that when matching student readiness "you are likely to be using materials, tasks, or scaffolding that corresponds to one of more continuums on the equalizer."
One of the most important keys to succeed as teachers is make the students feel they are capable to master a particular topic and move beyond.To achieve this goal,educators have to provide materials based on the readiness levels of their students that provide learners with the appropriate level.These considerations include but are not limited to:fundational to transformational,concrete to abstract,simple to complex,slow to quick,among others. We must support students in strechingto achieve a next level of competency with important skills and ideas.
There are are 3 characteristics that guide differentiation: readiness, interest and their learning profile. Designing a differentiated classroom is like the equalizer on a stereo system Pg.46. Teachers should moved from 'foundation to transnational' Concrete to abstract' simple to complex'. Pg.47. Helpful tips include 1) lesson plans that are coherent, relevant, powerful, and authentic. A curriculum that pushes them beyond what is easy or comfortable. Pg. 49 Teachers should also work from small leaps to great leaps. Also very interesting in this Diagram that shows 'A few Routes to Readiness Differentiation'. There should be included 'Small-Group Instruction, Homework Options, Tiered and Scaffold Assessment, Compacting, varied Graphic Organizers Pg.51.
continued: The implications can be far reaching and severe. When anyone is under-challenged in weeks they can become behavior problems, in months they can fail state exams, in years they can become complacent in life in general or when there is an important task to do. The opposite can be said with over-challenging them. To difficult, complex or over demanding the task in weeks, they can become behavioral problems and not learn, over months, the can give up and lose self confidence, over years they can never achieve their full potential.
As teachers, we need to remember that all students learn differently. Students, who are under-challenged, will make minimal progress to reach their potential level of learning. When students are under-challenged they become bored and lose motivation to learn. This may lead for behavior problems to occur in the classroom. Creating Differentiated Instructions that caters students’ readiness, interests, and abilities can help close the learning gaps of under-challenged students.
However, over-challenged students benefit by being over-challenged. Students that are over-challenged go on and beyond their potential level of learning. These students are able to work independently. Teachers should be aware of the implications that are associated with both under and over challenging students. It is very important that teachers plan appropriately when creating their Differentiated Instruction groups, keeping in mind the level of difficulties to meet the needs of all their students.
Chapter 8 To differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiades curriculum. A tool for Planning: Foundational. They need information,ideas, materials, applications. Concrete.They need Representation, ideas, applications, materials. Simple. Resources, Research, Issues, Problems,skills,goals. Single Facet: Directions, Problems, Application etc. In this Chapter the author explained the importance of tools for planning DI. The different guides of planning and monitoring the students from Foundational and Slow. Another tool Small Leap- Application, Insight, Transfer. More Structured- Solutions, Decisions, Approaches. Less Independence-Planning, Designing, Monitoring. Slow- Pace os Study, Pace of Thought. When teachers use readiness level as focus for Content, Process and Product, students will work harder and beyond their comfort zones. Laura E.
Chapter 8 To differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiades curriculum. A tool for Planning: Foundational. They need information,ideas, materials, applications. Concrete.They need Representation, ideas, applications, materials. Simple. Resources, Research, Issues, Problems,skills,goals. Single Facet: Directions, Problems, Application etc. In this Chapter the author explained the importance of tools for planning DI. The different guides of planning and monitoring the students from Foundational and Slow. Another tool Small Leap- Application, Insight, Transfer. More Structured- Solutions, Decisions, Approaches. Less Independence-Planning, Designing, Monitoring. Slow- Pace os Study, Pace of Thought. When teachers use readiness level as focus for Content, Process and Product, students will work harder and beyond their comfort zones. Laura E.
Chapter 8 To differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiades curriculum. A tool for Planning: Foundational. They need information,ideas, materials, applications. Concrete.They need Representation, ideas, applications, materials. Simple. Resources, Research, Issues, Problems,skills,goals. Single Facet: Directions, Problems, Application etc. In this Chapter the author explained the importance of tools for planning DI. The different guides of planning and monitoring the students from Foundational and Slow. Another tool Small Leap- Application, Insight, Transfer. More Structured- Solutions, Decisions, Approaches. Less Independence-Planning, Designing, Monitoring. Slow- Pace os Study, Pace of Thought. When teachers use readiness level as focus for Content, Process and Product, students will work harder and beyond their comfort zones. Laura E.
If the work given to the students is far too easy, the students will disengage himself from the learning process. The students will become bored, with time on his/her hands; this leads to the student exhibiting acting out behaviors that overtime, if not addressed will become a surmountable problem for the students as well the school. The same may occurred if the work is extremely difficult for the student and not a good match. Via assessment one can utilize reediness to differentiate content, process and the product to offer the student the appropriate material at his learning level. It is true that the lessons may be on a slightly higher level that the comfort zone of the child; Vygotsky teaches to utilize scaffolding to assist the student reach and attain success. But,nonetheless, the work cannot be so difficult that scaffolding would not make a difference.
When task consistently under challenge students over a period of time, they will have little to no learning gains. When students are over challenged with information that should be relevant to their academic growth, they are not given the opportunity to develop self-efficacy. Teachers are expected to know what is effective instruction for their students and as time passes in an academic year students can yield learning gains that demonstrates academic growth. The lack of appropriate instruction over a period of time can be detrimental to students academic growth.
When students bare given tasks that either over or under challenge them. We lose the students. They make little to no gains. The students that are under challenge like it in the beginning. The work is easy and they get to complete assignments very quickly. However, over time, these students become bored and are often distractions in the classroom for other children. Students that are over challenged, become frustrated from the very beginning. They shut down and immediately begin feeling inadequate or not as smart. They can develop self esteem issues or become trouble makers as well to hide their short comings in their minds. It is important for a teacher to be aware of her individual students and adjust accordingly. Especially during di.
The implications for students when the tasks are under-challenging or over-challenging is that students can become uninterested and over a period of time those students could develop behavior issues. Students might feel the work is too easy, or students might become frustrated because is too hard. In both situations, students might loose interest. As teachers, we need to keep students engage with activities that are appropriate, challenging, provide support and extend their knowledge, understanding and skills a bit beyond their comfort zone. We have to make sure the students are ready for the tasks at hand. We have to ensure we provide students with appropriate learning experiences which are NOT over or under challenging for them.
When students are underchallenged, the implications can have a short term and long term effect on the individual. First, in the short term, they can feel that the work is very easy and irrelevant, so they do the work quickly and then resort to disruptive behavior. Over the long run, the underchallenged student will not be motivated because he/she feels the tasks meaningless and learning will be at a minimum.
ReplyDeleteAn overchallenged student, when confronted by this situation, will feel frutration due to the fact that he/she cannot do the task at that level. The long term effect will be that of a student frutrated by lack of progress and constantly behind in their learning.
Jack Sague
When tasks are underchallenged they get bored, they loose their interest, they 'produce" to get a grade without caring much in following strategies and processes that can lead to a better comprehension, and quite often it leads to disruptive behavior Overchallenging tasks may cause frustration and lack of interest.
ReplyDeleteWhen a student feels he/she is under challenged they will become lazy and as time moves on they will stop producing because they will start feeling like they are not smart and that you also think they are not smart. A student just like an adult will adapt and when work that is not challenge they are adapting to doing less or nothing at all. When they become an adult, they will do just enough to get by. Now on the other hand if a study always has over challenging work he/she will become frustrated and give up. They will not like to be challenged and will also get the sense that he/she is not smart because they cannot figure out the assignment. As the years move forward they may not apply to college, because they will feel like they are not college material. In my opinion the outcome will be the same if a student is under/over challenged the student will become frustrated and give up. Therefore, we have lost another student.
ReplyDeleteMerrissa Bailey
The implications for students when tasks consistently under-challenge them is the students will regress due to not being challenged. As the teacher, it is our responsibility to keep these students engaged with activities that match their skills and comprehension. Over challenging students will only frustrate them. We have to give them lessons that will make them feel more comfortable. The product will be more positive when the lessons are aligned with their interest and learning profile.
ReplyDeletePatreece Perry-Pelt
You can usualy tell the students that have already mastered the material being taught or can do so at a much faster pace than others. These students lack of challenge can negatively impact studeny possibly resulting in these students being under-challenged. This lack of challenge can negatively impact student achievement, motivation and classroom behavior over days and months and years. Those that are no challenged pay attention in class only on a selective basis. They tend to work on material from other classed or read pleasureable material instead of doing that task assigned to them. Some focus on extra-curricular activites. Many simply stop trying. As teachers we must adjust our instruction to adequately challenge students who have already mastered grade level material or whose learning pace is much faster than the norm. Here is where differentiated instructiion comes in. Lessons need to be taught at various levels. Same thing will happen to over challenged students. As teachers we can compact the curriculum so that students who do or do not need repetition can remain or move on once they have masterd a topic. Another idea is having an indiviudual contract for each given student.
ReplyDeleteSAME AS ABOVE ...FORGOT TO INCLUDE MY NAME!!!!
Delete-BLANCA GONZALEZ
You can usualy tell the students that have already mastered the material being taught or can do so at a much faster pace than others. These students lack of challenge can negatively impact studeny possibly resulting in these students being under-challenged. This lack of challenge can negatively impact student achievement, motivation and classroom behavior over days and months and years. Those that are no challenged pay attention in class only on a selective basis. They tend to work on material from other classed or read pleasureable material instead of doing that task assigned to them. Some focus on extra-curricular activites. Many simply stop trying. As teachers we must adjust our instruction to adequately challenge students who have already mastered grade level material or whose learning pace is much faster than the norm. Here is where differentiated instructiion comes in. Lessons need to be taught at various levels. Same thing will happen to over challenged students. As teachers we can compact the curriculum so that students who do or do not need repetition can remain or move on once they have masterd a topic. Another idea is having an indiviudual contract for each given student.
Students work well when a task is clearly defined, however it is essential for tasks to be matched to the readiness level of students in order for students to be engaged. A good measurement and motivational stimulus for engaging students occur when they are moved a bit beyond their comfort zones. Support should be provided to move students from the known to the unknown. When the task is too low for the student there is no motivation. Motivation is the factor that stimulates and drives students to learn. Students that are not motivated become disengaged and lose their connection to the classroom. Once students shut down it is very difficult to bring them back. The appropriate procedure is initiating the appropriate procedure in the beginning to alleviate this problem. Differential task and readiness activities should complement efforts in moving on to planning and monitoring the effectiveness of a curriculum that you have in place, for students.
