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Post by brenda on Oct 25, 2015 5:29:44 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 would think that keyboarding would be perfect for differentiation. Is it possibly to have each student work at their own pace like we do with the elementary program? |
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Post by rebeccadathe on Oct 27, 2015 18:03:01 GMT
In Ch. 6 When we are going to have a lab on carbohydrates we look at recipes and decide together what we will bake (content) and the knowledge of skills we need (process). Now we need to evaluate the level of challenge and efficiency of learning.
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bruce
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Post by bruce on Nov 5, 2015 3:49:34 GMT
Question 6 - Mark, I like your summary of the eighth grade health class. Each person is responsible to deliver information about certain classifications of drugs and this builds ownership as everyone has to contribute. If we can build ownership in any classroom it leads to success. Sounds like a great class.
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bruce
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Post by bruce on Nov 5, 2015 4:00:08 GMT
Question 6 - Alecia, I like the procedure you use for teaching long division. I especially like Step 3, Part C. You use a strange division song and dance that helps students remember the steps and put them on paper. I like that strategy. Students do remember things like that.
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Post by rebeccadathe on Nov 9, 2015 19:40:59 GMT
Brenda I am so glad you teach library skills as when they get into high school they have no idea about writing a paper as they don't know how to use library skills. Thanks for teaching this to our students.
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Post by rebeccadathe on Nov 9, 2015 19:44:44 GMT
I agree with Bruce that the author doesn't have many skills with tech. and outside life skills.
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lori
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Post by lori on Nov 11, 2015 3:59:33 GMT
1. In Kindergarten, we do many math lessons on patterning. We start out easy with an AB pattern and then get into more complex patterns. I vary the patterning activities into different groups depending on their readiness levels. At the different tables they have different materials they are able to use. Some of these materials are linking cubes, pattern blocks, teddy bears and pattern strips. The beginning learners will only have a few materials and a few colors to choose from and the more emergent learners will have more colors and more materials to choose from. The end result for all students to be using a wide variety of materials and colors when they are ready.
Differentiating what? The task as a whole enables students to become successful with patterning.
Differentiating how? I am differentiating based on my ongoing observations of the kindergarteners' readiness.
Differentiating why? This process gives the students different opportunities for patterning and they are also able to look at their classmates patterns to see different combinations to spark new ideas. By a certain time of the year hopefully all students have mastered the AB patterns and are able to move onto more complex patterns of their own.
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lori
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Post by lori on Nov 11, 2015 4:04:12 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. Lori- I like the song and dance method. Anything that helps things stick with students is the way to go. |
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lori
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Post by lori on Nov 11, 2015 4:17:33 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. Lori- I agree there haven't been any examples yet in the areas you are teaching. |
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jeff
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Post by jeff on Nov 11, 2015 20:54:15 GMT
In my classes this year I had the students do a research project of the newly acquired aquaponics system. They did all of the research on what are the requirements of both the plants and fish to grow productively and efficiently. They then became the teachers of their peers and myself, I guided and helped the students find specific things they were looking for, but the rest was up to them.
I differentiated this, so they would actually have more ownership in the system. They also were the "experts" and presented to people of the community during conferences. They are the ones running the whole show. The students do the water testing(applying science and math skills), production decisions(agriculture and business skills) and have set a schedule when this will take place. When they ask me a question, I ask them what they have found and had planned earlier during their research.
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jeff
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Post by jeff on Nov 11, 2015 20:56:39 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 like what you do with the novel. Responsible research is a much needed skill they will use for years to come. |
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jeff
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Post by jeff on Nov 11, 2015 21:01:35 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. I agree with you on many areas of our classes. I too struggle with differentiating the classroom in many of the units I have. Many of the units, I likely differentiate more on grading than instruction. For example, in basic welding, what and where were their skill when starting and where they are at the end. |
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Post by lindsey on Nov 12, 2015 22:02:13 GMT
Chapter 6
*What is the teacher differentiating:
I focus on the content, process, and product when planning my small group guided reading lessons. I plan my objectives for each reading group documenting the specific skills and vocabulary each group will be focused on. I use a process of building background knowledge for each story & then take my students through a book walk. I introduce the reading strategies & vocabulary all before student reading. Students demonstrate their understanding by discussions, worksheets, and hands-on activities.
*How is the teacher differentiating:
I differentiate my small group guided reading lessons mainly by student readiness. I perform weekly reading fluency assessments as well as monthly reading level/comprehension assessments to gage student readiness. I use these assessments to help me determine which reading groups students participate in and which skills they need more practice with.
*Why is the teach differentiating:
I differentiate my small group guided reading lessons because I want to provide an appropriate level of challenge for all of my students. I also want to increase my students motivation to learn by providing them with materials that are not too difficult or too easy.
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Post by lindsey on Nov 12, 2015 22:07:38 GMT
1. In Kindergarten, we do many math lessons on patterning. We start out easy with an AB pattern and then get into more complex patterns. I vary the patterning activities into different groups depending on their readiness levels. At the different tables they have different materials they are able to use. Some of these materials are linking cubes, pattern blocks, teddy bears and pattern strips. The beginning learners will only have a few materials and a few colors to choose from and the more emergent learners will have more colors and more materials to choose from. The end result for all students to be using a wide variety of materials and colors when they are ready. Differentiating what? The task as a whole enables students to become successful with patterning. Differentiating how? I am differentiating based on my ongoing observations of the kindergarteners' readiness. Differentiating why? This process gives the students different opportunities for patterning and they are also able to look at their classmates patterns to see different combinations to spark new ideas. By a certain time of the year hopefully all students have mastered the AB patterns and are able to move onto more complex patterns of their own. Lori- Patterning is an excellent skill to differentiate instruction. I liked how you provided different patterns and manipulatives to students based on skill level!  |
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Post by lindsey on Nov 12, 2015 22:10:57 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. Alecia- I love that even in 4th grade you are adding song & dance to your lessons!! You know I am a sucker for adding music to help students learn new skills any time I can! I really do think for some kids its a great way to help them learn!! |
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