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THE TEACHER AS A THE TEACHER AS A LIGHTBRINGER:LIGHTBRINGER:

ENABLING MEANINGFUL ENABLING MEANINGFUL LEARNING THROUGHLEARNING THROUGH

DIFFERENTIATION AND DIFFERENTIATION AND INDIVIDUALIZATIONINDIVIDUALIZATION

Edilberto I. Dizon, Ed. D.Professor of Special Education

University of the Philippines

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The teacher assumes multifaceted roles but…

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Being a LIGHTBRINGERBeing a LIGHTBRINGER

essentially defines who he/she is.

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Being a LIGHTBRINGERBeing a LIGHTBRINGER

• is his/her most pivotal role because being such, he/she is tasked

to enlighten,

to guide,

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to facilitate achievement of positive life goals the child aims to pursue

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As a Lightbringer,As a Lightbringer,

the teacher the teacher

• relates and transacts with, relates and transacts with, and serves EACH child and serves EACH child entrusted to him/her.entrusted to him/her.

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The teacherThe teacher

• sheds the amount of light eachsheds the amount of light each

child needs in order to learn.child needs in order to learn.

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This is not a common light

• neither too close to overwhelm/over-excite the child

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• nor too far to obliterate the nor too far to obliterate the child’s vision of his/her child’s vision of his/her future.future.

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As a Lightbringer,As a Lightbringer,

the teacher the teacher

• nurtures each child nurtures each child – providing the – providing the right amount of right amount of light and sunshine light and sunshine he/she needs.he/she needs.

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It is, therefore, expected It is, therefore, expected that the teacher take it that the teacher take it

upon him/herselfupon him/herself

• to simplify, to simplify,

• to modify, to modify,

• to revise, to revise,

• to adapt, to adapt,

• to personalize, to personalize,

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• to customize learning to customize learning experiences children need.experiences children need.

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• It is because we as teachers firmly It is because we as teachers firmly believe that each child – just like a believe that each child – just like a seed – sprouts; seed – sprouts;

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• just like a butterfly – just like a butterfly – metamorphoses; metamorphoses;

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• and, just like a flower – and, just like a flower – blooms… blooms…

at his/her own pace, rate at his/her own pace, rate and time!and time!

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What is What is DifferentiationDifferentiation??

• selecting, preparing or designing selecting, preparing or designing lessons, activities, teaching and lessons, activities, teaching and relational strategies, and materials, relational strategies, and materials, facilities and equipment that facilities and equipment that address and are attuned to the address and are attuned to the child’s interests, developmental child’s interests, developmental levels and needs.levels and needs.

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What is What is IndividualizationIndividualization??

• the preparation of a customized the preparation of a customized enrichment or remediation plan enrichment or remediation plan usually for a child with special usually for a child with special educational needs.educational needs.

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• Both differentiation and Both differentiation and individualization are based individualization are based on results yielded by on results yielded by diagnostic examinations, diagnostic examinations, observations, interviews, observations, interviews, reports and portfolios.reports and portfolios.

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Guidelines for Teachers in Differentiation and Individualization

The teacher’s ability to The teacher’s ability to differentiate and individualize differentiate and individualize

requires requires

a wide repertoire a wide repertoire

of personal and of personal and

professional skills and professional skills and competenciescompetencies. .

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This is so because differentiating and This is so because differentiating and individualizing require, for example,individualizing require, for example,

• the ability to shift from one lesson or the ability to shift from one lesson or strategy to another; strategy to another;

• adapt approaches responsive to the adapt approaches responsive to the behaviors of a child; and, behaviors of a child; and,

• select activities that tap the child’s select activities that tap the child’s talent/creativity all the more.talent/creativity all the more.

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• The teacher who individualizes and The teacher who individualizes and differentiates recognizes and differentiates recognizes and adheres to the fundamental adheres to the fundamental principle of individual differences principle of individual differences in the different developmental in the different developmental areas including consideration for areas including consideration for his/her socio-cultural background.his/her socio-cultural background.

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• The teacher who individualizes The teacher who individualizes and differentiates starts where and differentiates starts where the child is. the child is.

• Together, he/she and the child Together, he/she and the child move toward the positive move toward the positive growth direction.growth direction.

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• The teacher who individualizes The teacher who individualizes and differentiates is flexible, and differentiates is flexible, open-minded and receptive, open-minded and receptive, and considers limitations and and considers limitations and failures as essential to learning failures as essential to learning and growing in the profession. and growing in the profession.

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• Such non-rigid stance Such non-rigid stance encourages the child to encourages the child to initiate, to explore, to initiate, to explore, to experiment, and to decide!experiment, and to decide!

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• The teacher who individualizes and The teacher who individualizes and differentiates believes that differentiates believes that academic excellence is not all that academic excellence is not all that there is in learning. there is in learning.