ReplyDeleteBarbara Harris
over a period of a one week, month, or year a student who is under challenged or over challenge will suffer poorly and decline, losing what little knowledge thats present. The student who is under challenged will probably if not already begin to become a distraction and disruptive. The teacher must definately find ways to interest this student. The under challenged student must recieve this service from the teacher as well. The teacher must be prepared to deliver according to both of these students readiness level. A goal for all learners as mentioned in chapter 8 is independent study, thought and production. The need to develope or assist both students both fall under one of these four stages, skill building, structured independence, shared independence and self guided independence. Karen Smith
ReplyDeleteWhen students are given tasks that continuously under-challenge them, they get bored, finish their work quickly, and become disruptive or go to sleep. They lose interest and don’t see the point of attending class. At the same time, when students are provided with over-challenging activities, they get frustrated and feel they are not smart. This is going to make them feel like they can’t succeed; they will give up because they don’t see the point of trying. In both cases, the implications are catastrophic for the academic life of every student. All students should receive instruction that is meaningful to them. Lessons should provide the students with activities that challenge them to learn new things, but not to a level that seems impossible to achieve.
ReplyDeleteClaudia Ocampo
When students are under-challenged, they become bored, and boredom brings frustration. Activities that are rigorous in nature keep their interest, and because they feel challenged, students will most likely use higher level thinking to finish the task at hand. Students who are over-challenged are equally frustrated because they are not equipped with the prerequisites to complete the assignment. Teachers have to first assess students’ basic skills or required knowledge prior to challenging them with more sophisticated tasks. For example, I would not ask my first graders on the first week of school to write a paragraph knowing that I have not taught them sentence structure.
ReplyDeleteIn order not to loose the students one needs to have that constant dialog...also observation to see how they react to work, projects, and assignments. If one is not careful we run the risk of under-challenging them and this can create numerous problems like boredom, behavioral issues or worse the risk of them tuning out completely. However many similar things can result if we over- challenge them as well. So teachers need to start them at a gradual pace and observe, assess and ask questions so we can gage their interests and be ready to slow down or reve up when it is called for. Like many things your audience(students) will be the determining factor and it varies from group to group and period to period. Trial and error are in order to get to the best practices that work for those students. It is never an easy task but the results are amazing.
ReplyDeleteEfrem Figueredo
We know that learning happens best when a learning experience
ReplyDeletepushes the learner a bit beyond his or her independent level. When a student continues to
work on understandings and skills already mastered, little if any new learning takes place.
On the other hand, if students are over challenge ahead of students' current point of mastery,
frustration results and learning does not
Larry Williams
When students are over-challenged, they may try their best to complete these specific assignments over the first few days or even weeks. With time, they can become discouraged which will then lead to frustration because they do not see self-improvement. The years to come can probably produce a lack of motivation in wanting to learn. When students are under-challenged, they may tolerate these assignments for a short period of time. Sooner or later, the student will become bored and like the over-challenged student, they will lose the motivation to want to learn because they assume that it is not as exciting or as challenging as they thought it would be. It truly is important for a teacher to plan properly for each type of individual in his/her classroom.
ReplyDeleteWhen students are consistently under-challenged, they get bored and we lose their attention in the classroom possibly leading to disruptive behavior. When we over-challenge them we frustrate them and do the same. Learning is a life-long process. If we don’t challenge and maintain their interest now, we are creating a future of unmotivated slackers. As teachers, we want our students to take the knowledge learned and apply it to real-life.
ReplyDeleteZina Berman
The implication for students when tasks consistently under-challenge them over a period of days is that the instructor doesn't really know their true achievement level, so they will be confident to do their best to show the instructor that the work is easy for them. Over a period of months, however, students will get bored with consistently under-challenging work and also loose valuable brainpower due to under stimulation.
ReplyDeleteConsistently under-challenging tasks over a period of years will be detrimental to overall advancement of students. There will be a gradual recession of abilities that will eventual be too far gone to remediate.
The implication for students when tasks consistently over-challenge them over a period of days is that students will feel a level of frustration that they may or may not be comfortable with. They may try to work through it, or they may give up. Over a period of months and years, however, students may completely tune out or turn off from trying, thinking that they can't be successful even before attempting the task.
Implications for UNDER-challenged students
ReplyDeleteDAYS- disinterest leading to non-focused behavior and non-productive D.I.
WEEKS- students will gradually lose motivation because they will not encounter anything that they are challenged by. Students will not progress to more challenging work, but they will not have had the systematic practice, and by this point will have missed the chance to "jump on the D.I. boat"
MONTHS- They will not have advanced nearly enough for high-stakes testing
YEARS- will have significant holes in their knowledge, at least whatever meaning they would have constructed during the whole D.I. process
Implications for OVER-challenged students
DAYS- misbehavior caused possible by anxiety for not "getting it", or for not even understanding the assignment directions (i.e., independent, multi-step, or open-ended work)
WEEKS- Students will dislike learning more and more, especially when content builds upon itself
MONTHS- constructing meaning has now become wholly frustrating, because the students are probably aware of how behind they have become because they've not had few, if any, successful learning experiences
YEARS- low performance on high stakes assessments
The short-term and long-term implications of an under-challenged student is they become unmotivated to work and bored with the material. Conduct can become an issue and grades begin to decline. The student's full potential is never really tapped into and and their possibilities are limited in the future. The short and long-term implications of an over-challeged student is that they become frustrated, lose motivation to even try, and most importantly their self-confidence declines. This can lead to them just giving up and not even trying. Behavior can also become and issue in the classroom. In the long run they may become depressed and ultimately drop-out of school altogether.
ReplyDeleteUnder challenged students will become bored and lose interest in your class. They may even begin to get bad grades because they fine the work so meaningless that they refuse to do it.
ReplyDeleteOver challenged students might become fustrated and stressed. They may lose their self confidence and develop low self esteem.
Susan Castleman
Consistently under-challenged students get bored and lose their attention in the classroom. This can possibly leading to disruptive behavior and lower grades. Whereas over challenged students might become frustrated and stressed. It’s possible for them to lose their self-confidence and develop low self-esteem which may also cause lower grades.
ReplyDeletePamela Robinson
We know that students learn best if tasks are a close match for their skills and understanding. When students are not given challenging tasks, they become bored and inattentive, sometimes restless, and may become a behavior concern. Students lose interest in school because their mind is not being stimulated. Providing challenging tasks to students would increase their ability to be more skillful and responsible, and they learn to organize time because the tasks usually take more time. At the same time, if you over-challenge the students, then they will feel frustrated and overwhelmed because the work is beyond their ability. These students end up feeling low self-esteem and unsuccessful, so many times they end up not completing their assignments. With time, both scenarios may result in negative behavior that hinders learning.
ReplyDeleteMaria Santiago-Parreno
When task are either over either or under challenging for students, teachers will be losing students focus in the subject. They will no longer motivate and will show absolute no interest in the class. It is our responsibilities as teacher to keep students motivated. We need to teach them at their level and challenge them when it is appropriate or when they are ready to be challenge. With that say, one important thing strategy that can help us in the classroom is scaffolding. This strategy will help teachers better serve the students and not frustrate them. A successful classroom needs to be a differentiated in order to better serve the students. Differentiate the process, content and product will increase student knowledge and performance in the classroom. As a result, teachers will increase student’s mastery.
ReplyDeleteReadiness of instructional task requires the students to have some prior knowledge and learning experiences. The knowledge should be a bit beyond the students’ independent level. Matching of instructional task should stimulate curiosity and ignite passion. An instruction, in a readuiness setting allows the students to move, from the known to the unknown. An instructional setting works when goals are clearly understood, and defined. The edge of understanding for students can extend beyond their comfort zones. Too much comfort will cause the students to lose motivation. Once students lose motivation they lose passion. Passion is the force that motivates students and drives their behaviors. The task of redirecting student’s passion is complex; so maintaining motivation is paramount. When instructional task are to low it is difficult to initiate instructions. If the task cannot ignite curiosity or interest it is impossible to initiate a program of instructions. Instructions begin with a process and the process begins with engaging the student with a appropriate task.
ReplyDeleteCarolyn Collins
Ronnica Nix
ReplyDeleteChapter 7
Chapter 7 describes the importance of transitioning both students and parents into the differentiated classroom. It is important that parents and students have an understanding and level of comfortability of the differentiated instruction objectives and expectations. Chapter 7 provides a variety of strategies to effectively and smoothly engage both students and parents.
Students become bored, inattentive and may have a behavior issue in the classroom when doing an under challenge task. In this case, teachers need to know all students individual levels and create motivational activities for these particular students. When students are over challenged in any given task, they may become frustrated and stressed. These results may lead to low self esteem and low grades.
ReplyDeleteChapter 7 Reflection
ReplyDeleteChapter 7 explains that students, parents, and teachers need to have open communication and should be introduced to the DI setting so they become familiar and feel comfortable. This chapter was beneficial in explaining the different scenarios to implement in your classroom whether primary, secondary, or high school. Communicating with parents of different learners about differentiation is key to develop a positive and clear understanding of differentiated instruction.
Chapter 8 Reflection
Students that are consistently under challenged become complacent and loose interest in learning. They need to be consistently challenged on their level or above to become engaged and active learners. On the same token they should not be over challenged because they may become frustrated and disengage in learning. This is why constant differentiation and monitoring of your students learning is key to active and meaningful learning. Differentiation is a great way to reduce the implications on students that both are under challenged or over challenged.
Cristina Lopez
Ronnica Nix
ReplyDeleteChapter 8
Chapter 8 discusses the 3 characteristics or "anchors" to guide student differentiation which are readiness, interest, and learning profile. These 3 components can assist with identifying how to proceed with students whom the teacher may find to be either under challenged or over challenged within the classroom. Students who are over challenged run the risk of shutting down and finding themselves to be academically inadequate, and ultimately don't perform as well as they could. Over a period of time, there self esteem could be effected, and instead of progressing, may end up either flatlining at the end of the year of regressing.
Students who are under challenged, run the risk of not reaching their full potential academically and can also give a false sense of high performance, because they are not challenged enough.
