Wednesday, June 27, 2018

Reflection 3 – Inclusion through differentiation: sequential learners, global learners, and exploratory learners

On the last reflection I talked about metacognition, and how it can be achieved through the formula of deduction plus discovery. In this reflection I will address the importance of taking into account the multiple intelligences in education, specifically the broader categories; this considering the reading assigned and the presentation on the topic in the last class. For us teachers, it’s very important to teach our subject considering the multiple intelligences, in order to engage all the students in class in the learning process and give them opportunities according to their strengths; this is really what education is about, inclusion. With reference to the three broader categories: sequential learners, global learners, and exploratory learners; here is an example of how to address each one of them in the classroom. This example is for the social studies subject, and it takes into account the importance of using different types of repetitions in the learning process, the same topic can be taught in such a way that it will include the three broader categories we talked about, the key is differentiated instruction; the topic is the French Revolution. In this case the teacher has already analyzed each student under the scope of multiple intelligences, finding their strengths according to the broader categories. First the teacher will set the goals for the day, then he/she will carry out an activity to access to the prior knowledge of students, and subsequently the teacher will present general information on the topic, giving information on the causes that led to the occurrence of the French Revolution. Then will come the opportunity to differentiate through the activities students will carry out. The class will be divided in groups which will be chosen by the teacher according to the strengths of the students. There will be three groups based on the following categories: sequential learners, global learners, and exploratory learners, each group will subdivide to be able to carry out the tasks assigned. In the sequential learners’ group the task is to create a timeline where they will find all the important events that took place during the French Revolution, which they will present to the class and help them understand this event as a process, step by step, from parts to whole. The global learners group will carry out an activity where they will present graphically to the class the French Revolution, specifically the main consequences and the motto of this event (liberty, equality, and fraternity), and compare it to Colombia today; for example its influence in the Political Constitution of 1991. The exploratory learners group will have the task of recreating a main historical event of the French Revolution, for example the storming of the Bastille (what do the people demand), creating the scene and the scenario, so they can share with the class the experience of this event.