CHRONOLOGICAL HISTORY OF THE ALAAFIN OF OYO EMPIRE (c.1210 to date)

By Ayomide Akinbode

The Late Oba Lamidi Adeyemi III


The Alaafin was an absolute king; his word was law. He had the power of life and death. He’s iku baba yeye, alase ekeji orisa (the almighty, the ruler and companion of the gods).


In the actual working of the government, however, the Alaafin was an absolute monarch. He governed in conjunction with a council of state known as Oyo Mesi .
Below are the kings who had ruled one of the greatest empires in history.


c.1210– ORANYAN (Oranmiyan)
Oyo-Ile was founded. Oranmiyan was the first king and the founder of the Oyo empire. He was the son of Oduduwa. Oranmiyan was a very brave and warlike king. He was said to have headed his brothers (other Yoruba kings) on an abortive expedition to the east to avenge the death of their father. After quarrelling at a place called Igangan, the brothers dispersed and Oranmiyan went ahead to found the city of Oyo known as Oyo Alaafin.There are two accounts of his death. Some said he went further East, leaving his son, Ajaka in charge of Oyo, and stopping at a town called Oko, from where he could not proceed and so, died and was buried there.


The second account seems more plausible. It says that Oranmiyan left for Ile-Ife, the land of his father, leaving Ajaka to rule as regent at Oyo. Having stayed in Ile-Ife longer than necessary, the king makers made Ajaka king in Oyo. On returning, Oramiyan heard the kakaaki at the border (the kakaaki is only played for the king). He immediately returned to Ile Ife, where he eventually died and was buried. An obelisk, called ‘Opa Oranmiyan’ was erected at the place where he was buried and is still there to this day.


c.1242– AJAKA
Ajaka was a calm and gentle king. Unlike his father, he was of a peaceful disposition, loved animal husbandry and encouraged it. Being too mild to be warlike, and with the provincial kings encroaching on Oyo, he was deposed and replaced by his fearless and violent brother, Sango. He went to Igboho where he remained in retirement for seven years. After the death of Sango, he returned to the throne.


c.1252– SANGO
He was the step brother of Ajaka. Unlike his brother, he was of a wild and warlike disposition and he had a fiery temper. He had a habit of emitting fire and smoke out of his mouth, by which he greatly increased the dread his subjects had of him.


His mother was the daughter of Elempe, a Nupe king, who formed an alliance with Oranyan by giving him his daughter to wife. Sango defeated many of the other Yoruba kings and expanded the Oyo kingdom. His seven years of reign was marked by his restlessness. He fought many battles and was fond of making charms. He was said to have the knowledge of some preparation by which he could attract lightning. He eventually became tyrannical and was asked to abdicate by the king makers and the senior chiefs.
Rather than abdicating, he hanged himself on a shea butter tree. His brother Ajaka was summoned to return to the throne.


c.1259–AJAKA
Ajaka remains the only Alaafin to rule twice.‎


c.1277 – AGANJU SOLA
He was Ajaka’s son. He liked taming wild animals and he’s said to have kept a leopard. His reign was long and prosperous. He liked aesthetics and he greatly beautified the palace. Towards the end of his reign, he waged war on a king close-by for refusing to give him his daughter as bride. The king and his allies were defeated and captured by Aganju and the bride, whose name was Iyayun, was forcibly taken. One of the messy scandals of his reign occurred when his son had intercourse with his wife and was summarily executed.


c.1340– KORI
Osogbo and Ede town were founded during his reign. Kori was the son of Aganju, by his captured bride, Iyayun. When he was still a child, his mother ruled as regent. It was during Kori’s time that Timi was sent to Ede to fight the Ijeshas. Timi became too powerful for the king and made himself king at Ede (hence the title, Timi of Ede). Gbonka, was sent to Ede to capture Timi. After Timi was defeated, the king, fearing the rise of a more powerful enemy decided to kill Gbonka. After the failure of the assassination, the king committed suicide.


c.1401– OLUASO
Oluaso, Kori’s son, was a handsome prince. His reign was long and peaceful. He was wise and had many wives and children. He also built 54 palaces for the most influential princes. During his reign, Olofin led the Aworis to present-day Lagos.


c.1490–1542 ONIGBOGI
He was the son of an Ota woman. His mother tried to introduce Ifa (oracle) to the Oyo people. The Oyo people rejected her advice and she left the town. She eventually settled in a town called Ado, where the people accepted her ideas. During Onigbogi’s reign, a war broke out and the king of Nupe invaded Oyo and sacked the capital. The king fled to the land of the Ibariba and died there.


1542– OFINRAN
Saki was founded during his reign‎. His mother was an Ibariba woman. The Ibaribas started ill-treating the refugees and the king set out for Oyo. Ifa spread to the Oyo people at this time. The refugees camped at a place called Kusu. There the king died before they could move. The next four kings ruled from a town called Igboho.


1550– EGUGUOJO
This Alaafin founded Igboho after the Nupe had occupied Oyo- Ile. He built Igboho, known as Oyo Igboho, and made it the new capital. Besides that, nothing remarkable happened in his reign.


1554–1562 OROMPOTO
Orompoto was the first and only female Alaafin of Oyo. She was the sister of her predecessor, Eguguojo. She assumed the throne in 1554 because there was no male successor from her elder brother at the time.


Legend has it that she cut off her breasts (mastectomy) and put on men’s clothing to look like a man and for the Oyo Mesi to accept her as Alaafin.


In 1557, Alaafin Orompoto (the custodian of the vagina that kills evil plots, the king with the great gift, the king with the flabbergasting gift) strengthened Oyo’s military might. She imported horses from as far as Timbuktu in Mali and had over 1000 horsemen. She did tie leaves on the horses’ tails so that when they went a fighting, the leaves swept the ground after them to cover trails of the horses’ prints.


Orompoto was a skillful commander and a tactical leader. She was brave and won many battles. During her reign, Oyo regained its military prestige and was feared across the south of Niger. She died in the battle of Ilayi in 1562.