Chapter 7
ReplyDeleteThis chapter stresses the importance of preparing the way for successful differentiated instruction in the classroom. Although I have long understood the importance of the parental figure in furthering a student’s educational future, I did not realize the pivotal roles parents and students play in making differentiated instruction effective. In order to better reach parents of advanced learners, the chapter offers some words of advice. “Rebuild[ing] their trust that school is a good fit for their child” is an excellent way to maintain gifted children in the classroom and address the needs of parents and students alike. Whether parents are overly involved and demanding or curiously absent in their child’s education, teachers will find success by adequately arming themselves with tools to tactfully communicate with parents.
Chapter 8
What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years
Whether students are under-challenged or over-challenged, differentiated instruction, when executed correctly, is supposed to address these pitfalls of education. When students are face with challenges that consistently under-challenge them they are likely to fall behind and lose important brain dendrites. They may become accustomed to things coming easily to them and become mentally lazy, unable to complete a task beyond their usual comfort level. They also may experience frustration upon later being asked to perform a more challenging task. If students are over-challenged, then they are likely to experience intense frustration more frequently and eroding feelings of incompetence. They may develop a negative association with school and their learning processes will consequentially be thwarted.
Once a teacher , like Mrs. Middleton, finishes the "preparation phase", students will be graded on their individual progress ,not in comparison to everyone else. Both ,students and parents(especially parents of advanced students & those who push too hard) must be explained to about how & why this is what's best for their children.
ReplyDeleteWhen differentiating by readiness;the characteristics of students guide DI.Always pushing the students a bit out of their COMFORT ZONE.
In order to design a robust plan we should follow certain materials, activities & products like:
Starting from Foundational to Transformational.
Concrete to abstract,etc....follow "The Equalizer"...
Also Flexible time & groupings.
All this is to differentiate Content,Progress & Product.
Not doing it "The ONLY WAY"( DI) will result in frustrated, freaked out , burnt out students &/or hyperactive,indisciplined,"sleepy" students.
Learning is NOT happening & curiosity....forget about it !!!
Guillermo Rodriguez
Differentiation is characterized by readiness,interest,and learning profile. Teachers should push students beyond their comfort zones. Differentiating content, process, and product are focused on at the readiness level. The teacher supports students in working harder to achieve higher levels of competency using important skills and ideas. Chapt. 8
ReplyDeleteChapt. 9
ReplyDeleteTeachers must motivate students in order to activate their educational interests. First the teacher should identify the interests students bring to class with them. Second, the teacher creates new interests in their students. Using interest-based differentiation combined with other types of differentiation enhances our chances of cultivating students interests.
Chapt. 10
ReplyDeleteLearning-profile factors come in four categories;Learning style, intelligence preference, gender, and culture influence learning profile. Learning style refers to personal or environmental factors. Intelligence preference refers to learning in ways that address intelligence. Culture influence preferences affects how we learn in any group of people. The classroom must be flexible so that students work in ways they find most productive. Gender based learning refers to learning patterns within both genders. All four factors need to be utilized within differentiated instruction in order for harmony to exist in the classroom.
Chap. 7: What I really liked about Chap. 7 was its illustrative scenarios which highlighted different grade level D.I. classrooms. Also,I liked the fact that we need to educate parents on what D.I. is all about and how it impacts our teaching and their children learning capacity. I WILL DEFINITELY PLACE THIS ON MY PREPPING FOR THE NEXT SCHOOL YEAR CHECKLIST!
ReplyDeleteChap. 8: This How-to Chapter is great...it compared D.I. to stereo system "buttons"! This Equalizer, Fig. 8.1, on page 47, visually prepped for me the approach to take with my students for this upcoming year. I will definitely use it as a VISUAL REFERENCE, as I survey my upcoming students-(readiness/interests/learning styles). Also, as I modify my D.I...and the troubleshooting tips on pgs. 49-50 will definitely be useful.
ReplyDeleteIn the Differentiated Classroom the teacher closely asses and monitors skills, knowledge levels, and interest. The lesson reflects the teacher's best understanding of what a student needs. the teacher will be glad to have parents come and share information about students. The goal is to help students become more independent.
ReplyDeleteChapter 7
ReplyDeleteIn order to make a classroom more academically responsive I think that it is essential for a teacher to make sure students and parents completely understand the Differentiated Instruction that is being used in the classroom. As a teacher I have noticed that students feel more comfortable knowing the structure of what they are going to learn. Making sure parents are aware of what goes on in the classroom is a huge part of how students perform in school. Parents can truly make a difference in the students’ academic success. Students must grow in all the key skills. If a student cannot master a skill he/she needs to continue the practice to completely build success.
Chapter 8
I come across students at time that either find tasks under-challenging or over challenging. It does get challenging to motivate students who finish fast. However, reading this chapter I have been able to understand ways to approach this matter. We need to find the students interest and what they are mainly good at. The complexity level can be monitored by the teacher based on how well the students perform. Sometimes you will find students who like to work in groups to get their work down easier and which it makes it easier for them. In this case the teacher will have the students work independently.
Chapter 7- As a teacher it is important to help the parents develop a clear understanding of what differentiated instruction is and how it benefits their children. We also need to remember that students learn at different paces and we cannot expect them all to be at the same level at the same time, but what is important is that everyone is working on the skills they need.
ReplyDeleteChapter 8 - Teachers need to vary their assignments in response to student readiness. The goal is for teachers to provide assignments at or above the proficiency level of the student and guide the student to "work up to their self-selected goal." If a student is given an assignment that is too easy they will get bored, if it is too hard they may become frustrated, therefore it is important to choose an assignment that is just beyond the comfort zone then support them in achieving the next level of competency.
Tony Casas
ReplyDeleteChapter 7
It's very important to get parents involved by offering them an opportunity to attend "Parent Night" at their children's school. At CP we have a large ESOL population so we invite them to come out and meet with Administrators, Teachers, and Counselors. Teachers can answer questions or concerns, parents might have concerning their children's learning.
Tony Casas
Chapter 8
I agree there needs to be a balance on how students learn in a differentiated environment. Students should study independently as well as in groups. It's mentioned in the chapter that by guiding students across the continuum at individually appropriate speeds, the teacher and students are less likely to become frustrated by tasks that require greater independence.
Chapter 8
ReplyDeleteWe know that students learn better if tasks are a close match for their skills and understanding, if task iqnite curiosity in a student,the assignment encourage students to work in a perferred manner.On the hand when the students are unchallallenge the student come frustrated.Teacher should vary instruction to meet the need of every learner in a D.I classroom.
By: Alden
Ch. 7
ReplyDeletePreparing students and parents for DI is important. It is beneficial if everyone understands the differences between students in the classroom, everyone has different needs and interests. It is key to have everyone on-board so expectations should be clearly stated to all.
Ch. 8
Planning for lessons in a DI classroom needs to consider student readiness, learning styles and interests. Instructors need to keep learning goals in mind and construct ways to teach to help each child reach the goal. Basically, I do, we do, you do is a guideline to use to make sure you give students the support they need when learning a new skill. Authentic reasons for learning give meaning to learning and increase motivation for students. Pushing students a bit beyond their comfort level gives them power and the understanding that they are capable.
Gina Terry
Chapters 7 and 8
ReplyDeleteStudents who are under challenged or over challenged provide important information to us as teachers in the DI classroom. On one hand, we cannot assume that just because a student finishes quickly, he/she is under-challenged. Careful observation and ongoing assessment is the key!
Students who are under-challenged may become disinterested, as well as become potentially disruptive to others. It is important to take into consideration the student's readiness without forgetting interest and learning profile. Students who are under-challenged, will tend to experience frustration, which could result in a lack of motivation. They may stop trying altogether and become disruptive to others.
It is important for students as well as parents to understand the characteristics of a DI classroom. Meeting with parents may offer great insight for us as teachers in the child's cultural background and interest. On the other hand, parents will be more willing to offer support when they begin to witness that their child is treated as a unique individual and is engaged in their own learning.
Ch 7
ReplyDeleteWhen it comes to an effective DI classroom, planning and preparing are key for success. The teacher should know the students preferences, learning styles, and goals so that lessons can be tailored to meet their needs. Again, this doesn't necessarily means that each child requires a different lesson but just something relevant that will make them want to become engaged and will want to learn the content being taught.
Ch 8
Behavioural issues are the main complaint of teachers when students are not learning. Unfortunately, they don't take into consideration that some students may just be bored with the material or feel overwhelmed as the information may be too challenging for them. These issues lead to their aggression or the feeling of disenchantment with their learning. Providing proper DI, can fix this as each child is being met at their learning level and therefore, working to their full potential.
When we continuously over or under challenge students, we run the risk of losing them entirely. This is why differentiated instruction is so vital, meeting the student where he or she is. We want to push students a little beyond their "comfort zone" while providing the appropriate level of support to make the task achievable. But we cannot forget about our higher students. We can meet their needs by differentiating by readiness in order to prevent the students (whether above or below grade level) from becoming frustrated, disinterested, or even disruptive to the learning process. The book provided an example of differentiating in this way in a math classroom. Using the same topic, the teacher assigned problems at varying degrees of difficulty based. In this way, he or she is ensuring that no child is left behind and the needs of all are being addressed.
ReplyDelete--Lindsey Chapman
When a new idea is introduced to a student or a group of students and the idea is not in their stronger areas, students need supporting information. The teacher in differentiated instruction has to be creative trying to convey the concepts the students ought to understand, such as writing measures of music, representing certain fractions in math.
ReplyDeleteCh 8 T. Junious
ReplyDeleteWhen tasks consistently under challenge students you ten to lose them both academically and behaviorally. You don't get to see their real potential. When you over challenge them you could see the same results. I am trying to just challenge my students and to help them to see that they have the same potential as other students and I also help them to see that they are administered the same "TEST". Right now in my class I have students who are giving up because they are not willing to do what I am requiring of them, even with me giving them the support that they need. My students are more concerned with the actual letter grade they will receive for every assignment that they do. They don't care at all much about the content or what they have learned. These are the things that I deal with only a daily basis.
Ch 8. Yunyan Chen
ReplyDeleteWhen students are under-challenged, they get bored quickly and less motivated. They can finish work quickly and then it will resort to disruptive behavior. For a long run, they will not be interested in these subjects and grow too comfortable to challenge themselves as they might be always top students in the group.
When we over-challenge the slow learners, we frustrate them as they cannot conduct their grade level and they will lose their confidence. Learning is a life-long process. If we don’t challenge and maintain their interest now, we are creating a future of unmotivated students and will have lots of passive learners. As teachers, we want to train our students to be active learners and take the knowledge learned and apply it to real-life and be on their own.
