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Post by Cynthia on Sept 24, 2015 2:12:57 GMT
Answer the following question and respond to two colleagues.
1. Think about an example from your own curriculum and classroom. How might you answer the what, why, and how questions in terms of planning differentiation?
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Post by brenda on Oct 4, 2015 22:19:11 GMT
Answer the following question and respond to two colleagues.
1. Think about an example from your own curriculum and classroom. How might you answer the what, why, and how questions in terms of planning differentiation? is a novel that my 5th graders begin reading in the early October. It is a fiction selection that includes a dog as one of the main characters. One assignment that I have students do is to answer a given set of questions about beagles. The students use the internet to research beagles. Students are gaining background knowledge about this breed of dog. It is essential to understanding the actions and reactions of the dog character. Students are also learning about internet search engines, using key words to make a search, and summarizing information in their own words after reading a text. What am I differentiating? The number of questions to be answered can be adjusted for some students. Also, the types of questions to be answered can be changed. Some students can be given more factual questions. Convergent and divergent types of questions can be rephrased to make it easier for them. Evaluative questions can be eliminated. Other students can be given more of the convergent, divergent, and evaluative types of questions. I have in the past let students choose the cites that they want to go to for information. I can have a list of cites that I believe are helpful to give to some students. After the search is made they can attempt to locate those cites. If the cites to not appear from the search, I can help direct them to the cites I see as appropriate for them. Advanced groups can be given the opportunity to create some of their own questions about the topic. They can also be asked to complete the task on another breed of dog of their choice and then to compare and contrast the two breeds. Centers can be used with students being placed into homogeneous groups. Students can have discussions as they work through the questions together. How am I differentiating? Students readiness for computer research of a topic and the use key words can be assessed. Student interest will be assessed at the start of the novel with a questionnaire about dogs, behaviors of dogs, actions and responsibilities of dog owners, etc. Before my students begin the assignment I give a lesson on the Promethean board using the search engines and key words. We attempt to answer a basic question and analyze the cites that the search provides to decide what cites would be beneficial. Why am I differentiating? Students have a varying ability to use search engines and to identify key words for the search. They also have different reading levels. The reading level of some internet articles is often very difficult. Some students also have difficulties finding the needed information within a text. There will be those students who will need to be challenged with questions that are more convergent, divergent, and evaluative like I stated earlier. The answers to these questions are not "right there" in the text. Other students will be challenged with just the factual questions. My students will be motivated by the chance to work in a small group and to help each other accomplish the task. All of the students will be given an opportunity to share information of their choice in an oral discussion session with the entire class. |
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Post by maryroman on Oct 12, 2015 12:59:48 GMT
Brenda-Thank you for teaching research skills in the context of your classroom! I fully realize many of these skills fall in the Library Media category, but that is just plain silly. We need to integrate these skills and show their immediate usefulness. Trying to teach research skills in a 10 minute lesson once a week with delayed application is a waste of all of our time and certainly not best practice. Way to go!!
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markw
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Post by markw on Oct 12, 2015 20:26:31 GMT
In attempting to answer this question with what I am already doing in my classroom, and have been doing for a nearly a decade now is what happens in our Eighth Grade Health class where we apply the what, why, and how components with drug education. In the what phase we are concerned with the content process, and product elements, and the how with interest and student readiness of each individual and why to motivate, challenge, and engage them fully. This is done by getting the students into drug classification categories such as narcotics ,hallucinogens, amphetamines, barbiturates, etc. where each person in a group is responsible to deliver and be an important cog in their respective area through research, writing, art work that may be utilized and presented. This encourages ownership by everybody contributing in the group as well as learning by osmosis within that group setting. We have a lot of differentiation taking place with this approach.
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markw
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Post by markw on Oct 12, 2015 20:28:49 GMT
Brenda, I applaud you in the work you have your students doing with the research part. I know for my health education in Junior High that is showing up with the work I am seeing done in my class, and you are right on with that.
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Post by maryroman on Oct 12, 2015 21:07:40 GMT
Chapter 6- Like Ms. Howe, I too teach alphabetizing. I teach alphabetizing to aid in location of fiction texts. In the library, we use fiction book covers for this exercise. I group them with my existing knowledge for the first day and in small groups the homogeneous groups physically order the names via the covers. Some of these groups have author last names starting with 4 totally different letters. Some have 3 different letters and the 4th is a repeat. Some have 2 groups of two. Seeing how this assessment activity goes, I can better make groups for the following week. "Consistently teaching skill sin isolation can strip learning of relevance..." , p. 83, so I think it is very important that they have that book cover in their hands, have to figure out which is the author, what is the last name, and then be able to eventually apply the knowledge by locating a fiction chapter book on the shelf. Apparently I am : Differentiating the process in response to their perceived readiness to improve the efficiency of learning. Doesn't that sound educational??
