Differentiating does take more up front planning than flying by the seat of your pants and assigning pages..-..for the day. You do have to be prepared for the unexpected. The day you sign up for the computer lab, the internet will be down. Several of the examples given in the book support that differentiating does not have to be all day every day. I often see departments sharing some assignments e.g. science fair+research paper). When the history teacher is covering the civil war, the reading teacher reads Andersonville. Differentiating can move across subject and blend with team work. PLC's are a great place to plan at grade level so each person can bring one idea to the table. If we put those ideas in writing, we won't have to recreate the wheel every year!! Start small with friends and grow.
I don't have a huge caseload this year. My students are not grouped in a fashion that they are all doing the same class at the same time so it's easier to individualize this year. But, as Gail said, planning is key, last minute changes & flexibility are necessary; but if the general plans aren't made I don't see how differentiating could happen. Some teachers are more flexible than others and so are far easier to work with when differentiating for students. For some, the idea of varied assignments is natural and for others it's a struggle.
Team teaching seems to be a good way to start looking into getting your feet wet with differentiating. I think most of the teachers I work with are afraid of failure, lack of controll, how to get the grades they need, and that nasty State Assessment. I think finding ways to model to teachers who are open to trying and giving good examples is a good way to start opening the eyes of others.
I have done co-teaching with another teacher. I enjoyed it and it was very effective, but as time has moved on and her classes became smaller we have drifted apart. She is still a good resource person for me. But I do a little team teaching with one of the English teachers. This is a good experience and goes well for all. He is not afraid of differentiating. We have tried some of the ideas in the book and some of the students have had success with them. They discussed today that they are making the cards again for the next vocabulary test. But, I agree with Amy about lack of control on some of the teachers. They just won't give us an inch. Sad - when it would benefit other students as well. When I read the section about "room too small" I thought that would be me. We have made it work and most of the time, it is fine. But some days a little elbow room would be nice.
Differentiating does take more up front planning than flying by the seat of your pants and assigning pages..-..for the day. You do have to be prepared for the unexpected. The day you sign up for the computer lab, the internet will be down. Several of the examples given in the book support that differentiating does not have to be all day every day. I often see departments sharing some assignments e.g. science fair+research paper). When the history teacher is covering the civil war, the reading teacher reads Andersonville. Differentiating can move across subject and blend with team work. PLC's are a great place to plan at grade level so each person can bring one idea to the table. If we put those ideas in writing, we won't have to recreate the wheel every year!! Start small with friends and grow.
ReplyDeleteI don't have a huge caseload this year. My students are not grouped in a fashion that they are all doing the same class at the same time so it's easier to individualize this year. But, as Gail said, planning is key, last minute changes & flexibility are necessary; but if the general plans aren't made I don't see how differentiating could happen. Some teachers are more flexible than others and so are far easier to work with when differentiating for students. For some, the idea of varied assignments is natural and for others it's a struggle.
ReplyDeleteTeam teaching seems to be a good way to start looking into getting your feet wet with differentiating. I think most of the teachers I work with are afraid of failure, lack of controll, how to get the grades they need, and that nasty State Assessment. I think finding ways to model to teachers who are open to trying and giving good examples is a good way to start opening the eyes of others.
ReplyDeleteI have done co-teaching with another teacher. I enjoyed it and it was very effective, but as time has moved on and her classes became smaller we have drifted apart. She is still a good resource person for me. But I do a little team teaching with one of the English teachers. This is a good experience and goes well for all. He is not afraid of differentiating. We have tried some of the ideas in the book and some of the students have had success with them. They discussed today that they are making the cards again for the next vocabulary test. But, I agree with Amy about lack of control on some of the teachers. They just won't give us an inch. Sad - when it would benefit other students as well. When I read the section about "room too small" I thought that would be me. We have made it work and most of the time, it is fine. But some days a little elbow room would be nice.
ReplyDelete