1562–1570 AJIBOYEDE
He was a successful and brave king but he was a tyrant. During his reign, the Tapas from Nupe invaded the country again but the king was victorious. The king’s favourite son, Osemolu died. Shortly after, king also died.


1570–1588 ABIPA
Abipa rebuilt Oyo-Ile after the destruction by the Nupe marauders‎. He decided to carry the seat of government back to Oyo-Ile, even though the nobles were against it. However, he was successful and the king buried charms in strategic places in the city, so that it would not be destroyed again.


1588–1599 OBALOKUN
Salt (Sodium Chloride) was introduced to Oyo-Ile by Portuguese explorers during his reign. His mother was the daughter of the Alake, king of the Egbas. He was also the first Alaafin to have had contact with an European king, most likely King of Portugal, as the Portuguese were the only foreign power present in Yoruba land in the 16th Century.


1599–1658 AJAGBO
His reign was very long. He had a friend at Iwoye called Kokoro-igangan, whom he made the first Aare-Ona-Kankafo (Generalissimo). He was a warlike king and he conquered many people in the West, including the Popos and the Sabes (in Benin Republic). He destroyed Iweme in Popo country after sending four expeditions out at once; under the Basorun, Agbakin, Kankafo, and Asipa.


1658–1659 ODARAWU
His reign was very short. He had a bad temper. He ordered for the destruction of a town called Ojosegi. He was eventually rejected by the noblemen and ended up commiting suicide.


1659–1665 KARAN
He was a tyrant. He was cruel and harsh. He tortured and killed many of his subjects for slight offences. He was so wicked that the proverb ‘as cruel as Kanran’ is being used by the Yoruba to describe anyone perceived of extreme cruelty. The people eventually rebelled against him. He was killed in a coup by the army, backed by the noble men. He fought fearlessly and perished in the inferno that engulfed the palace.


1665–1676 JAYIN
Jayin was Kanran’s son and was made king after his father’s horrible death. He was of a gentler disposition than his father but he was effeminate and his son fell in love with one of his wives. In rage, he killed the boy. He was eventually deposed and tragically committed suicide.


1676–1690 AYIBI
He was the late king’s grandson and the son of the beloved prince whom the king killed. Unfortunately he proved unworthy of the honour and respect accorded to him; he greatly disappointed the hopes of the nation. He was a tyrant and took pleasure in shedding blood. Like his grandfather, he was deposed and he committed suicide.


1690–1692 OSIYAGO
Like his immediate predecessor, he was equally worthless. He was excessive in actions, amassing wealth that he did not live to enjoy. His children fought each other and his foster son, whom he had adopted as the Aremo (heir) was killed by his daughter. The king was eventually poisoned. For 36 years, after Osiyago’s death, the throne was vacant and the country was ruled by the Basoruns (Prime Ministers).


1728–1732 OJIGI
During his reign, Oyo invaded Dahomey. He was elected to a vacant throne. He was warlike, extending his domain to Dahomean territory in present day Benin Republic. He was nevertheless, a good king. He sent out a large expedition to bring all the Yoruba under his control. The expedition is said to have reached the Northern part of the River Niger. Despite the king’s stern disposition, he was too indulgent of his son. The Aremo’s cruelty and excesses eventually caused his father’s rejection. The king was deposed by the noble men and he committed suicide.


1732–1738 GBERU
He was a wicked king, who liked making charms. He fought a bitter conflict with his Basorun who was his friend and both of them were deposed. Just like his predecessor he committed suicide.


1738–1742 AMUNIWAYE
He was a good king initially but soon became weak because of his low morals. He had a affair with the wife of his medicine man. He died of magun while having intercourse with the woman.


1742–1750 ONISILE
He was a great warrior and of great courage. He was brave and warlike, and he was also very artistic. His rashness was the cause of his death. He was struck by lightning and was incapacitated, before being deposed and allowed to die peacefully. Basorun Gaha, the wicked Prime Minister, became the head of the Oyo Mesi during his reign.


1750– LABISI
Shortest-reigned Alaafin till date. He spent only 15 days on the throne. He committed suicide because of pressure from Basorun Gaha‎. This unfortunate king was elected to the throne but not allowed to be crowned. His Basorun, Gaha, became very powerful, conspired against him and killed all his friends. Labisi eventually committed suicide when he could not rule. Gaa remained powerful, long after him; installing kings as he pleased.


1750– AWONBIOJU
He spent just 130 days on the throne. Installed by Gaha after Labisi, Awonbioju was killed by Gaa when he refused to prostrate for him.

1750–1770 AGBOLUAJE
He was a very handsome prince installed by Gaa. His reign was peaceful and the kingdom was big and prosperous. Basorun Gaha made him fight the king of Popo who was his friend and destroyed his kingdom. In frustration, the king committed suicide before the expedition arrived.


1770–1772 MAJEOGBE
He tried to defend himself against Gaha whose sons were now too powerful. They collected all the tributes and were cruel. The king eventually died in frustration.


1772-1789 ABIODUN
He had a long and peaceful reign. He was handsome, wise and dignified. His reign was so significant that it has since passed into proverbs. The Yoruba believed that Oyo actually started declining after his death. He defeated Basorun Gaha and his children. Abiodun fathered over 660 children and had many descendants which still live till today. His son, Awole, poisond him and succeeded him as king.


1789-1796 AWOLE AROGANGAN
Under him, the kingdom disintegrated as the provinces became tired of Oyo’s tyranny and slavery was rife. He was probably too mild and weak, and had an enemy in Afonja, the Kakanfo who was very powerful. Afonja was stationed at Ilorin with the major part of Oyo’s calvary. Afonja, the Basorun and the Onikoyi eventually led a rebellion against him. As their forces surrounded the city, Aole committed suicide, after cursing Afonja and his co-conspirators. The Oyo empire, and indeed the Yoruba nation, never recovered from this tragedy.


