Differentiating Instruction and 21st Century Skills : Preparing All Learners for the World Ahead

Presenter : Carol Tomlinson, University of Virginia, Charlottesville

Tomlinson highlighted that the power of 21st century learning is undeniable. While this is so, there are apparent gaps in the level of preparedness for crafting 21st century classrooms. Educators need to better understand the attributes of the 21st century skills, how to craft curriculum that authentically draws on those skills, methods of instruction that literally change students' mindset and how to support all students in becoming 21st centiry learners.

Tomlinson spelt out the attributes of 21st century educators as follows :

• One with a growth mindset. This is an educator who believes in the fact that success comes from effort. The educator with this mindset changes the profile of the students under her so that students are positive and not averse to chance and learning. The key role of such an educator is to make school work for students. This is different from an educator with a fixed mindset. Such an educator thinks that only smart students succeed, genetics and the environment determine what educators can do in the classrooms.
• One that provides rich content knowledge. This is an educator who allows earning to take place in a rich environment with ample opportunities for students to explore and make meaning out of a rich environment to learn.
• One who is flexible with instructions and management. Such an educator is not fixed on ways of dealing with students and sees various avenues and methods for educating students under her charge. This of course comes with good preparation which may include collaboration with other teachers. Tomlinson also highlighted the need for educators to know the students she is teaching, how to teach , lead students to contribute to the lesson's common vision and mission.

　
Tomlinson also emphasised that students need the following to learn :

• Acceptance
• Understanding
• Respect
• Belonging
• Contribution
• Challenge/Support
• Purpose
• A Balanced Success-to-Effort Ratio

Tomlinson suggested 3 Routes to Launching a Differentiated Classroom. They are :

Why Would We Do This?

• To grow
• Because we aren’t carbon copies of each other
• Because each of us has the need to develop our talents and shore up our weak points
• We like different things, learn in different ways and have different talents

What Will it Look Like? Teaching Up :

• Sometimes different books, activities, homework, projects
• Different individuals and groups doing different things
• Different spans of time
• Need to focus on my task
• Be a colleague
• Starting class/group work
• Stopping class/group work
• Anchor activities
• Getting help
• Keeping records
• Setting goals
• Learning routines (books, furniture)

Assessment? Varied routes to learn about students’ starting points

• Interest surveys
• Writing samples
• Mini observations
• Skills inventories
• Small group dialogues

Key Questions :

1. What are our perceptions of our students, especially so the weaker ones ?
2. What are the beliefs that propel highly effective teaching? Highly effective differentiation?
3. To what degree do our teachers see themselves as leaders vs. managers of students?
4. How clearly does our school describe & support a learning environment?

Khalid Kudabar