Reading about Mr. Mack's differentiation scared me a little. Unless he is a reading specialist, I would not think he would be able to write quality Lexile appropriate material for his students.
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Post by maryroman on Oct 12, 2015 21:08:54 GMT
Sounds like fun, but differentiation?
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markw
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Post by markw on Oct 13, 2015 13:46:55 GMT
Mary, I agree with you on the Mr. Mack class. I had a rough time figuring out what he was trying to go about with in that setting. Maybe, I was just getting a bit confused in reading all of the other teacher's classes as well and comparing with what they were doing.
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bruce
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Post by bruce on Oct 15, 2015 2:31:05 GMT
Chapter 6 - An example that I could possibly use would be in my 10th grade keyboarding class at this time of the year. The What? Students this time of year are working to improve their proficiency and accuracy by using a variety of skill building exercises from different sources. Each student is given the option to practice exercises they feel will help them in areas of weakness. Different exercises can be practiced by each student by choosing methods they think will help improve their skills. Methods they could choose from would be to continue with skill building exercises from the book, a computerized drill program, or game format exercises from a computerized program. The How? Each students proficiency level is targeted using assessment data that has been gathered during the previous weeks. A computer generated test would also be used to place students at a certain level of proficiency. The Why? Some students are still struggling with different keyboard combinations or they may not have completely memorized certain keys that we have covered. Other students have mastered the basic keyboard and are looking to improve their skills by exploring more challenging material. This process would be used over the course of a two week span to insure that extra time and opportunities are presented to those that need more time to master the keyboard. Students at a higher level of proficiency would also be challenged with exercises that are much more difficult.
The author has very little experience with classes that are skill based. One example was provided using Grade 8 physical education. There have been no examples provided for high school business classes or technology at this time.
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Post by alecia on Oct 18, 2015 4:24:14 GMT
When looking at this question I thought of my math curriculum and took a lesson from that. How might I answer the what, why ,and how in terms of planning differentiation?
1. What? I chose the Math lessons of long division. This lesson (among others) can be quite challenging for the students and time consuming in learning the steps.
2. Why? I need to differentiate because not all kids will learn the steps as easily with only one way to teach the concept. Some can learn it by the way the book teaches it however some need to have some help with learning it another way.
3. How? In terms of how I thought how do I get long division in the heads of little ones? I have a few ways.
a. Written practice through the book steps and/or other ways I have shown them.
b. I provide extra sheets to help them with the steps and remind them how to do the steps. I call them "cheat sheets" that they can take out of their math folders whenever except during testing.
c. I also have a division song and dance they like to learn and I have noticed (even though a little strange) it helps some students remember the steps and put them on paper.
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Post by alecia on Oct 18, 2015 4:27:40 GMT
Answer the following question and respond to two colleagues.
1. Think about an example from your own curriculum and classroom. How might you answer the what, why, and how questions in terms of planning differentiation? is a novel that my 5th graders begin reading in the early October. It is a fiction selection that includes a dog as one of the main characters. One assignment that I have students do is to answer a given set of questions about beagles. The students use the internet to research beagles. Students are gaining background knowledge about this breed of dog. It is essential to understanding the actions and reactions of the dog character. Students are also learning about internet search engines, using key words to make a search, and summarizing information in their own words after reading a text. What am I differentiating? The number of questions to be answered can be adjusted for some students. Also, the types of questions to be answered can be changed. Some students can be given more factual questions. Convergent and divergent types of questions can be rephrased to make it easier for them. Evaluative questions can be eliminated. Other students can be given more of the convergent, divergent, and evaluative types of questions. I have in the past let students choose the cites that they want to go to for information. I can have a list of cites that I believe are helpful to give to some students. After the search is made they can attempt to locate those cites. If the cites to not appear from the search, I can help direct them to the cites I see as appropriate for them. Advanced groups can be given the opportunity to create some of their own questions about the topic. They can also be asked to complete the task on another breed of dog of their choice and then to compare and contrast the two breeds. Centers can be used with students being placed into homogeneous groups. Students can have discussions as they work through the questions together. How am I differentiating? Students readiness for computer research of a topic and the use key words can be assessed. Student interest will be assessed at the start of the novel with a questionnaire about dogs, behaviors of dogs, actions and responsibilities of dog owners, etc. Before my students begin the assignment I give a lesson on the Promethean board using the search engines and key words. We attempt to answer a basic question and analyze the cites that the search provides to decide what cites would be beneficial. Why am I differentiating? Students have a varying ability to use search engines and to identify key words for the search. They also have different reading levels. The reading level of some internet articles is often very difficult. Some students also have difficulties finding the needed information within a text. There will be those students who will need to be challenged with questions that are more convergent, divergent, and evaluative like I stated earlier. The answers to these questions are not "right there" in the text. Other students will be challenged with just the factual questions. My students will be motivated by the chance to work in a small group and to help each other accomplish the task. All of the students will be given an opportunity to share information of their choice in an oral discussion session with the entire class. I agree with Brenda and Mary, research skills are a must and that is why I also make my students research certain information for certain subjects. |