1796-1797 ADEBO
He became king nominally, but never really had powers. The whole land rebelled during his reign and the chiefs clamoured for territories. Afonja declared independence first, and many provinces followed. Afonja won a great victory against the Oyo armies with the help of Alimi, a Fulani and Solagberu, a Yoruba Moslem. He fought several battles in which he subjugated and destroyed many Yoruba cities. Ilorin later became part of the Sokoto Caliphate when the Fulani took over.


1797- MAKUA
His reign was short and tragic. He reigned for only 2 months in 1797. He led an expedition against Iworo and was defeated. He committed suicide in Oyo. The period that followed was the Yoruba civil wars of the 19th century. Between 1800 and 1893, the Yoruba fought a series of wars that decimated huge portions of the country and caused a considerable amount of internal migration. Many large cities were destroyed completely, never to be rebuilt. New cities sprang up, from refugee camps or military bases.


1801-1830 MAJEOTU
After a period when the throne was vacant, Majotu was elected to the throne. He reigned from 1802 to 1830. His reign was full of wars and rebellions. In 1823, Dahomey rebelled, defeated the Oyo army and gained complete independence. Ilorin became a formidable force and started a conquest of Yorubaland, destroying and looting cities in its campaign. The Owu war(1821-1827) also occurred in which the town of Owu was completely destroyed. The Owu later settled in Abeokuta.


1830-1833 AMODO
His reign lasted for three years. He was initially weak, but later proved himself to be a wise and decisive king, despite being unfortunate. He came to the throne at a time when the kingdom was distracted by anarchy and confusion. The Fulanis were having an eye on the capital of Yoruba-land. None of the provincial kings now paid tribute to Oyo or acknowledged the authority of the King. He was virtually King of the capital only.


The Ilorin army plundered Oyo for the first time in his reign, but did not destroy the city. Amodo later united some of the Yoruba chiefs who had turned their backs on the empire. They raised an army and besieged Ilorin but they were betrayed by the Edun of Gbogan, who was the Kakanfo and the army dispersed. Gbongan was later besieged by Ilorin and the Edun defeated. After defeating both the Kankafo and the Onikoyi, and rendering the Alaafin powerless, the Ilorin cavalry easily captured most of the northern Yoruba towns. After that, they turned their conquest southwards, towards the Ijesha tribes, where they faced stiff resistance.
At this time, the remnant of the Oyo and Egba armies began to attack the Ijebus, because of their participation in the Owu war. The whole Yorubaland again became embroiled in civil war.


1833-1835 OLUEWU
During his reign, the Fulani empire had already captured Ilorin after an internal coup and transformed it into a Fulani emirate. Oluewu was then bound to Shita, the Emir of Ilorin. However, he refused to embrace the Islamic religion and sought help from Borgu to defeat the Fulanis. Initially, he recorded some success in battle, but a final putsch to recover the northern part of Yorubaland from the Fulanis led to his death and that of many of Oyo’s leading nobles. Ilorin (under the Fulani) eventually destroyed Oyo.


1838-1858 ATIBA ATOBATELE
He moved the capital from Oyo to Ago Oja (present Oyo). During his reign, the remnant of the Yoruba army moved South and camped in an area that belonged to the Egba of Gbagura clan. The war camp later became the city of Ibadan and it emerged as the new power centre in Yorubaland.


Oba Atiba sought to preserve what remained of Oyo Empire by placing on Ibadan duty of protecting the capital from the Ilorin in the north. Atiba was a great leader but he came at a time of crises. Yoruba had lost Igbomina. Ijesha, Ekiti and Akoko at this time were under threat. Ogbomọṣọ, Ẹdẹ, Iwo, axis were under attack-even Oṣogbo had been defeated, occupied by Fulani. In fact, the entire Yoruba land was under Ilorin-Fulani siege.


However, Ibadan would not allow the onslaught to continue. In 1840, Ibadan soldiers defeated and pushed Fulani warriors back to Ilọrin but could not take the city. Atiba died in 1859. He was the last really great king Oyo had. He tried to restore Oyo’s glory, but the decline was bound to happen as all the tribes were fighting one another. The two current Ruling Houses Agunloye and Alowolodu came out of Atobatele Atiba.


1859-1875 ADELU AGUNLOYE ***one of the Ruling Houses in Oyo Alaafin today. King Adelu was Atiba’s son. He became king in 1859. The Ijaye war(1860-1862) was fought during his period. Kurunmi, the Are Ona Kankafo, who was the ruler of Ijaiye refused to recognize Adelu as the Alaafin. The war started with Ijaiye declaring war on Oyo in 1860. The Ibadan war machine under Ogunmọla came in support of Ọyọ, routed Kurunmi-Ijaiye/Egba alliance and killed all his sons. Kurunmi committed suicide and Ijaiye was destroyed. The Ijaiye war was one of the several wars Ibadan engaged in to assert supremacy in Yorubaland. In 1864, the Alaafin stopped the Batedo War in the name of Sango between Ijebu and the Egbas.


1876-1905 ALOWOLODU ADEYEMI I ***the second Ruling house in Oyo Alaafin today. In fact the current Ruling House.
After the emergence of Ibadan, the Fulani ceased to be a threat to Yoruba but bitter civil war among the tribes made peace impossible. Between 1860 and 1885 Ibadan engaged in five different wars simultaneously.


In 1877, Ibadan went to war against Ẹgba/Ijẹbu for attacking Ibadan traders, when coming from Port-Novo. The Ijẹṣa/Ekiti seized the moment, in 1878, attacked despotic Ibadan Ajẹlẹs (viceroys) in their territories; Ibadan declared war on Ijẹṣa and Ekiti. The conflict between Ibadan/Ijẹṣa and Ekiti went on for sixteen years, the worst war in Yorubaland.


Ogedengbe-the Seriki of Ijẹṣa army, Fabunmi of Oke-Imesi, and Aduloju of Ado-Ekiti held Ibadan down as Ibadan engaged in other wars with the Ẹgba, Ijẹbu, Ilọrin and the Ifẹ. The Ibadan/Ijesa & Ekiti parapọ war got to its peak at Kiriji, near Ikirun.
The Alaafin was helpless as his people decimated themselves. He therefore invited the British colonial Governor of Lagos to help settled the dispute. Through negotiations undertaken by the Church, which was spearheaded by Samuel Johnson, Charles Phillips, and Lagos Governor, Alfed Moloney in 1886, peace gradually returned to Yorubaland as the warring groups sheathed their swords. The entire Yorubaland later came under the dominion of the British and the Alaafin became a Vassal of the colonial government.