Challenging students on tasks that are worthy of their time and effort is best for students. Tomlinson calls this readiness differentiation. Students should be given lessons that are relevant and meaningful if students are to transfer this knowledge and stretch their thinking.
ReplyDeleteStudents who are under-challenged can become bored, disinterested, and even disruptive. These students need tasks that cause them to “reach” for information. When their thinking is stretched they are more apt to apply learning strategies to challenging material and thereby gain a higher level of proficiency because of the mental work they had to endure.
Likewise, students who are given overly challenging work can lose interest, be discouraged, and show adverse behaviors that demonstrate avoidance. Students who require more instructional support require work that is stepped up as they progress from one level to another. Students are expected to make goals but they do this incrementally.
The exponential effect of over challenging students widens the achievement gap over time. Students are unable to look toward achieving goals when they are still at the baseline of proficiency. This creates a trajectory that is flat or declines over the course of a school year.
Students who are under challenged do not make the gains they would ordinarily make if their instruction were not accelerated appropriately. Again, the trajectory would remain flat or decline which would set them back further in the learning continuum.
I have had on two occasions the dubious pleasure of taking my students to a school auditorium for them to sit through an Advance Placement recruitment spiel. I heard two principals and two vice principals, almost as if reading from the same script, sell the courses to the students by addressing their fear of failure. They all said that the students need not worry about failing the courses because college admissions officers like to see that students are prepared to take challenges. In other words, taking and failing tough courses is not really a bad thing. I was alarmed when I heard this statement echoed by school principals and wondered what their experience with students might look like. My experience is that when you tell young people that failure is not really a big problem, they learn to accept it.
ReplyDeleteThis experience I related is very salient to the reflection question of chapter eight because I do not or have not seen too much “over-challenging” of students. Rather I see a lot of “under challenging.” Speaking as a Language Arts teachers, I could say that having 11th and 12th graders write vocabulary definitions in note books seems to me to be under-challenging, yet this is fairly common. So too, having students view movies of Greek plays and then having them answer plot questions and other questions that address surface phenomena appears to me to be really ridiculously under-challenging. Over a period of time students will lose interest in the course. However, we might have to admit than many students go into courses without any great interest. This might be something that the system has to address. In some countries in the world, specifically the English speaking Caribbean, 17-19 year old students who are doing English Literature are, indeed, already known to be honors or AP students. So part of the problem here is that overwhelmed students probably should not be doing required courses late in their high school years. They should be doing the courses that they are very interested in and, therefore, are prepared for real challenges. This should apply to all courses. If students are finished with basic requirements like English and Math by age 15 or sixteen, then the courses they end up doing at 17 ad 18 won’t under challenging or over challenging for them. They will be in courses that are very relevant to their interests, courses they will be prepared to work hard at because they would know that failure to work hard would mean failure and the possible change of career or goal.
Every student, let’s say in his or her Junior and Senior year, should be in courses that are challenging, period. By that age they should know what they have to do to succeed in a career they might have already decided to pursue. At that age and in that type of school, they should be disappointed if the material in courses under-challenge them. They probably should already be finding challenges for themselves.
The fact that principals have to recruit reluctant students to do AP courses and motivates them by pointing out that failure still has its rewards tells us that a lot of courses offered in schools are of much greater value to the administrators in the schools than they are for the targeted students.
Tony H.
When tasks are consistently easy and under-challenge the learner, students will not make gains and attain a level of competency that is needed for academic achievement. Students will not be engaged with the tasks, interest in school may be lost, and behavior issues may arise. “Teachers need to match students’ readiness level to content, process, and product to push students just a bit beyond their particular comfort zones.” If students are consistently over-challenged with tasks that are too difficult to attain, the end result will be the same. Learning gains will not be attained, students will lack motivation, behavior issues may arise, and active engagement will not be present. Students will be negatively impacted after many years of under or over challenging content. Academic, social, and emotional issues will undoubtedly arise.
ReplyDeleteSome implications for students in an underchallenged or overchallenged task, I believe leads to the same outcome. In both cases students will lose focus in learning, become unmotivated, frustrated,and most often lead to behavior issues. In this chapter the "Equalizer Troubleshooting Tips" are great essentials to keep in mind especially when planning DI lessons for both these types of students. As a facilitator of learning you do not want to frustrate and have students lose confidence with over challenging tasks and at the same time you do not want to underchallenge the students because that will surely lead to less motivation and boredom in learning.. As a facilitator you always want to help students to determine a goal for a productive outcome.
ReplyDeleteThe implications of under-challenging or over-challenging students is underperformance and discipline problems for both groups. If we under-challenge students, some will play along for a while giving you good work, but on the long run they’ll lower their efforts and start producing below-average work. These students, bored with the assignments, will not give their best. On the other hand, the ones who are over-challenged will try at the beginning and will become frustrated at the end. This frustration will lead to discipline problems and low grades.
ReplyDelete- Francisco Castro
When students are underchallenged they will loose interest in the task and behavior issues may arise. In order to avoid this, the teacher needs to give activities that will push the students a little beyond their comfort zone.
ReplyDeleteWhen students are over challenged they may feel frustrated and loose interest.
Chapter 8 Reflection: What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years?
ReplyDeleteHave you ever thought how many time teachers help students to get frustrated during instruction? Well! To be honest with you, I haven’t, but just today and after analyzing everything I have been learning in this course I admit that the best way to do it is just when teachers provide under-challenge and over-challenge tasks to them. It is imperative to consider that the same way you prepare your DI teaching, is the imperative time you have to consider whether tasks are under-challenged or over-challenged.
So what is the best way to deal with the above mentioned tasks?
Identify what the students must know, must understand, and must/should be able to do.
Identify more formats/ learning options so that students feel comfortable when learning.
Determine forthcoming expectations for higher quality in accordance to content, processes, and products together with approaches so that tasks could be neither over nor under challenge.
Decide the most appropriate scaffolding in order to promote students’ success.
Develop a product assignment that “clearly”, “competently” gives students or tells students that: they should show they understand, and can do these things, they can proceed through these steps at a given quality level according to students’ individual needs.
Differentiate/modify versions of the assignments based on the students’ outcomes.
Coach/Teach/Reteach/Guide for successful challenging, no matter what kind it is.
Just by taking all these mentioned facts, nor opinions, we are ready to satisfy students’ implications.
By Mr. Flores De La Paz
When educational task are consistently under-challenge student become disenchanted with school and teacher’s involvement. The student become complacence and utterly bore with the educational system. The implication leads to a lack of student’s involvement and interest in school. Teachers that failed to meet student’s needs at the misses the opportunity to create an appetite for learning and all the possibility a student can achieve in their life time. This subsequently creates a chain reaction of time and effort wasted for all the parties involved. When this disservice is committed over an extended period of time, students are the real loser in this process. The over-challenge students will also feel frustration as well as participation from the student. This is why a teacher must plan a lesson that addresses all of the students within the classroom. This way student will be fully engage in their primary, middle school and senior high. Teachers should always provide a comprehensive and effective differentiated curriculum that enhances the quality of education may it be challenging or less rigorous.
DeleteTeachers should differentiate for student readiness from day one and it should continue ion a daily basis.Teachers can use formal andinformal tasks to determine the DI groups.Some strategies that I use and can use to respond to my students' readinesses are 1. contract( I have EBD students and this works well with the students),learning centers,flexible grouping,tiered assignments and mentorship.
ReplyDeleteI repeat that it is a lot of information that I have to organize in my mind, but I am going to do it. Differentiated Instruction should be an endorsement by itself, like Reading and ESOL. Students will not be motivated to learn when tasks under-challenge them. They will be frustrated if tasks over-challenge them.
ReplyDeleteWell, I believe the end results are the same. Loss of interest. Over challenged students are frustrated. This could lend to behavior issues due to anger and feelings of failure. The student will start not completing tasks and detach themselves from the whole learning concept or the subjects that they are unable to grasp. Under challenged students are bored. bored. bored. They too can develop behavior issues due to lack of interest in a subject or topic that they have already mastered. As time goes by and this continues for both over and under challenged students, they can develop a dislike for that subject, topic, or the learning concept completely. Could lead to dropping out of school completely. Bad memories or experiences are never forgotten. This behavior can develop into their adult life and into the work place. This may even prevent them from furthering their education.
ReplyDeleteWe, as teachers, can differentiate any or all of the three key components of curriculum. When, I use readiness level as a focus for differentiating content, process, and product, my aim is to push students just a bit beyond their particular comfort zones, so that student work is a little too hard. I, then support my students in stretching to achieve a next level of competency with important skills and ideas. However, to answer the questions, when tasks are under challenged the students get bored, they loose their interest, they 'produce" to get a grade without caring much in following strategies and processes that can lead to a better comprehension, and quite often it leads to disruptive behavior . On the other hand, over challenging tasks may cause frustration and lack of interest. Planning is going to be my best strategy to obtain the results that I desire.
ReplyDeleteConsistently under-challenging students create a pattern of low expectations. Students tasks should always be a little too hard in a way that, with the teacher's support, the students will effectively acomplish them and therefore students will recognize their power. Over-challenging only creates frustration and will drive the child further away from learning.
ReplyDeleteDenise Freitas
The students will lose interest in the classroom activities and the teacher. A student needs to be challenge enough, but on a frustration level. A student must have a respectful task that is purposeful task. The groups must have flexible consistently working in a variety of groups. The assessment is ongoing: unit ends, pre-assessment, formative and summative. A 90 minutes, with the benchmarks, direct instruction, interim assessment (Fall), interim assessment (winter), FCAT, SAT, NAEP
ReplyDeletetesting
ReplyDeleteIf we consistently under challenge students, they seem not to care to put forth little effort. We are doing these students a disservice because we are wasting their time. Over challenging the students can also have a negative effect on them. It can cause them to give up.
ReplyDeleteA curriculum that challenges students a BIT beyond what they find easy or comfortable has the most success. Students learn best when we give them a challenge, and through DI help them meet it.