• Other equally important Other equally important dimensions (e.g., psychomotor, dimensions (e.g., psychomotor, psychosocial, independence psychosocial, independence training) need to be polished and training) need to be polished and honed as much.honed as much.

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Differentiation and Differentiation and Individualization in the Individualization in the

Different Educational Different Educational DomainsDomains

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A. Interpersonal and A. Interpersonal and therapeutic relationships with therapeutic relationships with

learnerslearnersThe provision of unconditional The provision of unconditional

positive regard, empathic positive regard, empathic understanding and congruence understanding and congruence

or genuineness is constant – or genuineness is constant –

a given in any teacher-pupil a given in any teacher-pupil relationship. relationship.

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What may be differentiated is What may be differentiated is the expression of such core the expression of such core conditions of helping. conditions of helping.

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• An example is handling a An example is handling a

behavior concern. behavior concern.

For such, there are variations in For such, there are variations in rewards and behavior rewards and behavior

modification techniques, and also modification techniques, and also in imposing punishment – in imposing punishment – depending which ones are depending which ones are

effective to the child.effective to the child.

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• The expression of loving, The expression of loving, empathizing and demonstrating empathizing and demonstrating genuineness toward the child genuineness toward the child varies from child to child. varies from child to child.

For one child, such may require For one child, such may require much more overt expression, while much more overt expression, while for another, with much more for another, with much more restraint. restraint.

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Along behavior Along behavior management/discipline,management/discipline,

• praise may be sufficient for one child, praise may be sufficient for one child,

• whereas, a manipulative whereas, a manipulative

(e.g., a toy, a didactic material) may be (e.g., a toy, a didactic material) may be much more effective to another child, much more effective to another child,

• and still an edible (food) may be and still an edible (food) may be

most effective to a third child.most effective to a third child.

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B. Curricular provisionB. Curricular provision

This refers to what we teach This refers to what we teach the child usually prescribed the child usually prescribed by the institution/Department by the institution/Department of Education.of Education.

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How then can we How then can we differentiate/individualize curricular differentiate/individualize curricular

contents for specific contents for specific learners/groups of learners? learners/groups of learners?

• We teachers may tackle the same We teachers may tackle the same skills/abilities but we must exercise skills/abilities but we must exercise our leadership by way of our leadership by way of reasonably and appropriately reasonably and appropriately relocating, adapting, deferring and relocating, adapting, deferring and reinforcing curricular contents!reinforcing curricular contents!

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• Deciding on what instructional Deciding on what instructional materials or curricular contents materials or curricular contents are much more meaningful and are much more meaningful and helpful to the child makes sense, helpful to the child makes sense, rather than rigidly forcing the rather than rigidly forcing the child to tackle a lesson way child to tackle a lesson way beyond his/her capabilities!beyond his/her capabilities!

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• Organizing the class into small Organizing the class into small ability/interest groups may be ability/interest groups may be much meaningful than much meaningful than prescribing the class to engage prescribing the class to engage in a common enrichment activity. in a common enrichment activity.

• Such small groups, for example, Such small groups, for example, can tackle their respective can tackle their respective enrichment activities attuned to enrichment activities attuned to their abilities/interests after their abilities/interests after teaching, say, “teaching, say, “TreesTrees” by ” by

Joyce Kilmer. Joyce Kilmer.

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• Creating a song, composing a Creating a song, composing a story presented in pictorial relay, story presented in pictorial relay,

engaging in creative drama, engaging in creative drama, creating advocacy posters, and creating advocacy posters, and

organizing a support campaign to organizing a support campaign to protect trees are much more protect trees are much more

meaningful than merely reciting meaningful than merely reciting the poem in chorus.the poem in chorus.

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• The teacher who individualizes The teacher who individualizes subscribes to task analysis – an subscribes to task analysis – an educational practice of educational practice of systematizing curricular contents systematizing curricular contents for a child – ensuring mastery of a for a child – ensuring mastery of a task/skill before moving on to the task/skill before moving on to the next one. next one.

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• The flexible, resourceful teacher, The flexible, resourceful teacher, therefore creates leeways for therefore creates leeways for enrichment, modification and enrichment, modification and remediation toward meaningful remediation toward meaningful learning. It is one that the child learning. It is one that the child cherishes and adheres to, uses cherishes and adheres to, uses intelligently as a guide to his/her intelligently as a guide to his/her future, and internalizes viscerally future, and internalizes viscerally to relate with and serve others!to relate with and serve others!

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C. Instructional provisionC. Instructional provision

This refers to methodologies This refers to methodologies (teaching approaches and (teaching approaches and strategies), the use of appropriate strategies), the use of appropriate materials, classroom management materials, classroom management and discipline, and classroom and discipline, and classroom structuring.structuring.

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How can How can differentiation/individualization of differentiation/individualization of

instructional components be instructional components be actualized?actualized?