1905-1911 LAWANI AGOJOGA
He was a vassal of the British. He reigned from 1905 to 1911
1911-1944 SIYANBOLA ONIKEPE OLADIGBOLU I
He became king after Lawani. He ruled from 1911 to 1944. He was also a vassal king. The amalgamation of Nigeria happened during his time.


1945-1955 ADENIRAN ADEYEMI II
The Premier of the Western Region, Chief Obafemi Awolowo, deposed and sent him on exile with his Aremo (Crown Prince) for sympathizing with the National Council of Nigerian Citizens (NCNC). He had also come into conflict with Bode Thomas, deputy leader of the Action Group. They both died in exile.


1956-1968 BELLO GBADEGESIN OLADIGBOLU II.
He was the Alaafin when Nigeria gained independence
November 19, 1970- Date LAMIDI OLAYIWOLA ADEYEMI III
Lamidi Adeyemi succeeded Alaafin Gbadegesin Ladigbolu II in 1970, during the governorship of Colonel Robert Adeyinka Adebayo, after the end of the Nigerian Civil War. In 1975, the Head-of-State, General Murtala Ramat Mohammed included Oba Adeyemi in his entourage for the hajj. He was chancellor of Uthman dan Fodiyo University in Sokoto from 1980 to 1992. In 1990 President Ibrahim Babangida appointed him Amir-ul-Hajj in recognition of his commitment to the consolidation of Islam in Nigeria.


Adeyemi is a lover of boxing, as he was a boxer before becoming Alaafin. He remains the only educated Alafin till date.

Basic education:UBEC expresses concern over poor learning outcomes

By Joseph Erunke

ABUjA- THE Universal Basic Education Commission,UBEC, has expressed concern over poor learning outcomes in basic education.

Executive Secretary of the commission,Dr Hamid Bobboyi,said despite huge intervention by the federal government, in basic education-,there had not been impressive learning outcomes.


He, however, blamed this on a number of factors including, recruitment of unqualified teachers by some state governments, lack of regular professional training programmes for teachers, low remuneration among others.

Bobboyi spoke on Wednesday in Abuja while declaring open a one-day workshop for Council for Regulation of Engineers in Nigeria,COREN inspectors for monitoring of UBEC/SUBEBS Matching Grant intervention projects in 36 states and FCT.

He was reacting to report by United Nations Children’s Fund (UNICEF), that Nigeria is faced with staggering learning crisis with about 70 per cent of children in schools cannot read and write or perform basic numeracy task by age 10.

The UBEC boss said even though the figures being bandied were not scientific, the Commission was working with UNICEF to have a large scale assessment of learning achievements in the country, going into the details of what the problems are and to improve on learning outcomes in Nigeria.

He said there was need to invest more on teachers that would teach children at the basic level of education, especially public schools across the country.

“There is no justification for all the investment, if the child in the classroom is not learning,” he said.

On colboration with COREN, Bobboyi, said one of the key elements that could encourage learning is good environment, hence the need the partnership with the Council to ensure that infrastructure built in public schools across the country are of standard quality.

Recall that on 3rd March, 2022, UBEC and COREN signed a memorandum of understanding for the Council to monitor UBEC matching grant intervention projects across the 36 states of the Federation and Federal Capital Territory (FCT).


The Executive Secretary disclosed that 50 per cent of allocation to the Commission from the Consolidated Revenue Fund (CRF), as support by the Federal Government to basic education, is disbursed to state governments for development of infrastructure.

He said it was therefore important for UBEC to monitor what is going on in order to ensure that there is value for money and infrastructures built are safe and could last for long time as well as motivate the pupils to learn better. 
He added that the role of the COREN was to make sure that all buildings in public basic schools has its certification and  well built enough to add value to Nigerian classrooms.

 
According to him, the engagement of COREN for monitoring and evaluation of UBEC projects would add value to the efforts being put in place to ensure quality basic education delivery in the country. 


Registrar of COREN, Professor Adisa Bello, in his remark, said the Council is to monitor construction work, renovation, furniture, equipment, works and water supply projects and report appropriately to UBEC management, saying this falls within Engineering Regulation Monitoring (ERM) mandate of the Council.
He said this was to ensure protection of lives and property, safety and value for money for sustainable national infrastructure development in Nigeria. 


Bello warned the inspectors against deviation from the norm, stressing that anyone found wanting during the exercise would be dealt with accordingly. 
He said: “Any of our inspectors that is found wanting in the course of his or her duty, will be adequate sanctioned.”


He commended the management of UBEC for opening itself for scrutiny, saying many government agencies would not be prepared to subject themselves to such evaluation. 


President of Nigerian Society of Engineers, Engr. Tas’u Gidari Wudil, on his part noted that infrastructures in schools are very key to delivery of education, saying the Council has however discovered that most of the projects were badly done with minimal supervision.


According to him,UBEC does not have the capacity to effectively supervise those projects across the entire country, hence the need for support of the Council Regulation of Engineering in Nigeria, by extension the Nigerian Society of Engineers.

Source: Vanguard

Differentiated Instruction: A Primer

By Sarah D. Sparks

How can a teacher keep a reading class of 25 on the same page when four students have dyslexia, three students are learning English as a second language, two others read three grade levels ahead, and the rest have widely disparate interests and degrees of enthusiasm about reading?

What is Differentiated Instruction?

“Differentiated instruction”—the process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them—has become a popular approach to helping diverse students learn together. But the field of education is filled with varied and often conflicting definitions of what the practice looks like, and critics argue it requires too much training and additional work for teachers to be implemented consistently and effectively.