Lesson planning is one of the most difficult aspects of differentiated instruction. Despite its complexity, it is one of the most essential components of the process to ensure that the system functions completely as a whole. If a lesson does not keep students engaged, is not challenging, and does not promote academic growth through the presentation of new information, the learning process becomes stifled. If a lesson is too difficult, students can become overwhelmed, discouraged, and left feeling defeated. Students who consistently experience negativity during academic instruction often develop negative feelings about themselves and towards learning in general. As an educator, this is my worst nightmare. I want my students to feel good about learning, and to feel good about learning with me! It is absolutely necessary to invest the time, effort, sweat, and tears into getting my students where they need to be through lesson planning. I think of it as being stranded at sea in a rowboat with land in sight. I must work to row my way to shore or sit and hope that some outside force will deliver me to where I think I should be. How likely is it that an outside force will come to your rescue and get your student’s to where they need to be academically? Highly unlikely!
ReplyDeleteStudents being either over or under challenged both have the same result-NO LEARNING. Sped teachers often face this challenge when working with their students. Students working on IEP goals may master a goal and the teacher may find herself working for long periods of time on something that the student already knows. Teachers working on grade level standards may frustrate students with materials that is difficult to understand. The implication of either of these teaching methods are the same. Teachers must be willing to monitor student learning. Frequent and meaningful assessments are key to learning that is relevant and offer the appropriate challenge to students.
ReplyDeleteTomlinson says, "A curriculum that is good for students pushes them a bit beyond what they find easy or comfortable." Without a doubt, we are living in a generation where there is stiff competition when it comes to attracting the minds of our students. Often, my guiding principle is the question: "What have you learned today that has impacted the way you think?" This question is the driving force of my lessons because it forces me to consider firstly what my students already know and secondly, what is relevant to them with regard to my objectives and their interests. The constant mantra, "I'm bored!" is the response that every teacher dreads. It spells inattention over a few days, behavioral issues over a period of months and certainly a regression, if left unchecked over a period of years. The opposite is true for teaching at a level of frustration without scaffolding or support. Students, like adults need to feel as though they can achieve. Constant negative feedback yields negative results. Ms. Tomlinson uses the analogy of an equalizer which should be adjusted at different times in the lesson to ensure each child is being taught at a pace that is conducive to their cognitive ability.Essentially, instruction should be tempered to match the needs of the individual student.
ReplyDeleteWhen tasks consistently under-challenge students, they do not learn because they are not being pushed beyond their comfort zone. Over a period of time, the student can become complacent and lazy and will resist when something challenging IS placed before him, declaring it too hard because it is now requiring him to think and perform beyond his comfort zone. This could cause behavioral problems in the classroom as well because a student who isn't being challenged could finish his work more quickly and become bored and start playing around, disturbing other students.
ReplyDeleteOn the other hand, when tasks consistently over-challenge students, they become frustrated and over time can give up on learning. They could even start thinking of themselves as dumb and stupid and incapable of learning. This is why considering a child's readiness is important in planning lessons.
The effects of over- challenging and under -challenging tasks are similar to all students who are exposed to them. First, the student will lose their natural motivation to learn and in consequence he or she might start presenting disrupting behaviors in the classroom such as poor attendance, lack of interest on academic activities, poor test scoring and loss of previously acquired abilities and skills. The loss will multiply and accumulate over a period of time a student is not exposed to a proper challenging learning task.
ReplyDeleteInterestingly enough the ramifications of consistently underchallenging or overchallenging students is surprisingly similar and multifacted. Students quickly loose interest, become unmotivated and often classroom behavior becomes a constant. Students who are not engaged in the learning process become bored and uninterested often perpetuatingg the belief that education is not relavant. Often these unengaged learners do not complete high school and frequently are not interested in higher education. These unmotived and unengaged learners can eventually become "stuck" in a job to earn a salary and be unengaged and unmotivated employees. Often it can be one teacher, one experience, one challenge, one success, one "that is amazing" experience, that spus a student to conclude that this thing called education has merit and value. When all people are challenged and stretched just the appropriate amount, we continue to move in the direction of success and satisfaction with ourselves and our accomplishments.We believe in ourselves and our abilities. A school setting that treats individuals as unique people and where learning is active and engaging, often encourages us to become the same active, creative and engaged employees. As an employer, we desire that our employees are challenged to do thier best, work as a team to accomplish the required tasks and continue to stretch to reach their portential. this applies first to our children and students and carroes over into our lives as adults.
ReplyDeleteChapter 8
ReplyDeleteStudents lose motivation and interest when tasks do not challenge them or when they can't tackle what is requested of them to do and they become very frustrated. There are three characteristics of students that guide differentiation: readiness ( skills and understanding of the topic) interest ( curiosity or passion) and learning profile (work in preferred manner).
Readiness pushes the student beyond the comfort zone therefore it supports the known and unknown facts of the subject area. They need time to practice and understand the idea being taught until they feel comfortable and move to the next level quickly. This requires materials and task that are more in conjunction with the timelines already set by the teacher. Students need to see the picture as a whole and them the details on how to get where they need to be. Details begin with simple ideas to more complex information. When the teacher match students to tasks, the students will be challenged enough but not to the point of breakdown.
The ramifications of over or under challenging a student can be a dangerous one. If a student is constantly under challenged it will come a time when he/she will begin to believe that they are not smart to do anymore than what it is given to him/her. When students are not given the opportunity to show what they can do they will not grow as a student which in turn can mean that they will be very limited as an adult. When a student is over challenged all the time it can also have a negative effect since there might be a subject that they are not simply interested in an they might become frustated. I believe that everyone should be challenged, within the person's limitation, in order to grow. Just because I might not be good at no thing it does not mean that am not good at everything. We, as educators, should try to tap on each student's potential.
ReplyDeleteChapter 8 Reflection: What are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years? The students when they are over challenged and under challenged the results are the same. They get non compliant about learning and processing tasks requested by the teacher. Teachers need to use readiness level as a focus for differentiating the content, the process, and the product in order to push the students just a little over the students' "comfort zones" in order for the students to learn and work for the next level of learning/processing.
ReplyDeleteThe implications for students when tasks consistently under challenge them have different affects. There are some who become bored, lazy and uninterested. Those students won’t retain the information because they may feel that the work isn’t meaningful. Then you have others who I like to call the independent or self-guided students who, even though they may feel under challenged, they still work hard and find ways to take their assignments to the next level. I find that students who are over challenged in the beginning feel uncomfortable. They are worried that if they don’t get it, they may be laughed at. Over time they become frustrated, but over a longer period of time they will become unmotivated and unwilling to learn. They may even begin to misbehave so they don’t have to work. As the teacher, it is our responsibility to keep these students engaged with activities that match their skills and comprehension.
ReplyDeleteIf you over challenge a student it might not manifest itself in a matter of days, but within weeks you will probably start seeing the student either lash out or shell themselves in. In a couple of years, this student would most likely miss school often, not work, or drop out. Under-challenging them can result in the student getting bored and the student will either act out or begin tuning out.
ReplyDeleteIt is our responsibility to keep these students engaged with activities that match their skills comprehension and meaningful to them we know that the students learn better if tasks are close match for their skills and understanding over challenging students will only frustrate them. In the other hand if I will plan to do it. I will give them lessons that will match with their reading lexile and ad equating work. Knowing how they have performed in year before. I will over-challenge them otherwise they will get disruptive and they will lose interest. And won’t take that risk
ReplyDeleteChallenging them has also the both side. It is good because they will try their best but it could be easily risk to get frustrated .Like as I said before only I f I know the student background I will do it.
When students are under-challenged over a period of days. They may not see it as something serious. As time goes on and weeks turn into months. Students don't see it as something they are lacking, they blame the teacher. It is up to me to notice and plan accordingly, assess accordingly and engage the student with material at their instructional level. Over-challenging students bring about frustration on the students' and teachers. Teachers over plan without taking into consideration the appropriate level for the students to work at. Students begin to feel like failures, become disinterested in school and may even drop out. No future or hope in sight. It is my duty as a professional to reach and teach each student on the level they are and begin building a bridge to afford them success to their highest level of capability without undue stress. I know this is not an easy task, especially with the class sizes that some teachers are assigned. I have small classes of 10 to 12 special needs students. Creating lessons to meet their individual needs is challenging. To see them achieve is so rewarding. It's worth going the extra mile.
ReplyDeleteI feel that it is the responsibility of the teacher to always have students participating in meaninful activites at their levels. I think that underchallenging or overchllenging students will have a similar outcome in the classroom. Students that are not engaged in the learning process will quickly loose interest and at times the behaviors will also be affected. Students that are underchallanged will become bored and those that the tasks are overchallenging may cause frustration and lack of interest. I think that the teacher needs to know her students well enough to know those students that can be challanged and those that can not be. A good teacher will keep students engaged in meaningful activities that match their skills and comprehension.
ReplyDelete“The Secret of Change Is to Focus All of Your Energy, Not on Fighting the Old, But on Building the New.” --Socrates
ReplyDelete“Our best teaching happens when we give students a genuine challenge and then help them successfully meet it.” “The teacher must “stretch students beyond their comfort zone.” Since students who are under or over challenged are in danger of experiencing a snowball effect in which they incrementally grow bored, frustrated, uninterested and finally become apathetic toward a given subject or learning in general. A teacher must be committed to continuously engaging her students by pushing them little by little away from their comfort zones, yet at the same time providing opportunities for success.
An instructor's lesson plan should take into account the fact that learning is a process that occurs in various ways for different people. Consequently, grouping students by the way they learn is key. Moreover, the lessons have to follow a structure that covers in those various ways from the simplest to the most complex matters. The assignments thus, have to balance degree of complexity taking into account the student that gets easily through it and the student that feels really challenged. The aim as Ms. Tomlinson says should be to give an extra push to help the students beyond that extra particular comfort zone.
ReplyDeleteWhat are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years?
ReplyDeleteOver-challenging students is going beyond their comfort zone without giving them the support they need to achieve the next level of competency. This is dangerous in that students tend to feel frustration and anxiety at not being able to achieve the goals set before them. After years of being over-challenged, students burn out. They give up and walk away.
The same can be said for under-challenging students. These students are bored by the lack of challenge and thinking needed to complete meaningless tasks. After a year of being under-challenged students become bored and tune out the lessons and perhaps start skipping out on classes they know they could pass in their sleep.
This is why using readiness levels and giving students appropriate work based on their levels and abilities would further help them grow and reach their goals. Of course, readiness levels are just guides for where to start, but as a teacher you still have to monitor each student to see if they really are capable of succeeding in the groups they are placed.
What are the implications for students when tasks consistently un-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years.