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Post by alecia on Oct 18, 2015 4:33:20 GMT
Chapter 6 - An example that I could possibly use would be in my 10th grade keyboarding class at this time of the year. The What? Students this time of year are working to improve their proficiency and accuracy by using a variety of skill building exercises from different sources. Each student is given the option to practice exercises they feel will help them in areas of weakness. Different exercises can be practiced by each student by choosing methods they think will help improve their skills. Methods they could choose from would be to continue with skill building exercises from the book, a computerized drill program, or game format exercises from a computerized program. The How? Each students proficiency level is targeted using assessment data that has been gathered during the previous weeks. A computer generated test would also be used to place students at a certain level of proficiency. The Why? Some students are still struggling with different keyboard combinations or they may not have completely memorized certain keys that we have covered. Other students have mastered the basic keyboard and are looking to improve their skills by exploring more challenging material. This process would be used over the course of a two week span to insure that extra time and opportunities are presented to those that need more time to master the keyboard. Students at a higher level of proficiency would also be challenged with exercises that are much more difficult. The author has very little experience with classes that are skill based. One example was provided using Grade 8 physical education. There have been no examples provided for high school business classes or technology at this time. I could definitely see where differentiation would be needed in your keyboarding class because there is always such a variety of typers at all age levels. We may be in a technology based world but that doesnt mean all are great typers and have a high skill with this task. |
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joel
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Post by joel on Oct 21, 2015 14:48:20 GMT
6. It would be possible to use differentiated instruction with some grammar lessons. In the past the students have done some re-teaching after a test. Students are assigned an area in grammar where they had a low score on the test. They then create their own lesson to present to the class and a worksheet for the class to correct and for them to correct. This teaching may be done in pairs or individually. The learning environment is that students get to learn from one another and improve their understanding of a concept they were unclear on earlier. Student readiness is close to where it should be because this is like a review only they need to become the expert on it to teach it. Student interest is high because they know they now have to get better at something they know they have not mastered. Students need this opportunity at a different style of instruction because there is a good chance they will gain a better understanding by teaching the concept. Students are motivated because they know their concept is one in which they are weak. They also know they can use all the resources at their disposal. There is also a good deal of repetition because they have to correct the worksheets and go over the rules numerous times. This assignment challenges them on target and gives them a chance to learn and teach. I once read that people retain 75% of what they are taught, 85% of what they are taught and practice, and 90% of what they teach.
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joel
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Post by joel on Oct 21, 2015 21:04:50 GMT
Bruce, you make a good point in noticing that some curriculum lends itself better to differentiated instruction. It would be interesting to see the author come up with units for skills based classes like typing.
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Post by brenda on Oct 25, 2015 5:23:58 GMT
6. It would be possible to use differentiated instruction with some grammar lessons. In the past the students have done some re-teaching after a test. Students are assigned an area in grammar where they had a low score on the test. They then create their own lesson to present to the class and a worksheet for the class to correct and for them to correct. This teaching may be done in pairs or individually. The learning environment is that students get to learn from one another and improve their understanding of a concept they were unclear on earlier. Student readiness is close to where it should be because this is like a review only they need to become the expert on it to teach it. Student interest is high because they know they now have to get better at something they know they have not mastered. Students need this opportunity at a different style of instruction because there is a good chance they will gain a better understanding by teaching the concept. Students are motivated because they know their concept is one in which they are weak. They also know they can use all the resources at their disposal. There is also a good deal of repetition because they have to correct the worksheets and go over the rules numerous times. This assignment challenges them on target and gives them a chance to learn and teach. I once read that people retain 75% of what they are taught, 85% of what they are taught and practice, and 90% of what they teach. Kids love to be the teacher! You are right! When students have to teach or present a lesson they want to know the content well. They want to be the expert, and they show a "sense of urgency," to use the author's words, when presenting the lesson. The students feel that what they are teaching is important. |
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