DIFFERENTIATED INSTRUCTION DEFINITION

The process of identifying students’ individual learning strengths, needs, and interests and adapting lessons to match them

Differentiation has much in common with many other instructional models: It has been compared to response-to-intervention models, as teachers vary their approach to the same material with different students in the same classroom; data-driven instruction, as individual students are frequently assessed or otherwise monitored, with instruction tweaked in response; and scaffolding, as assignments are intended to be structured to help students of different ability and interest levels meet the same goals.

Evolution of the Concept

Differentiated instruction as a concept evolved in part from instructional methods advocated for gifted students and in part as an alternative to academic “tracking,” or separating students of different ability levels into groups or classes. In the 1983 book, Individual Differences and the Common Curriculum, Thomas S. Popkewitz discusses differentiation in the context of “Individually Guided Education, … a management plan for pacing children through a standardized, objective-based curriculum” that would include small-group work, team teaching, objective-based testing, and monitoring of student progress.

Carol Ann Tomlinson, a co-director of the Institutes on Academic Diversity at the Curry School of Education at the University of Virginia, and the author of The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition (ASCD, 2014) and Assessment and Student Success in a Differentiated Classroom(ASCD, 2013) argues that differentiation is, at its base, not an approach but a basic tenet of good instruction, in which a teacher develops relationships with his or her students and presents materials and assignments in ways that respond to the student’s interests and needs.

Differentiated Instruction Strategies

In theory—though critics allege not in practice—differentiation does not involve creating separate lesson plans for individual students for a given unit.

In theory—though critics allege not in practice—differentiation does not involve creating separate lesson plans for individual students for a given unit.

Ms. Tomlinson argues that differentiation requires more than creating options for assignments or presenting content both graphically and with hands-on projects, for example. Rather, to differentiate a unit on Rome, a teacher might consider both specific terms and overarching themes and concepts she wants students to learn, and offer a series of individual and group assignments of various levels of complexity to build those concepts and allow students to demonstrate their understanding in multiple ways, such as journal entries, oral presentations, creating costumes, and so on. In different parts of a unit students may be working with students who share their interests or have different ones, and with students who are at the same or different ability levels.

Impacts of Technology

Differentiated and personalized instructional models have also evolved with technological advances, which make it easier to develop and monitor education plans for dozens of students at the same time. The influence of differentiation on school-level programs can be seen in “early warning systems” and student “dashboards” that aim to track individual student performance in real time, as well as initiatives in some schools to develop and monitor individualized learning plans with the student, his or her teachers, and parents.

Professional Development

By any account, differentiation is considered a complex approach to implement, requiring extensive and ongoing professional development for teachers and administrators.

It required teachers to confront and dismantle their existing, persistent beliefs about teaching and learning …

In the 2005 longitudinal study that found no consistent implementation of differentiation, researchers noted that “many aspects of differentiation of instruction and assessment (e.g., assigning different work to different students, promoting greater student independence in the classroom) challenged teachers’ beliefs about fairness, about equity, and about how classrooms should be organized to allow students to learn most effectively. As a result, for most teachers, learning to differentiate entailed more than simply learning new practices. It required teachers to confront and dismantle their existing, persistent beliefs about teaching and learning, beliefs that were in large part shared and reinforced by other teachers, principals, parents, the community, and even students.”

In the 2009 book, Professional Development for Differentiating Instruction,Cindy A. Strickland notes that most schools do not provide sufficient training for new and experienced teachers in differentiating instruction.

Ms. Tomlinson said that teachers can begin to differentiate instruction simply by learning more about their students and trying to tailor their teaching as much as they find feasible. “Every significant endeavor seems too hard if we look only at the expert’s product. … The success of all these ‘seasoned’ people stemmed largely from three factors: They started down a path. They wanted to do better. They kept working toward their goal.”

Including students of disparate abilities and interests also requires the teacher to rethink expectations for all students: “If a teacher uses flexible grouping lesson by lesson and does not assume a student has prior knowledge because he is a ‘higher’ student but really assesses and groups, based on need sometimes and other times by interest, the students will get what they need,” Melinda L. Fattig, a nationally recognized educator and a co-author of the 2008 book Co-Teaching in the Differentiated Classroom, told Teacher magazine that year.

Critiques

In practice, differentiation is such a broad and multifaceted approach that it has proven difficult to implement properly or study empirically, critics say.

In a 2010 report by the research group McREL, author Bryan Goodwin notes that “to date, no empirical evidence exists to confirm that the total package (e.g., conducting ongoing assessments of student abilities, identifying appropriate content based on those abilities, using flexible grouping arrangements for students, and varying how students can demonstrate proficiency in their learning) has a positive impact on student achievement.” He adds: “One reason for this lack of evidence may simply be that no large-scale, scientific study of differentiated instruction has been conducted.” However, Mr. Goodwin pointed to the 2009 book Visible Learning, which synthesized studies of more than 600 models of personalizing learning based on student interests and prior performance, and found them not much better than general classroom instruction for improving students’ academic performance.

Both in planning time and instructional time, differentiation takes longer than using a single lesson plan for a given topic, and many teachers attempting to differentiate have reported feeling overwhelmed and unable to reach each student equally.

In a 2010 Education Week Commentary essay, Michael J. Schmoker, the author of the 2006 book, Results NOW: How We Can Achieve Unprecedented Improvements in Teaching and Learning, says attempts to differentiate instruction frustrated teachers and “seemed to complicate teachers’ work, requiring them to procure and assemble multiple sets of materials” leading to “dumbed-down” teaching.

Likewise, some advocates of gifted education, such as James R. Delisle, have argued that advanced students still are not challenged enough in a differentiated environment, which may vary in the presentation of material but not necessarily in the pace of instruction. He argues that “differentiation in practice is harder to implement in a heterogeneous classroom than it is to juggle with one arm tied behind your back.”

“There is no one book, video, presenter, or website that will show everyone how to differentiate instruction. Let’s stop looking for it. One size rarely fits all. Our classrooms are too diverse and our communities too important for such simplistic notions,” Mr. Wormeli said in an interview with Education Weekblogger Larry Ferlazzo.