ReplyDeleteOver-challenging and under-challenging students can be detrimental to their future. Either practice can seriously damage a student’s future.
Over-challenging students can cause them to increase their frustration and eventually lose interest and focus in school. Students will feel unsuccessful and learn to hate school. In the long run, it might even cause students to drop out of school.
Under-challenging students can cause them to become complacent and lose interest in school. Students will get used to simply “getting by” and never realize their true potential.
Ideally, a teacher should focus on student’s readiness levels and develop lessons that both challenge and support student learning. By doing so, a teacher may change a student’s life in a positive way.
There could be several implications when students are under or over challenged. Lets first take the case of under- challenged. Students who are under-challenged have the tendency to become lazy and eventually lose interest their own learning progressively .Some may result in having behavioral issue to compensate for their lack of enthusiasm. Those who are over-challenged can become sick and develop some form of anxiety disorder that later may impede their academic progress. Students should be rightly challenged, but with caution !
ReplyDeletewhen the task under challenge students at the beginning they become bored un interested and as the years progress the student becomes a behavior issue due to the lack of interest. In the other spectrum as the student falls behind at first is a small gap and as the gap gets bigger of not understanding the material the students become a behavior issue as well. Whether is challenging or not the effects are usually the same unless the student is resilient and is able to compensate their learning.
ReplyDeleteFinding appropriate materials for students that challenge and engage them is tedious and exhausting, but failing to find the appropriate materials has very real consequences for the students.
ReplyDeleteOn the one hand, when the materials do not challenge the students or are content that the student is already proficient at, the students lose interest, focus, and disengage from the subject matter. This happens on the spot. If the student is given these assignments for an extended period of time (days, weeks, and months), then students are likely to associate the class in a negative manner; loss of interest, loss of time, little to no growth in the subject area, and can become a distraction for others in the classroom.
On the other hand, when the materials are too challenging for students or the student is a couple years behind grade level proficiency, they tend to already have issues with self esteem or confidence. This translates into poor participation, being disengaged from subject matter, and behavioral problems. For many students this is a day one problem since it has been on going for some time prior to entering the class.
The implications of students being under or over challenged will vary according to the curriculum over a period of a school years
ReplyDeleteIn a class of mixed abilities, if all students learn the same way, no passion will be ignited. Teachers of DI need to insure that all students are active ,feel safe, and make connections. If not, all levels will lose their passion for the content area and boredom and failure will result . READINESS pushes the student beyond the comfort zone . All 8 CONTINUUMS focus on adjusting the " speed" by allowing different levels to adjust their own speed according to abiliites. I often make mistakes by planning a single task that's easy enough for all students to complete . The effect is low expectations at all levels. A good idea is to work , guide them through self -selected goals. Ideally there will be less frustration on all tasks that require independence. I am now aware that I need to encourage them to move "up" by planning coherent , relevant, transferable lessons .This is a challenging task!
The implication for the students when the learning tasks are consistently either over-challenge or under-challenge for them. Students need to be prepared to research, to use resources, to gain skills, and to set goals that help them to achieve better understanding.
ReplyDeleteIn order to prepare students for readiness, they need to be pushed a little beyond his or her comfort zone. Also, they need to be supported in order to move from known to unknown, and improve their chances of being appropriately challenging by activities and products in accordance to their needs. Some students may benefit from a basic task while others may need a more transformational tasks. In response, for student to gain readiness teachers should differentiate any or all of the three components of differentiation: content, process, and product that match to different periods of time. If a student is consistently having to work on under-challenging or over-challenging tasks a negative implication will for them will be that they are not ready to cross the bridge to readiness..
Chapter 8:
ReplyDeleteWhen tasks under-challenge children it creates a frustration in them because they feel as if they could do much better. When teachers constantly don't give students work that is challenging it is not good because they become used to a certain kind of assignment that they can do in as little as 10 minutes. However when students are challenged just the right amount once in a while they will learn to appreciate what they have learned and retain that information better because they will remember the challenging task that they had to perfrom in order to learn that lesson. When students are presented with assignments that are overly challenging, then they also become frustrated because they do not know how to do that certain assignment. Students who get frustrated because of an assignment tend to close their minds and not want to keep going, they give up. Maybe a teacher does not notice that a child is frustrated in a day, but after a month, the teacher will start to notice and she will get worried. After a year, hopefully the teacher would have taken certain provisions in order to help the students who are feeling a certain way about an assignment.
I believe that all children should be challenged. The problem comes in how challenging should the lesson be. You don't want to water down the lesson or make the learning unattainable. That's where the learning styles inventory will play an integral part in the initial preparation of the lesson. As the lesson is presented the goal is brand new. It's exciting! The students are grouped according to their readiness. The students are engaged. As a teacher goes around the room he/she starts noticing that some students are struggling and others are one track and others have completed the lesson. This first day the teacher needs to adjust and address those students that are ahead and those that are behind. Over the next few days the teacher makes adjustments as the lesson unfolds. The next lesson the teacher may want o consider switching the group to interests. This lesson moves at a steady pace. The teacher infuses a few challenging parts to the students. This assists him/her to move some of the students to more complex and greater abstract. Over the course of the unit, the teacher will be group by learning styles which will allows for multiple facets and more open approach for the students to move through the lesson.
ReplyDeleteThe goal after a year is for the students and teachers to be able to adjust and communicate their learning and teaching.
Charter 8 Reflection : Students need to develop the ability to make simple choices, follow through with short term task, and use direcction on appropriately. The students choice the option from the teacher follow prescribed time line, and he engage in self evaluation according to present criteria to complete long-term and more complex task.
ReplyDeleteIf we as teacher continually under-challenge the students the results are going to be that these students are not going anywhere, we are not providing the right activities for them to move forward instead of backward, which mean, that we always have to challenge the students from where they are and try to make sure they go to a higher level of thinking. The same will happen if we over-challenge them they will just simply quit, so our goal is to meet the students where they are and move them forward.
ReplyDeleteThe implications for students who are consistently under-challenged in the classroom is that if they are being grouped by readiness, the activities that are being given are too easy for them. Sometimes students who are under-challenged get bored with work too easy for them, and they may simply not do the work, or do it quickly. In this case you are not helping those students, they may become behavior problems, and the worst case scenario is that they regress. If you over-challenge students, the same results might occur. Students will not understand the assignment, become bored, and unmotivated. Again, you are not helping the students progress when you over-challenge them. This could also result in behavior problems and regression in their learning. That's why finding out where the student is as far as data and readiness goes is extremely important. That way you can challenge them at their appropriate level, and that's why D.I. is so important.
ReplyDeleteThe implications for lack of student engagement in tasks are that they may become passive and disinterested, or may act out and become disruptive. Students will lose interest in the overall learning process. During the first days of the school it year it is crucial to lay a firm foundation for the learning environment, so students understand their learning goals/objectives and are active participants in reaching these goals. If students are not actively engaged in this process, they may become confused/bored or think that they do not fit, may be too smart/dumb. After this week, it is important to continue sharing goals/objectives and how they are doing so far. This helps to develop a concrete understanding of how it applies to them as learning individuals. This will be the time to clarify and meet students they may need extra support. Again, if they are still feeling lost or think they can go on their own way - they are becoming disengaged/disinterested and are not actively working as a group. During the first months, if students remain under-challenged or over-challenged, they may begin to feel left-out of their learning environment as well as not collaborating academically or socially with their fellow classmates. The implications of this are that during the early school years it is critical for students to become active participants in their learning environment and goals in order to become independent learners who understand how they learn best and what they need in order to succeed. If students continually encounter frustration, do not understand, and/or know how to relate to the learning process they may become disengaged, drop out or get into trouble by acting out.
ReplyDeleteEvery student in the classroom must be challenged! The idea is to make sure that the work given meets their learning needs, and, the best way to do this is to make learning relevant and reasonably rigorous. Teachers must properly assess their students throughout the units taught opposed to at the end only. I think that one of our main goals as facilitators of learning should be to bring every student to a level of academic independence. As teacher-facilitators, we must remember that at every stage of learning the goal is to clarify concepts, appropriately address deficiencies and bring our learners to proficiency, and accomplishing that task will be different for every student. We must appropriately challenge them on every level. when we under-challenge students by simplifying assignments and causing them to not be able to make the connections to the real-world. We can over-challenge them when we apply more rigor but no meaning. As teachers we must first find the balance and always have an end-goal in sight. If students disconnect from the learning process and lose interest, over a period of time we find that in many cases there is no return. On the primary level we must be able to identify and address deficiencies at the on-set. This will only be achieved by effective planning, quality assessments, and be willing to make the necessary changes or adjustments as needed. We must also be able understanding our learners individually and collectively.
ReplyDeleteChapter 8: I think the students need to be challenged, and rigor is important in our classroom. If we don't challenge the students in a positive and safe environment, giving them confidence and a feeling of success, they get bored and tired. Of course, we have to take into consideration the students' level of readiness to differentiate content, process and product. The teacher goal should be to push the students beyond where they are, so they can go to the next level of competency with important skill and ideas.
ReplyDeleteImplications of underchallenging a students:
ReplyDeletepattern develops of saying in their comfort zone, advanced learners can become mentally lazy, even though they do well in school. Clark, Ornstein & Thompson, Wittrock have evidence that a brain loses capacity and tone without vigorous use. If a student produces "success" without effort, potential brainpower can be lost. The student may be bored with the tasks, for example steady drill and practice. The student may lose motivation, feel the need to try hard to succeed, or forget what it takes to succeed.
Implications of overchallenge: constant struggle may lead to frustration or giving up. Advanced learners develop compulsive behaviors from excessive worry and anxiety to procrastination. struggling learners may feel like these tasks are anxiety producing because they require more than they can deliver even when they work hard.
When differentiating by readiness, teachers must push students beyond their comfort zone and provide support in the process. The implications for students when tasks under-challenge them is that students become bored and unmotivated. Over-challenged tasks will drag students to frustration and the empty feeling of "I'm dumb" so they stop trying and become scared of school, teacher and other classmates. Teachers must start on each student individual level and then stretch students knowledge, insight, basic skills, production skills, presentation skills and affective awareness. As educators we must encourage our students not discourage them. We must highlight their talents and make them aware of their needs without stressing them. We must motivate them to work up!
