Analysis (cont.)
However, I am also beginning to believe that students do not retain the content material when it is delivered in a manner that is unfamiliar to them. In Artifacts 1, 3, and 7 all of the activities were new to the students and there was evidence of students failing to retain the content material in all of them, which leads me to conclude that if students have not tried an activity before, they may be less likely to retain the content information from that particular activity.
Halpern and Hakel (2003) support this conclusion in that they write that varying learning conditions may be harder for learners. Yet even though it may be harder for the learners, Halpern and Hakel also follow this up by saying that varying learning conditions also results in better learning. Therefore, even though it may be harder for students to learn in these varying conditions, in the end, it may results in better learning for them.
Therefore, in the future, I would try to introduce these methods of differentiation earlier; maybe if students were used to these methods of instruction and they had seen them before, then they would be able to use them to retain the content material more efficiently over time. Furthermore, if this practice of teaching by differentiated instruction were enforced, then we might be able to teach our students to learn in a multitude of ways. This would allow them to retain material in a variety of ways and from a variety of teachers, which would help them in their future careers both as students and as members of society.
It is noteworthy, though, that the data that has been discussed so far has been on an individual basis, and that this is not reflective of the class as a whole. Even though there was evidence that certain students did not retain the content material as well in Artifacts 3, and 7, most students retained the content material judging by their reflection questions in Artifact 3.3, and meiosis lab scores in Artifact 7.5. This supports that although some individual people may not have retained the content material through the new methods of instruction, the majority of the class did. However, as Pearl Subban writes, “Every learner benefits from an engaging learning experience, every leaner deserves to be treated with respect, and every learner should have an opportunity to reach his or her potential (Subban, 2006, p. 938).” As a teacher, I teach all of my students, and not just the majority of them, so even though many of the students did get this activity, the few who did not are just as big of a concern, because my job is to teach everyone.
Halpern and Hakel (2003) support this conclusion in that they write that varying learning conditions may be harder for learners. Yet even though it may be harder for the learners, Halpern and Hakel also follow this up by saying that varying learning conditions also results in better learning. Therefore, even though it may be harder for students to learn in these varying conditions, in the end, it may results in better learning for them.
Therefore, in the future, I would try to introduce these methods of differentiation earlier; maybe if students were used to these methods of instruction and they had seen them before, then they would be able to use them to retain the content material more efficiently over time. Furthermore, if this practice of teaching by differentiated instruction were enforced, then we might be able to teach our students to learn in a multitude of ways. This would allow them to retain material in a variety of ways and from a variety of teachers, which would help them in their future careers both as students and as members of society.
It is noteworthy, though, that the data that has been discussed so far has been on an individual basis, and that this is not reflective of the class as a whole. Even though there was evidence that certain students did not retain the content material as well in Artifacts 3, and 7, most students retained the content material judging by their reflection questions in Artifact 3.3, and meiosis lab scores in Artifact 7.5. This supports that although some individual people may not have retained the content material through the new methods of instruction, the majority of the class did. However, as Pearl Subban writes, “Every learner benefits from an engaging learning experience, every leaner deserves to be treated with respect, and every learner should have an opportunity to reach his or her potential (Subban, 2006, p. 938).” As a teacher, I teach all of my students, and not just the majority of them, so even though many of the students did get this activity, the few who did not are just as big of a concern, because my job is to teach everyone.