“Instead, let’s realize what differentiation really is: highly effective teaching, which is complex and interwoven; no one element defining it.”

Source: Education Week

How to Train an Anti-Racist Teacher: 9 Practical Takeaways

FEATURE

By Traci Dennis — April 12, 2022

Traci DennisTraci Dennis, a former P-12 classroom teacher, is a full-time faculty member in the School of Education at American University and the chair of the school’s Diversity, Equity, and Inclusion Committee.

Schooling in the United States has been shaped by racism, and Black and brown students have been subjected to institutionalized conditions that sideline their identities, their assets, and their humanity. To correct that terrible injustice, we need anti-racist teachers who have abandoned color-neutral ideologies, understand oppression, know how to teach about horrific racist events, and see students as unique human beings. We need such teachers—even as many states try to restrict their work with laws and policies limiting discussions of race and racism. We need such teachers, but are they getting the training they need?

Teachers in the classroom often don’t think so. In my work with schools, districts, and institutions of higher education, the critique I frequently hear is that too much professional development time is spent on providing theories and frameworks and not enough time is spent focusing on what anti-racist teaching looks and sounds like in practice. Teachers are asking how to translate anti-racist research and theories into what they do day-to-day in their classrooms and schools.

To ensure that teachers are equipped with the core competencies required of anti-racist educators, nine critical curricular components should be rolled into all anti-racist teacher professional development. Here they are with concrete suggestions about how trainers can help teachers acquire those competencies.

Source: Education Week

Working Together to Redefine Dyslexia

By Richard Branson

Published on March 31, 2022

This is significant because it recognises this unique way of thinking as a positive trait and something people should be proud of. Dyslexic thinking is a skill that can give you the edge at work: you’re likely to have strong problem-solving skills, great imagination, and creative, big-picture thinking.

I’m proud to be a dyslexic thinker and I have used it to my advantage to shape the Virgin brand. It wasn’t until I dropped out of school at 16 that I was able to cast my lack of interest in mental arithmetic, my wandering mind, and short attention span in an entirely new light. I recognised these were actually the result of epic imagination. Where others saw problems, I was able to see solutions. Insurmountable challenges became endless opportunities. I was able to easily simplify things and see the bigger picture.

I didn’t allow for my poor spelling to prevent the start of my first business, Student Magazine. I learned to delegate early on and surround myself with people who could help me in the areas I found tricky. Maths is a good example – to the wonder of those around me, I’ve never been able to grasp the concepts of net and gross! But that’s not been a barrier to the building of the Virgin Group (luckily, I’ve had some brilliant accountants to keep me on track!)

Being a dyslexic thinker also means I’m a people-person. I like to pick up the phone and talk things through. This has shaped my style as a leader and team member. This way of thinking means I can’t help but ask questions and ponder solutions. Without curiosity, innovation would not exist.

Dyslexic thinking has been responsible for some of the biggest leaps mankind has ever made, from the light bulb to the motor car, the aeroplane to our exploration of space. So, it’s about time we redefined what it stands for. Recent research by Made By Dyslexia found that, in light of the rise of AI, dyslexics have the exact skills needed for the workplace of tomorrow, as set out by the World Economic Forum.

On that note, in another incredible step forward, Dictionary.com has confirmed it will add “Dyslexic Thinking” as an official term, describing its “strengths in creative, problem-solving and communication skills”. LinkedIn and Dictionary.com are giving Dyslexic thinking the recognition it deserves.

It’s been five years since Made by Dyslexia started with the mission to help the world to understand, value, and support dyslexia. I was so excited by their vision of empowering dyslexic minds from the beginning, and this is just one of the huge strides forward I’ve seen them make. Their founder Kate Griggs told me her goal for the charity is not to exist. If we redefine dyslexia and make sure every teacher and employer can empower it, then the job is done. It’s incredible to see how much it has achieved in the past five years, and I can’t wait to see what the next five bring.

Of course, our next step would be to change the word ‘Dyslexia’ entirely. It’s still amazes me that a word used for those with spelling difficulties is itself almost impossible to spell. But one step at a time.

Redefining my dyslexia as a skill set gave me the freedom to pursue my dreams without barriers and recognise this unique way of thinking as a hidden superpower.

Space Scientist Maggie Aderin-Pocock, Soho House Founder Nick Jones, the UK’s youngest award-winning Vegan Chef Omari McQueen, and world-renowned ballet dancer Darcey Bussell are some of the great dyslexic change makers and influencers who have joined the Dyslexic Thinking conversation and spoken out about their Dyslexic Thinking skills. Now it’s your turn. Using the new drop down you can show your pride in possessing this unique way of thinking and being #MadeByDyslexia. Trust me, it’s something to be proud of.

Source: Virgin

YOU DON’T NEED TO BE WEALTHY TO AFFORD INT’L EDUCATION FOR YOUR CHILDREN.

By Moses Udoisoh

Hitherto, the general assumption has been that only the wealthy and rich can afford Int’l education and its largess for their children. Well, that assumption is wrong. Anybody can send his/her wards abroad for studies. Let me tell you how.

At present, all you need to get education for Medicine, Nursing, Physical Science and Social sciences in Russia is just 5 Distinctions in your WAEC. The Russian-Nigerian bilateral agreement on Education allows Nigerian Secondary school leavers to study in Moscow and other Russian Universities for free. Fully funded and all expense paid.

To study for Undergraduates in the US is also free for any student that makes 1400+/1600 in the SAT or ACT tests. Several North American universities also have scholarship with paid stipends for PG students. All that is needed to access this freebie is a 2.1 grade pass or 2.2 with research experience.

In the UK, there are countless freebies opening for all and sundry. A student with the least ABB, three passes in any three subjects of the Cambridge A’level examinations can study for free in Coventry, Teesside University and Bedfordshire University for free. Early today, I just found out that Masters by Research in Solent University is freely free all year round. You just need to fill the application form, submit your documents and you are in.