• Use arts and human kinetics: arts, Use arts and human kinetics: arts, drama, play, music, dance, and even drama, play, music, dance, and even storytelling as adjunct to learning. storytelling as adjunct to learning.

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These provide opportunities for These provide opportunities for enjoyment, self-expression, enjoyment, self-expression, socialization, awareness, valuing socialization, awareness, valuing and decision-making, among and decision-making, among others, as they serve as vehicles or others, as they serve as vehicles or springboards to values education. springboards to values education.

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• Provide opportunities for Provide opportunities for

choosing co-/extra-choosing co-/extra-

curricular activities curricular activities

consonant to their consonant to their

interests, talents and interests, talents and

needs.needs.

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• Provide differentiated job Provide differentiated job sheets which even a sheets which even a parent/guardian will find parent/guardian will find useful for home useful for home

intervention/tutorial.intervention/tutorial.

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• Provide pullout sessions, Provide pullout sessions, whenever possible, for one-on-whenever possible, for one-on-one intervention.one intervention.

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• Adopt study-group and peer-Adopt study-group and peer-teaching intervention which teaching intervention which

enables more able classmates enables more able classmates to tutor their classmates in to tutor their classmates in

need.need.

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• Strengthen your Strengthen your evaluation/assessment evaluation/assessment program adopting a multi-program adopting a multi-area/multifactored area/multifactored assessment perspective.assessment perspective.

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Utilize different data sources to Utilize different data sources to facilitate determining facilitate determining objectively what the child can objectively what the child can and cannot do for curricular and cannot do for curricular and instructional and instructional differentiation/individualization differentiation/individualization and also for periodic gradingand also for periodic grading

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• Adopt criterion-referenced Adopt criterion-referenced teaching/measurement teaching/measurement especially for those with special especially for those with special educational needs educational needs maintstreamed/included in the maintstreamed/included in the regular class.regular class.

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Here, the child does not Here, the child does not compete with his/her peers; compete with his/her peers; rather, he/she fulfills the rather, he/she fulfills the success criteria set for him/her success criteria set for him/her and aims to surpass his/her and aims to surpass his/her own previous achievement.own previous achievement.

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• Prioritize mastery over Prioritize mastery over quantity of skills taught. quantity of skills taught.

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D. Linkages and D. Linkages and support servicessupport services

These are collaborations These are collaborations between teachers and between teachers and

stakeholders like family stakeholders like family members, tutors, therapists members, tutors, therapists

and trainers. and trainers.

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• Maximizing learning requires the Maximizing learning requires the active participation of support active participation of support persons so that loopholes and persons so that loopholes and gaps are minimized/corrected and gaps are minimized/corrected and talents/strengths honed/polished talents/strengths honed/polished further. further.

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• Consultation and conferences with Consultation and conferences with support persons and home support persons and home visitations are immensely helpful. visitations are immensely helpful. School ancillary services (speech School ancillary services (speech therapy, tutorial, occupational therapy, tutorial, occupational therapy, guidance and counseling, therapy, guidance and counseling, etc.) is made possible for etc.) is made possible for individualized or small-group individualized or small-group intervention.intervention.

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E. Physical plantE. Physical plant

This refers to the physical This refers to the physical structure of a school structure of a school including its facilities and including its facilities and equipment.equipment.

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• A physical plant needs to be well-A physical plant needs to be well-engineered considering the child’s engineered considering the child’s

age, level, disability and health age, level, disability and health condition, and also its location.condition, and also its location.

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• We need a school that provides We need a school that provides learning centers/corners/cubicles learning centers/corners/cubicles for specific purposes and needed for specific purposes and needed facilities and equipment that can facilities and equipment that can cater to a wide-range of interests, cater to a wide-range of interests, needs and talents.needs and talents.

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• Given all these, Given all these,

Lightbringers are Lightbringers are

expected to teach with more expected to teach with more unwavering dedication unwavering dedication

and commitment. and commitment.

Such require upholding the uniqueness Such require upholding the uniqueness of each child, and generating all efforts of each child, and generating all efforts to make learning much more to make learning much more meaningfulmeaningful..

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• It is only when we It is only when we

have seen a child have seen a child

in-and-out; recognized in-and-out; recognized

and acknowledged his/her and acknowledged his/her differentness with much differentness with much understanding and respect; understanding and respect;

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and, willed to respond and, willed to respond positively to his/her needs, positively to his/her needs, that we can truly and proudly that we can truly and proudly declare…declare…

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““I’m a Lightbringer. I’m a Lightbringer.

I’ve been I’ve been

called to serve!”. called to serve!”.

And serve And serve

selflessly selflessly

we will!we will!

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Dr. Edilberto I. Dizon is a Dr. Edilberto I. Dizon is a professor of Special professor of Special Education, U.P. and Education, U.P. and

SPED diagnostician-counselor, SPED diagnostician-counselor, ChildFind Therapy Center.ChildFind Therapy Center.