Revisiting the Mobius Response Model: A Fresh Twist for Differentiated Learning for All Children
By: Joanne Foster, EdD
First Published by TeachHub January, 2010
Revised October 2012, and now geared for parents, too!
Say goodbye to cookie-cutter curriculum and its conventional approach for all learners.
Say hello to the Mobius Response Model that lets children’s learning needs point the way for differentiation—in support of high-level development
The Mobius Response Model (MRM) represents a creative structure for responding to individual learning needs. It offers a user-friendly metaphor for effective education by focusing on and connecting four critical foundational points for appropriately differentiated learning: (A) planning, (B) assessment, (C) activities, and (D) learning environment.
What is the Mobius Response Model?
The model’s name comes from the Mobius strip, a two dimensional surface with only one perceptible side, discovered by mathematician August Ferdinand Mobius in 1958. If you give a simple strip of paper a twist and connect the ends, it changes form entirely!
No matter how you cut it lengthwise, it unravels into an array of linked strands. As you continue to work with it, it becomes something surprisingly new and different with every additional lengthwise cut, even though it always remains connected. The Mobius strip has curious properties—a twisted cylinder with no distinct inner or outer sides, giving it a kind of never-endingness, and a double track edge toward excitement and unpredictability.
Try it!
To create a Mobius strip, start with a long ribbon or paper rectangle with points ABCD. Give the rectangle a half twist. Join the ends so A is matched with D and B is matched with C.*
The MRM provides parents and teachers with an innovative way to think about education, and about creating and applying a seamless range of educational opportunities for all learners.
You can write what matters most on each the strip and it will stay uppermost. Thought and action? Challenge and creativity? Effort and resilience? You choose. From a Mobius perspective, meeting a child’s learning needs, and encouraging high-level development, is a transformative process. The impetus begins with planning, and then moves forward from there, twisting and turning flexibly in Mobius fashion as required, paying close attention to three other important points—assessment, activities, and learning environment. (The A, B, C, D of the Mobius strip.)
Using the Mobius Response Model: “Design & Build” Elements for Differentiated Learning
Planning
In order to respond effectively to children’s diverse learning needs, interests, and academic levels, planning is paramount. This means looking at short, medium, and long term objectives for each area of study. It involves cultivating and using administrative, consultative, technical, and other kinds of supports as needed, and developing and sharing an array of resources. It also means becoming familiar with school policies and practices concerning Individual Education Plans for those who have special needs. Most importantly, parents and teachers can help children become better planners themselves.
Assessment
Good planners know that ongoing and meaningful assessment should be woven into children’s learning experiences, thereby ensuring steady increases in challenge levels. A variety of assessment formats enable teachers to be diagnostic—that is, able to identify students’ areas of strength and weakness, and becoming better prepared to respond suitably. Parents can encourage children to think carefully about what they have to learn and why, to pause and self-evaluate works-in-progress, to ask questions along the way, and to be accepting of setbacks, using them as stepping stones for further learning.
Activities
The ultimate goal of activities is to provide a means of facilitating a meaningful learner-learning match. The best approach is flexible, continues to work for the child, and offers a wide range of options. By pre-assessing a child’s level of understanding in a given area, it’s possible to design activities that are well-suited to the individual’s knowledge, preferences, and interests. Learning should be scaffolded as it happens, with assessment occurring regularly. Parents and teachers can find and create many opportunities to work with one another, and with children, to set and reach planned learning objectives.
Learning Environment
A motivating and robust learning environment can foster high-level development in all children. In such an environment, the teacher diagnoses student ability on an ongoing basis and builds from there, using multiple teaching strategies, changing group formations, and clear criteria for learning outcomes. Parents, teachers, and children work proactively and collegially with others, are attuned to and celebrate individual diversity, and tap into technological advances. Adults can help children plan and monitor their own goals. Parents can support children’s learning by becoming informed about high-level development, and advocating for more and better educational resources, effective policies, and appropriately targeted professional development opportunities for teachers.
So, what’s new about the Mobius Response Model?
It provides a conceptual framework for identifying, encouraging, and supporting children’s optimal development. Its innovation and potency lie in the seamless coming together of all four elements.
Like the Mobius strip, the impetus is to have a smooth approach, reflecting never-ending possibilities for children’s growth. Planning, assessment, programming, and environment are the cornerstones, distinct, yet equally essential. And, with whatever matters to each parent and teacher still tracked uppermost—be it an emphasis on thought and action, or something else entirely in support of children’s heightened development—there are no limits to strengthening differentiated learning experiences at home or school.
The MRM is a creative conceptualization that both amplifies the value of a differentiated approach, and leads to vitality and engagement in learning. Like what inevitably happens when working with a Mobius strip, there will be increased excitement as learning unfolds in many surprising, positive, and infinitely interconnected directions! For more information about learning go to: http://www.raisingsmarterkids.net
*Instructions retrieved from http://scidiv.bcc.ctc.edu/MATH/Mobius.html