ReplyDeleteA lack of challenge can negatively impact student achievement, motivation and classroom behavior over days and months and years. Those that are not challenged pay attention in class only on a selective basis. They tend to work on material from other classed or read pleasureable material instead of doing that task assigned to them. Readiness pushes the student beyond the comfort zone therefore it supports the known and unknown facts of the subject area. If students are over-challenged, then they are likely to experience intense frustration more frequently. They may develop a negative association with school and their learning processes will consequentially be derailed.
ReplyDeleteWhen tasks consistently under-challenge students, the implication is that not enough attention is being given to differentiating lesson plans to accommodate all learners where they are. Students that are not being challenged sufficiently tend to engage in more off-task behavior and get complacent in doing the bare minimum to get by. Conversely, students that are over-challenged tend to find themselves frustrated with what they are tasked with. These students develop a dislike for learning simply because they feel they are incapable of success. Both under-challenging and over-challenging students do students a tremendous disservice and if gone unattended to for too long, these students often slip through the cracks in our instruction.
ReplyDeleteFrom my experience, when you under-challenge students you as the teacher are given them a huge disservice. Your under-challenged students will never reach the level of proficiency because they are not being challenged. They will never know what they are capable of accomplishing. For example: under challenged students will probably fall short of making learning gains or level increase. Over-challenged students however reap the benefits of being over-challenged. They are forced to go the extra mile academically. Teachers should know the implications that may be associated with both under VS over, when it comes to challenging students, especially in terms of DI. It is vital to provide the different levels of difficulty when you are creating your DI groups to avoid issues of boredom, laziness, and chaos within your group rotations.
ReplyDeleteIn a period of days, if a student is under-challenge they will get through their work easily and have time to talk and/or distract other kids. While a student who is over-challenge might feel frustrated with the work assigned.
ReplyDeleteIn the period of week, the students have now felt the previously mentioned way for a while and have now escalated to the next level. The under-challenge student might get a feel as though they know everything and not need to pay attention or put much effort into their work. Where as, the over-challenged student would get a defeated attitude towards the subject.
In a period of month, both sets of students are putting little to now effort into their work. The under-challenge feels that they do not have to because they know it already and the over-challenge feels that the subject is just too hard so they are not even going to try.
By the time that years go by, the under-challenge student may become so lazy about work and do not care about their work. The over-challenge student will “hate” that subject because its simply too hard and it will not matter how hard they try, they still will not get it.
Overall, when a student is not challenged at the right level they become a distraction within the classroom.
Ana M.
ReplyDeleteDays, months and even years of under-challenge and over-challenge tasks that do not match learner readiness may lead to behavior problems, frustrations, lack of motivation, lack of interest in learning and negative schools experiences in general.
When school does not meet the needs of the students in a meaningful way, the implications are that when a student is not challenged, they tend to get bored with school and not pay attention as they should. They get bored because they know most of the material and it is repetitive. They pay more attention and participate in class when they learn a new task that is of their interest. The task cannot be too difficult either because some students have trouble keeping up or it may create frustration.
Teachers sometimes are too distracted to notice that we are giving to our students the same class work and homework though they have a different learning profile and very different strengths and weaknesses.
Learners who attend schools that do not challenge them or prepare them for the future (college or a job) may face obstacles later on.
When students are consistently under-challenged OR over-challenged both types of students can become disengaged with learning, frustrated with themselves and fall behind in their academics. In the first few weeks, the experience can be comfortable as under-challenging gives the student continued success with ease and over- challenging can make the student feel important and want to attack the new work to prove they can accomplish the task. In a few months, under-challenging is leaving the student free to create his own engagement, leading to classsroom behavior issues or disruption. The over-challenged student can also demonstrate these behaviors but due to shutting down on the task as the child is feeling defeat The overall effect listed in the beginning of this blog is the result of years in this scenario. As teachers, we must be cognizant of this and not allow our students to lose out due to improper instruction.
ReplyDeleteUnder-challenge students tend to complete their assignments quickly and begin to be talkative in class within days. As months pass by and their tasks are still not challenged, they become very disruptive and don’t pay attention in class. Within years, these students become problematic and lost interest in school. They don’t make any efforts as they are overly proud and believe that they know it all. They sometimes withdraw as their misbehaviors escalate.
ReplyDeleteStudents that are over challenged loose interests in school as well. As the tasks rise above their learning threshold, these students become frustrated within days or weeks. Give it a few months; over-challenged students put no efforts in completing the assignments as they happen to be more challenged. As the years go by, if nothing is done to correct that the over-challenged students develop a dislike for school. They don’t see a purpose of even giving it a try.
When students are consistently under-challenged, they will not progress at all. They will lose interest and sometimes they may report that they do not like the subject or the teacher without knowing why. On the other hand, if students are over challenged, they may react differently. Some students do like to be challenged and some of them do not. The ones who like to be challenged may have interest in the lesson while the other group will not be motivated to engage in any activities due to the fact the lessons are not aligned with their learning Style. This is one of the reasons why a teacher needs to plan properly for each type of individual in his/her classroom by referring to their Formal and Informal assessments.
ReplyDeleteWhen students work hard with little result, it can quickly undermine their motivation. If students do not believe that their efforts are likely to improve their performance, they will not be motivated to work hard. Motivation can be affected; Additionally, they believe learning is generally fast and easy (and should not be slow or arduous), they may lose motivation when they encounter challenges. Similarly, if they believe intelligence is something you do or do not have, but not something you acquire over time. they may not see the point of extra effort. Finally, if students attribute their success to their innate talents rather than effort, they may not be motivated to work.
ReplyDeleteSome implications that students may encounter when tasks are under-challenged are lack of motivation, interest, and engagement. Students may feel bored and will end up losing interest on a subject or topic of study. Consequently, this can have an impact on student achievement and overall performance in standardized tests as well as classroom assessments. When tasks are over-challenged, it can be a positive experience for those students that enjoy to be challenged. However, it can be frustrated for those students that are not high performers, or those students who are perfectionists and take a long time completing assignments because they go above and beyond. Therefore, teachers must be mindful and careful when selecting activities and differentiating assignments for students. Providing the right amount of activities keeping in mind the students' abilities, interests, strengths, etc is essential.
ReplyDeleteWhat are the implications for students when tasks consistently under-challenge them? Over-challenge them? Answer these questions in regard to a period of days, weeks, months, and years? When students are under challenged, the implications can have a short term and long term effect on the individual. In the short term, students feel the work is too easy and irrelevant, so they do the work and then resort to disturbing behavior. The under challenged student are will not be motivated because he/she feels the tasks to them meaningless and learning will be at a minimum. An over challenged student, will feel frustration due to the fact that he/she cannot do the assignment at that level. The long term effect will be that of a student frustrated and are constantly behind in their learning.
ReplyDeleteThere are implications for under or over challenging students that can have detrimental consequences for gifted students just as much as the students that struggle with school. Many times teachers, schools, and districts are so caught up in just getting by to get the data necessary to be considered competent. We need to challenge our gifted and high performing students to get them to the next level and not bore them. The average student needs to be motivated to reach higher, and the low-performing students need to be addressed in their specific needs to get them up to par. Unfortunately, if we do not do these things, the high performing students have just as much of a probability of failing and dropping out of school as the low-performing student. To truly succeed as an educator, teachers really need to work towards meeting all student needs regardless of the student abilities or performance level.
ReplyDeleteThe way the teacher model instruction from the simple task to complex task include a variety of consideration such as:
ReplyDelete-Foundational to Transformational(Extra support and prractice,then after applications)
-Simple to Complex(Use scaffolding to build knowledge)
-Single facet to multiple facet.(Connection among steps and use of diferent approaches)
-Small leap to great leaps(From the concrete idea to make generalizations and connections)
-Structured to open ended(From the traditional way help the students to organize their own responses and to be creatives).
Both , under-challenged and over-challenged tasks, can cause negative students' learning outcomes. In the first case, the teacher cannot assess the students' understanding because it is always the same degree of tasks and progress cannot be measured accurately. Because students will become lazy when trying higher level critical thinking activities, it will affect their comprehension skills, not only in school, but also in real life situations or simply when they will go to college to further their education. On the other hand, over-challenged tasks also produces negative effects on students that are highly effective learners in class. They could feel a sense of " the teacher is not being fair" " why do I have to do such an amount of work while others are just having less work?
ReplyDeleteIn order to successfully achieve our DI instructional delivery and avoid such discrepancies, we , instructors need to come up with differentiated, effective lessons plans to accomplish our class's specific goals. On this chapter ,figure 8.1 illustrates an excellent tool to consider when teachers are elaborating their DI lessons. Different points are taking into consideration while designing class' objectives, and as the process is described as an equalizer, teachers can adjust activities from foundational to transformational, concrete to abstract, simple to complex, slow to quick ... depending on the students' assimilation and needs of any given concept. Teachers need to modify lessons in a way that they could be meaningful, powerful, relevant, and encouraging to all learners.
1. I think that both over challenging and under challenging can be very complex. As teachers we must challenge and motivate all types of learners regardless of readiness, interest and learning profile. When we differentiate by student readiness we are pushing buttons as Chapter 8 mentions trying to adjust to students’ needs. Ideas need to be supported while becoming familiar with new topics. Teachers must modify lessons in a way that they can to reach their students. Making the information go from concrete to abstract allows the student to analyze more complex information later on. As other students need to see skeletal picture of the whole to move from the simple to more complex material. As students move to more challenging facet so does their learning goes from one step to the next. Some students need more guidance as others can be more independent in their tasks. As educators we need to start slow to fast similar to the reference in the text of the equalizer button based on student needs. Good curriculum pushes students, encouraging students to be pushed. Differentiating instruction helps the teacher to adapt to our lessons to their necessities. As we use readiness to help us guide our differentiation in content, process and product it helps push students beyond their comfort levels therefore, helping them achieve the next level of learning.
ReplyDeleteBoth statements, tasks under challenged and over challenged will affect the motivation of every student. On the first case, under tasks the student is not actively engaged in the learning process. For this reason, the students who are not engaged is not approach challenging tasks eagerly, exert intense effort using active problem –solving strategies, and persist in the face of difficulty. When the students are motivated focus on developing understanding and mastering skills, they are enthusiastic and optimistic, and they pleasure in academics tasks. On the other hand, over challenged the students feel so frustrated and lose their motivation. If the students who are not motivated are passive, they put forth little effort and give up easily. They do not enjoy school tasks and avoid them whenever they can. That is the reason, differentiated instruction in the process it is really important nowadays during the process of learning.
