Due Dec. 9th: Implement choice in your classroom this week by completing one of the three Practical Solution Ideas listed on pages 39-40.Report your success or non-successes on the blog.
My general education experience was teaching science. Lecture, outlines and labs were standard for most units. I was able to manage partners or small groups of 3-4. An assignment choice might be: 1. Design a study guide for pages... 2. Use Inspiration to make an outline for pages ... 3. Create a way to learn vocabulary words 1-.. All assignments are due Dec. 9th and will be shared with class mates to use for unit/chapter test Dec. 11th. I did have to make students commit to what assignments they selected so if there were gaps, I would be able to fill them. Also if students didn't commit, the frequently put it off and didn't get started. I think it was helpful that they knew their class mates were depending on them to help get the information.
Math is an area that I feel can be easily differentiated. At the beginning of the year most of our teachers give a CRT but not a lot is done with the information that they get from that. When teaching a math lesson when you give the assignment look back at kids and what they already know, you may have some kids who need the repetition of kill and drill and doing several problems in small groups, some students may complete the first 10 prob of the assisngment and demonstrate that they understand the concept and be done. Then there are other students who may even be working on an entirely different lesson as they have already demonstrated that they know the knowlege or they may be peer tutors for those students who need more student lead time.
I agree with Amy, math is a simple area to differentiate. I have used solution 5.2 over the years. As a resource room teacher, I have taken it to heart to have several resources. Just the simple restating of the same problem has opened the minds of some students. There is a book that is written by kids, for kids. It has been interesting to what directions they make take to process a math problem. Some days it has been best to forget the assignment and let the student process what they are feeling and how to accomplish their work.
I think most classes can be differentiated. For instance in social studies classes, students don't need to know the same depth of information. If some know voter registration is required to vote and others learn about the electorate both groups are gaining appropriate knowledge. I do like to see students do research to gain information. With computer-generated information at our finger tips, varying information is more exciting.
I gave choices last week in the way assignments were completed. All seniors have to do vocabulary for English IV, but I worked with the teacher to differentiate (no small feat with the instructor!). Students could 1. draw pictures of a vocab word; 2. do traditional write out the definition; or 3. tell in what context they anticipate using the word.
My general education experience was teaching science. Lecture, outlines and labs were standard for most units. I was able to manage partners or small groups of 3-4. An assignment choice might be:
ReplyDelete1. Design a study guide for pages...
2. Use Inspiration to make an outline for pages ...
3. Create a way to learn vocabulary words 1-..
All assignments are due Dec. 9th and will be shared with class mates to use for unit/chapter test Dec. 11th.
I did have to make students commit to what assignments they selected so if there were gaps, I would be able to fill them. Also if students didn't commit, the frequently put it off and didn't get started. I think it was helpful that they knew their class mates were depending on them to help get the information.
Math is an area that I feel can be easily differentiated. At the beginning of the year most of our teachers give a CRT but not a lot is done with the information that they get from that. When teaching a math lesson when you give the assignment look back at kids and what they already know, you may have some kids who need the repetition of kill and drill and doing several problems in small groups, some students may complete the first 10 prob of the assisngment and demonstrate that they understand the concept and be done. Then there are other students who may even be working on an entirely different lesson as they have already demonstrated that they know the knowlege or they may be peer tutors for those students who need more student lead time.
ReplyDeleteI agree with Amy, math is a simple area to differentiate. I have used solution 5.2 over the years. As a resource room teacher, I have taken it to heart to have several resources. Just the simple restating of the same problem has opened the minds of some students. There is a book that is written by kids, for kids. It has been interesting to what directions they make take to process a math problem.
ReplyDeleteSome days it has been best to forget the assignment and let the student process what they are feeling and how to accomplish their work.
I think most classes can be differentiated. For instance in social studies classes, students don't need to know the same depth of information. If some know voter registration is required to vote and others learn about the electorate both groups are gaining appropriate knowledge. I do like to see students do research to gain information. With computer-generated information at our finger tips, varying information is more exciting.
ReplyDeleteI gave choices last week in the way assignments were completed. All seniors have to do vocabulary for English IV, but I worked with the teacher to differentiate (no small feat with the instructor!). Students could 1. draw pictures of a vocab word; 2. do traditional write out the definition; or 3. tell in what context they anticipate using the word.
ReplyDelete