Why Call on Just One When We Can Call on Everyone?
- gavinclowes
- 9 hours ago
- 1 min read
This year, when I finished my trainings in Morocco, I took count. Morocco is the thirtieth country in which I have worked with educators. My focus is sharing instructional strategies that engage all learners. What amazes me is that in every country, the most common instructional strategies engage some learners while leaving a large subset of students disengaged. It is an enormous waste of potential. Inadvertently, teachers worldwide call on high achieving students to respond while allowing the low achieving students to hide, to slip through the cracks. This inequitable engagement creates a progressive achievement gap: Each year, low-achieving students fall further behind. In the early years of schooling, the low achieving students disengage within class; in the later years, within-class dropout becomes school dropout. If we analyse the dominant instructional strategies used in classrooms, the drop out phenomenon is no mystery. Because teachers are teaching to and engaging only the high-achieving students, it is predictable that low-achieving students become bored, disengaged, discipline problems, and drop-outs.
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