ReplyDeleteMaria Gonzalez
In my opinion, when a student is consistently under-challenged, it's the teacher's expectation that the child does not have the capability to perform beyond basic skills. The student who has been labeled as "incapable" never moves past foundational, concrete, simple and single faceted activities. Consequently they are taught never to take risks in their own learning, never taught how to take responsibility for their learning and the learning is most likely that of a slow pace. This increases their probability of failure. Likewise, the over-challenged student on the opposite end of the spectrum may be given abstract, complex tasks that are way above his or her level, also increasing probability of failure. Students who find themselves on either end of this spectrum may begin misbehaving or socially withdraw after a few days or weeks due to boredom or frustration. Their inability to demonstrate growth or success shapes a low self esteem and a negative attitude towards school. Months or years of this perpetuates the cycle of failure and will only lead to an irreparable gap in academic achievement.
ReplyDeleteThe book suggests that "a task that's a good match for student readiness extends that student's knowledge, understanding, and skills a bit beyond what the student can do independently." Basically if we challenge them with appropriately matched readiness learning experiences, we are helping them succeed. However, under-challenging activities do not allow room for growth. The student will stay at a basic level and never advance. Under-challenging a student from their primary years implicates frustration, struggle, and no deisre to learn. Likewise, over-challenging a student can also lead to frustration and no desire for school because it would be "too hard" for them. In the long run, this will lead to school dropouts, low college enrollment, increase in crime levels and poverty.
ReplyDeleteElda
When our students are not challenged in what they do daily, they become disinterested, and disinterest brings frustration. And then this leads to classroom behaviors that are not wanted. For that same reason, whole group activities that are rigorous in nature keep their interest, and because they feel challenged, students will most likely use higher level thinking to finish the task on their own. The students who are over-challenged are equally discouraged because they are not equipped with the prerequisites to complete the assignment. At the beginning of the year, teachers have to see the students’ basic skills or required knowledge prior to challenging them with more tasks. Like this week, I would not ask my 6th graders to write an essay about volcanos if they have never visited a volcano site.
ReplyDeleteVivian Marzall
While reading what my classmate Vivian stated, I completely agree with her. When students are not challenged enough they become disinterested which will provide room for frustration and misbehavior. With that said, it works both ways for high and low functioning students. If the higher functioning students are not challenged enough they will get bored and if the lower functioning students are challenged too much they will also lose interest. This is a perfect example of the importance of managing a differentiated classroom. It is very important for the teacher to making sure that their instruction is based on the students readiness, interest and learning profile. The teacher must also provide time differentiated activities in order to support students success. Lastly, I also think teachers should have a plan for the students that finish everything very quickly.
ReplyDeleteWhen tasks consistently under challenge students, they become extremely bored with their educational experience in that classroom. They become disengaged and that is detrimental in the long run because they may develop a nonchalant attitude as it relates to learning. It was mentioned in the text that “students learn better if tasks are a close match for their skills and understanding”. I can personally relate to this because I have students who are currently in intervention and they are not focused at all because they are simply bored because the material is too easy for them. As far as students who are over challenged, they may simply shut down and develop anxiety because they are constantly being forced to learn or apply content they are not ready for. Readiness should also be thoroughly examined before differentiated lessons are administered to students because they will simply not be effective if they are too easy or too difficult for the students.
ReplyDeleteThere are many implications if a teacher is to under and over challenge a student in the classroom. If a teacher consistently under challenges them and also over challenges them, students become disinterested, frustrated, and lose their passion for education. As Vivian and Erica stated, this also leads to problematic behaviors in the classroom. If a tasks matches student readiness, students will still feel challenged and will feel like they are truly learning because they are understanding the material. To truly reach the students, the text states that when matching student readiness "you are likely to be using materials, tasks, or scaffolding that corresponds to one of more continuums on the equalizer."
ReplyDeleteOne of the most important keys to succeed as teachers is make the students feel they are capable to master a particular topic and move beyond.To achieve this goal,educators have to provide materials based on the readiness levels of their students that provide learners with the appropriate level.These considerations include but are not limited to:fundational to transformational,concrete to abstract,simple to complex,slow to quick,among others.
ReplyDeleteWe must support students in strechingto achieve a next level of competency with important skills and ideas.
There are are 3 characteristics that guide differentiation: readiness, interest and their learning profile. Designing a differentiated classroom is like the equalizer on a stereo system Pg.46. Teachers should moved from 'foundation to transnational' Concrete to abstract' simple to complex'. Pg.47. Helpful tips include 1) lesson plans that are coherent, relevant, powerful, and authentic. A curriculum that pushes them beyond what is easy or comfortable. Pg. 49 Teachers should also work from small leaps to great leaps. Also very interesting in this Diagram that shows 'A few Routes to Readiness Differentiation'. There should be included 'Small-Group Instruction, Homework Options, Tiered and Scaffold Assessment, Compacting, varied Graphic Organizers Pg.51.
ReplyDeletecontinued: The implications can be far reaching and severe. When anyone is under-challenged in weeks they can become behavior problems, in months they can fail state exams, in years they can become complacent in life in general or when there is an important task to do. The opposite can be said with over-challenging them. To difficult, complex or over demanding the task in weeks, they can become behavioral problems and not learn, over months, the can give up and lose self confidence, over years they can never achieve their full potential.
ReplyDeleteAs teachers, we need to remember that all students learn differently. Students, who are under-challenged, will make minimal progress to reach their potential level of learning. When students are under-challenged they become bored and lose motivation to learn. This may lead for behavior problems to occur in the classroom. Creating Differentiated Instructions that caters students’ readiness, interests, and abilities can help close the learning gaps of under-challenged students.
ReplyDeleteHowever, over-challenged students benefit by being over-challenged. Students that are over-challenged go on and beyond their potential level of learning. These students are able to work independently. Teachers should be aware of the implications that are associated with both under and over challenging students. It is very important that teachers plan appropriately when creating their Differentiated Instruction groups, keeping in mind the level of difficulties to meet the needs of all their students.
Chapter 8
ReplyDeleteTo differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiades curriculum.
A tool for Planning:
Foundational. They need information,ideas, materials, applications.
Concrete.They need Representation, ideas, applications, materials.
Simple. Resources, Research, Issues, Problems,skills,goals.
Single Facet: Directions, Problems, Application etc.
In this Chapter the author explained the importance of tools for planning DI. The different
guides of planning and monitoring the students from Foundational and Slow.
Another tool Small Leap- Application, Insight, Transfer.
More Structured- Solutions, Decisions, Approaches.
Less Independence-Planning, Designing, Monitoring.
Slow- Pace os Study, Pace of Thought.
When teachers use readiness level as focus for Content, Process and Product, students will work harder and beyond their comfort zones.
Laura E.
Chapter 8
ReplyDeleteTo differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiades curriculum.
A tool for Planning:
Foundational. They need information,ideas, materials, applications.
Concrete.They need Representation, ideas, applications, materials.
Simple. Resources, Research, Issues, Problems,skills,goals.
Single Facet: Directions, Problems, Application etc.
In this Chapter the author explained the importance of tools for planning DI. The different
guides of planning and monitoring the students from Foundational and Slow.
Another tool Small Leap- Application, Insight, Transfer.
More Structured- Solutions, Decisions, Approaches.
Less Independence-Planning, Designing, Monitoring.
Slow- Pace os Study, Pace of Thought.
When teachers use readiness level as focus for Content, Process and Product, students will work harder and beyond their comfort zones.
Laura E.
Chapter 8
ReplyDeleteTo differentiate instruction according to student readiness successfully, it helps to have a comprehensive guide for planning and monitoring the effectiveness of differentiades curriculum.
A tool for Planning:
Foundational. They need information,ideas, materials, applications.
Concrete.They need Representation, ideas, applications, materials.
Simple. Resources, Research, Issues, Problems,skills,goals.
Single Facet: Directions, Problems, Application etc.
In this Chapter the author explained the importance of tools for planning DI. The different
guides of planning and monitoring the students from Foundational and Slow.
Another tool Small Leap- Application, Insight, Transfer.
More Structured- Solutions, Decisions, Approaches.
Less Independence-Planning, Designing, Monitoring.
Slow- Pace os Study, Pace of Thought.
When teachers use readiness level as focus for Content, Process and Product, students will work harder and beyond their comfort zones.
Laura E.
If the work given to the students is far too easy, the students will disengage himself from the learning process. The students will become bored, with time on his/her hands; this leads to the student exhibiting acting out behaviors that overtime, if not addressed will become a surmountable problem for the students as well the school.
ReplyDeleteThe same may occurred if the work is extremely difficult for the student and not a good match. Via assessment one can utilize reediness to differentiate content, process and the product to offer the student the appropriate material at his learning level. It is true that the lessons may be on a slightly higher level that the comfort zone of the child; Vygotsky teaches to utilize scaffolding to assist the student reach and attain success. But,nonetheless, the work cannot be so difficult that scaffolding would not make a difference.
When task consistently under challenge students over a period of time, they will have little to no learning gains. When students are over challenged with information that should be relevant to their academic growth, they are not given the opportunity to develop self-efficacy. Teachers are expected to know what is effective instruction for their students and as time passes in an academic year students can yield learning gains that demonstrates academic growth. The lack of appropriate instruction over a period of time can be detrimental to students academic growth.
ReplyDeleteWhen students bare given tasks that either over or under challenge them. We lose the students. They make little to no gains. The students that are under challenge like it in the beginning. The work is easy and they get to complete assignments very quickly. However, over time, these students become bored and are often distractions in the classroom for other children.
ReplyDeleteStudents that are over challenged, become frustrated from the very beginning. They shut down and immediately begin feeling inadequate or not as smart. They can develop self esteem issues or become trouble makers as well to hide their short comings in their minds. It is important for a teacher to be aware of her individual students and adjust accordingly. Especially during di.
The implications for students when the tasks are under-challenging or over-challenging is that students can become uninterested and over a period of time those students could develop behavior issues. Students might feel the work is too easy, or students might become frustrated because is too hard. In both situations, students might loose interest. As teachers, we need to keep students engage with activities that are appropriate, challenging, provide support and extend their knowledge, understanding and skills a bit beyond their comfort zone. We have to make sure the students are ready for the tasks at hand. We have to ensure we provide students with appropriate learning experiences which are NOT over or under challenging for them.
ReplyDelete