steve
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Post by steve on Nov 14, 2015 5:28:19 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. That is awesome. I've got lots of knowledge based material but also have skill based such as chemical concentration, lighting a Bunsen burner (without the blue fireball), and balancing chemical equations. |
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Post by mtoepke on Nov 15, 2015 21:51:19 GMT
The example I'm going to use is from Algebra 1.
What is the teacher differentiating? They have heard of function notation and we take it a step further by adding in variables. So up to the put we have been working on solving equations or looking at equations that are in the form of y= and they would be shown x= some values. Now we have change the visual look of that equation to the form of f(x)= and will be told to solve for example f(2) or f(2-x). This is important to get a very god understanding because in calculus courses, this is how 90% of functions are written.
How is the teacher differentiating? When talking about function notation, its very common to talk about input and output machine. So I modified it a little bit and used my marker board to represent that input/output results. I laminated letters and numbers and wrote the functions up on the board with markers. And I did some examples of what we would have done prior to learning function notation and then what it looks like using function notation. They can make the connection that they both get to the same answer but just look visually different. By doing this they can visibly see me and how you have to change each variable. To help make the connection, I also say multiple times that since we have an equation with the left said equal to the right, what we do on one side of the equation must be done to the other so that they remember to switch everything.
Why is the teacher differentiating? For some reason, function notation really throws students for a loop so by giving them the visual and physically doing the substituting, I hope it is something that will stick in to their mind.
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Post by mtoepke on Nov 15, 2015 21:55:28 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. When we do "unique" things such as a song like you have, those are the things that the students seem to remember the easiest I believe. Or when you mess up or if you do something in class that day that wasn't normal, they seem to remember everything that happened right around that event. |
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Post by mtoepke on Nov 15, 2015 21:57:38 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. Lots of self-responsibility and leadership with the project... Love it! |
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Post by butler on Nov 17, 2015 2:12:32 GMT
What : With the small class I have this year my what is the process used for students to learn. I try to use a variety of technics to demonstrate the information to the students. I will use lecture, hands on, and practice.
Why: The why is to increase student’s motivation to learn and want to better at all subjects in school. If a student feels they are smart and can get it they will put more effort forward.
How: I’m differentiated to student’s readiness to learn the information.
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Post by butler on Nov 17, 2015 2:16:46 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. It's nice to have the options to practice different exercises for each student and students are picking out what they are struggling with. |
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Post by butler on Nov 17, 2015 2:21:25 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. I would imagine that the Kindergarten class would need lots of differentiation since all students come in at a different level. |
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Post by butler on Nov 17, 2015 2:23:49 GMT
I am just starting a unit in Science on Animal Groups. The students will be learning about mammals, fish, birds, amphibians, reptiles, mollusks, insects, and spiders. I just touch on the basic characteristics of each group, and we compare and contrast them. What could I differentiate? Most of the students come in with at least minimal knowledge of each group. For those who have a greater understanding, I ask them to find out even more or to learn about an animal they are unfamiliar with. I also encourage students to find other sources to get information from like the internet or trade books. Why differentiate? So that all students are challenged and feel that they are learning something new. For the more advanced students, this is something they love doing. They can't seem to get enough! Differentiate how? By providing access to materials other than the textbook and by allowing students to come up with their own questions and then answer those questions. Many students do come in know more than others and they seem to be really excited to share their information. |
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Post by Penny Nash on Nov 17, 2015 19:36:31 GMT
Ch 6
Differentiated Teaching understands that each student learns in a personal way. Each one gives personal shape to his or her understanding and the way the he/she comes to understanding things. All learners ultimately a individual process. For example, in our group work each student would fulfill their duties according to their abilities or expertises. they may be the researcher, the Artist or Graphic designer, or the presenter etc. thus giving each student an opportunity to learn differently.
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Post by Penny Nash on Nov 17, 2015 22:47:42 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. Mark, I enjoyed taping your Health Classes. they were well organized and all the students were engaged! keep up the good work! |
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Post by Penny Nash on Nov 17, 2015 22:52:16 GMT
Ch. 6 Most of the classes I teach in my room are either reading/language or math. What am I differentiating? Once I have determined the level at which a student is reading, I look for a curriculum for that student. Content is important. I need to know whether a student will be successful in their curriculum. Some students need stories they can relate to. Some students cannot handle stories that are several pages long, etc. How am I differentiating? By choosing a curriculum that will interest the student. In math I am looking at what the student needs to progress and work independently. Does a student need to know his facts or is it better to use a calculator. Does a student need to know algebra or is he better off doing a life skills math. Each student is an individual with his own capabilities. What is right for that student may not be the choice for another. Why am I differentiating? A main goal is that each student will experience success in school, so that he may be an independent citizen when he leaves here. Penny here. Differentiated instruction is the norm for you as you adapt to each special needs student. you are way ahead of the rest of us! |
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don
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Posts: 27
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Post by don on Nov 17, 2015 23:33:42 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. I love the fact that you through in some music in their math long division. That is really teaching with differentiation Alecia. The fact that in a small school like ours you have everyone and I mean everyone in your math class. So to met he need of all the kids and not discourage them is a real challenge and I am sure you make every attempt to do that. Don Nash |
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don
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Posts: 27
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Post by don on Nov 17, 2015 23:37:11 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. Don Nash- If you are able to do this with much differentiation you are a better man than me. Like you said there are different exercises they can work on but the bottom line there is no short cut in being a good keyboarder other than practice, practice, practice. 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 marissao on Dec 13, 2015 20:28:52 GMT
One example from what I teach in my classroom is the book unit on Number the Stars. When planning differentiation I can change the amount of questions each student answers for the chapter quizzes or the amount of questions on the book unit worksheets. Why I would need to differentiate the book unit is students are at different reading levels and do not read at the same pace. I like to read the chapters as a class, to insure that everyone finishes the chapters at the same time and no one is ahead of each other. The way I would differentiate with the book unit is allow each student enough time to complete the worksheets at their own pace and not make them feel rushed with their work.
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Post by marissao on Dec 13, 2015 20:31:33 GMT
Ch 6 Differentiated Teaching understands that each student learns in a personal way. Each one gives personal shape to his or her understanding and the way the he/she comes to understanding things. All learners ultimately a individual process. For example, in our group work each student would fulfill their duties according to their abilities or expertises. they may be the researcher, the Artist or Graphic designer, or the presenter etc. thus giving each student an opportunity to learn differently. I agree with you that each student learns in a personal way and how their own way of thinking. We have to remember that while teaching each student will not process the task that is ask for them to complete in the same way and they will all differ from each other. |
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