There are countless opportunities for everyone to get education abroad. Finland, Australia, Estonia, Netherlands, Germany etc are beckoning for African students to come to their Universities and study for free while being paid stipends for such efforts.

This is not another motivational, but a statement of fact to the wit that you might get the right information and push yourself or wards to the highest echelon of the Education stairs.

I share information by using myself as example. I am not from a very wealthy background but I’ve accessed the type of education in climes where only the wealthy can afford. Infact, my parents didn’t know I had a scholarship for Masters and PhD studies. I have colleagues and friends in Ivy league universities getting training for free and even paid to do so in most cases.

Seek information, seek guidance, give attention to studies and have a dream that is larger than your present state.

Till we all get it, I will keep you daily informed of the opportunities that abound.

More Than a Million Students ‘Never Showed Up’ Last School Year. Here’s What We Know About Them

By Sarah D. Sparks

An estimated 1.1 million K-12 students registered for the 2020-21 school year but never showed up for class, according to a Government Accountability Office report released Wednesday.

Based on a nationally representative Gallup survey, nearly half of public school teachers said they had at least one student who enrolled but remained “unaccounted for,” the GAO report found. Three out of 4 of those teachers said they had more students unaccounted for by the end of the 2020-21 school year than in previous years.

Rules vary widely from state to state on how schools identify students who leave school—particularly the rising number who have been home-schooled since the pandemic—but the GAO findings align with other data suggesting school enrollment itself dropped by more than a million students nationwide last year.

“It’s pretty sobering,” said Hedy Chang, the founder and executive director of Attendance Works, a nonprofit that works to combat chronic absenteeism. Missing students could lead to higher dropout rates and lower district budgets in years to come.

While teachers across all kinds and grades of schools reported missing students, some of the most-vulnerable students and under-resourced schools seemed hardest hit.

Disadvantaged students were more likely to get lost in the shuffle

The GAO found that 50 percent to 60 percent of teachers in high-poverty schools reported having students unaccounted for, compared to less than a third of teachers in schools where 20 percent or fewer students were from low-income families. Teachers in schools serving a majority of students of color were also 11 percentage points more likely to have students who never showed up, 56 percent versus 45 percent of teachers in majority-white schools.

Advocates have voiced concern for months that homeless and highly mobile students became difficult to find and support as schools went in and out of quarantine and families faced greater financial instability. For example, while child homelessness reached a high of 1.5 million just before the pandemic, by fall 2020, more than 400,000 of them couldn’t be found.

Are Vulnerable Students Slipping Through Cracks?

K-12 teachers in schools that serve a majority of students of color, high-poverty, and urban students were more likely to see students enroll in school in 2020-21 but never attend, according to a new Government Accountability Office report.

Percentage of Teachers Reporting Students ‘Unaccounted For’Percentage of Teachers Reporting Students ‘Unaccounted For’Percentage of Teachers Reporting Students ‘Unaccounted For’Percentage of Teachers Reporting Students ‘Unaccounted For’0-20% Poverty21-40% Poverty41-60% Poverty61-80% Poverty81-100% Poverty010203040506070809010032%49%50%53%60%% Teachers With Students ‘Unaccounted For’SOURCE: U.S. Government Accountability Office

Home support for learning proved a challenge

Even though teachers in the earliest grades were the least likely to have students unaccounted for, more than 80 percent of K-2 teachers reported more students missing last year than in prior years. That share is 10 percentage points or more higher than for teachers of older students. 

While in-person and virtual teachers were equally likely (71 percent for each group) to say they had more students unaccounted for in 2020-21, teachers reported a lack of home support for learning was the most common barrier to student attendance. Nearly 3 in 4 teachers said their students had little or no help from adults when attending remote classes, and—even during a period ofmajor district investment in education technology—17 percent of teachers said their students have no reliable internet service or access to laptops and other devices to use it.

Caregiving and work competed for older students’ time

The pandemic took the greatest toll on high school students, teachers said. Sixty-five percent of high school teachers reported missing students, more than double the share of K-2 teachers. Fifty-seven percent of high school teachers said their students had more work responsibilities that interfered with school, even as schools themselves had less capacity to provide work-study opportunities for students.

The GAO also found that secondary and even some older elementary students were more likely to need to take care of family members—be they younger siblings or sick grandparents—in ways that made it harder to come to school. Nearly half of teachers in grades 3-12 said that family care duties were a “somewhat” or “significant” factor in students not coming to school.https://e.infogram.com/b6ed7dc1-2a32-4e25-afa9-7f57609afd42?parent_url=https%3A%2F%2Fwww.edweek.org%2Fleadership%2Fmore-than-a-million-students-never-showed-up-last-school-year-heres-what-we-know-about-them%2F2022%2F03%3Futm_source%3Dli%26utm_medium%3Dsoc%26utm_campaign%3Dedit&src=embed#async_embed

“Unfortunately, I think things may even be more challenging this year, which is a horrible thing to have to say,” Chang said. While nearly all schools returned to in-person instruction in the 2021-22 school year, she noted that waves of increasingly infectious pandemic variants led to ongoing school closures and student quarantines, which hurt teachers’ ability to get students back into academic routines. 

“It really hurt students’ sense of whether schools were safe and healthy places to return,” she said. null

Moreover, “to get kids to re-enroll and return to school, you have to do a lot of individual outreach to find those kids, to talk to those kids, to bring them back,” she said. “But schools right now just don’t have the bandwidth to do that deeper outreach.”

The Gallup survey, conducted in June and July 2021, included more than 2,860 public school K-12 teachers in general education and core subjects like English/language arts, math, science, social studies, and world languages. Pollsters asked teachers to distinguish between the students who “disengaged,” or missed significant portions of school during the year, and those who registered but never attended and had no record of transferring or being home-schooled instead. The GAO plans a separate report in coming months focused on disengaged students.

More Than a Million Students ‘Never Showed Up’ Last School Year. Here’s What We Know About Them

By Sarah D. Sparks

An estimated 1.1 million K-12 students registered for the 2020-21 school year but never showed up for class, according to a Government Accountability Office report released Wednesday.

Based on a nationally representative Gallup survey, nearly half of public school teachers said they had at least one student who enrolled but remained “unaccounted for,” the GAO report found. Three out of 4 of those teachers said they had more students unaccounted for by the end of the 2020-21 school year than in previous years.

Rules vary widely from state to state on how schools identify students who leave school—particularly the rising number who have been home-schooled since the pandemic—but the GAO findings align with other data suggesting school enrollment itself dropped by more than a million students nationwide last year.

“It’s pretty sobering,” said Hedy Chang, the founder and executive director of Attendance Works, a nonprofit that works to combat chronic absenteeism. Missing students could lead to higher dropout rates and lower district budgets in years to come.

While teachers across all kinds and grades of schools reported missing students, some of the most-vulnerable students and under-resourced schools seemed hardest hit.

Disadvantaged students were more likely to get lost in the shuffle

The GAO found that 50 percent to 60 percent of teachers in high-poverty schools reported having students unaccounted for, compared to less than a third of teachers in schools where 20 percent or fewer students were from low-income families. Teachers in schools serving a majority of students of color were also 11 percentage points more likely to have students who never showed up, 56 percent versus 45 percent of teachers in majority-white schools.

Advocates have voiced concern for months that homeless and highly mobile students became difficult to find and support as schools went in and out of quarantine and families faced greater financial instability. For example, while child homelessness reached a high of 1.5 million just before the pandemic, by fall 2020, more than 400,000 of them couldn’t be found.

Are Vulnerable Students Slipping Through Cracks?

K-12 teachers in schools that serve a majority of students of color, high-poverty, and urban students were more likely to see students enroll in school in 2020-21 but never attend, according to a new Government Accountability Office report.

Percentage of Teachers Reporting Students ‘Unaccounted For’Percentage of Teachers Reporting Students ‘Unaccounted For’Percentage of Teachers Reporting Students ‘Unaccounted For’Percentage of Teachers Reporting Students ‘Unaccounted For’0-20% Poverty21-40% Poverty41-60% Poverty61-80% Poverty81-100% Poverty010203040506070809010032%49%50%53%60%% Teachers With Students ‘Unaccounted For’SOURCE: U.S. Government Accountability Office

Home support for learning proved a challenge

Even though teachers in the earliest grades were the least likely to have students unaccounted for, more than 80 percent of K-2 teachers reported more students missing last year than in prior years. That share is 10 percentage points or more higher than for teachers of older students. 

While in-person and virtual teachers were equally likely (71 percent for each group) to say they had more students unaccounted for in 2020-21, teachers reported a lack of home support for learning was the most common barrier to student attendance. Nearly 3 in 4 teachers said their students had little or no help from adults when attending remote classes, and—even during a period ofmajor district investment in education technology—17 percent of teachers said their students have no reliable internet service or access to laptops and other devices to use it.

Caregiving and work competed for older students’ time

The pandemic took the greatest toll on high school students, teachers said. Sixty-five percent of high school teachers reported missing students, more than double the share of K-2 teachers. Fifty-seven percent of high school teachers said their students had more work responsibilities that interfered with school, even as schools themselves had less capacity to provide work-study opportunities for students.

The GAO also found that secondary and even some older elementary students were more likely to need to take care of family members—be they younger siblings or sick grandparents—in ways that made it harder to come to school. Nearly half of teachers in grades 3-12 said that family care duties were a “somewhat” or “significant” factor in students not coming to school.https://e.infogram.com/b6ed7dc1-2a32-4e25-afa9-7f57609afd42?parent_url=https%3A%2F%2Fwww.edweek.org%2Fleadership%2Fmore-than-a-million-students-never-showed-up-last-school-year-heres-what-we-know-about-them%2F2022%2F03%3Futm_source%3Dli%26utm_medium%3Dsoc%26utm_campaign%3Dedit&src=embed#async_embed

“Unfortunately, I think things may even be more challenging this year, which is a horrible thing to have to say,” Chang said. While nearly all schools returned to in-person instruction in the 2021-22 school year, she noted that waves of increasingly infectious pandemic variants led to ongoing school closures and student quarantines, which hurt teachers’ ability to get students back into academic routines. 

“It really hurt students’ sense of whether schools were safe and healthy places to return,” she said. null

Moreover, “to get kids to re-enroll and return to school, you have to do a lot of individual outreach to find those kids, to talk to those kids, to bring them back,” she said. “But schools right now just don’t have the bandwidth to do that deeper outreach.”

The Gallup survey, conducted in June and July 2021, included more than 2,860 public school K-12 teachers in general education and core subjects like English/language arts, math, science, social studies, and world languages. Pollsters asked teachers to distinguish between the students who “disengaged,” or missed significant portions of school during the year, and those who registered but never attended and had no record of transferring or being home-schooled instead. The GAO plans a separate report in coming months focused on disengaged students.

Florida to Require High School Financial Literacy Class to Graduate

By Selim Algar

A bill signed by Gov. Ron DeSantis on Tuesday requires all Florida kids to take and pass a basic financial literacy course to graduate from high school.

The skills prioritized by the legislation will be “applicable in their lives regardless of what path they take,” DeSantis said Tuesday at a Tampa press conference.

Worth half a credit, the course will be required beginning in the 2023-2024 school year, the Florida governor said.

“This will provide a foundation for students to learn about the basics of money management — understanding debt, understanding how to balance a checkbook, understanding the fundamentals of investing,” he said.

Yanely Espinal, a Brooklyn native who works with the nonprofit Next Gen Personal Finance, also endorsed the spirit of the legislation at Tuesday’s press conference.

“As a daughter of immigrant parents, we were in a household where it was cash only,” she said. “So I realized very quickly that online banking and investing apps, trading apps, budgeting apps, cryptocurrency — the world of money is changing so fast. And if we don’t help our students keep up, the next generation is going to repeat cycles of a lack of financial literacy.”

Concerned over a lack of basic money management skills among young Americans, an increasing number of states are seeking to incorporate or require financial literacy classes in their curriculums.

Source: New York Post