1. Review the list of 17 guidelines for managing a differentiated classroom suggested in the chapter. What can you add to at least three of the guidelines in the way of concrete suggestions based on your experience?
2. Choose one technique to try from Figure 6.1 on page 34, “Begin Slowly-Just Begin!” Which strategy did you incorporate in your teaching? Rate the success of the technique in meeting the needs of students.
This week I tried different writing prompts for students to choose from for their reader's response. I usually give them one prompt and this week they chose which one they wanted to write about. I gave them 3 choices to pick from. I struggled a little bit with the organization and not knowing which prompt they would choose. I made 20 copies of each prompt, since I didn't know what would be chosen. I also went over each prompt which took more time than just going over one of them. My next venture is having each child's name on a card with a magnetic strip. I'm putting their partner groups on the whiteboard and they will have to look to see who their partner is. I have sequential graphic organizers for them to complete based on their ability level. I guess I am taking baby steps so that I don't become overwhelmed.
ReplyDeleteChoose one technique to try from Figure 6.1 on page 34, “Begin Slowly-Just Begin!” Which strategy did you incorporate in your teaching? Rate the success of the technique in meeting the needs of students.
ReplyDeleteThe strategy I used from figure 6.1 was a game used to practice mastery of information and skill. I was privileged to have left from a former teacher at McGregor a game called Roll, Say, Take. The students in each grade have spelling and vocabulary tests every week. I write the words on note cards and allow the students time to practice before we begin. The students roll the die and try to get the most points, but in order to receive points, the spelling word, if they land on one, must be spelled correctly. I generally sound out the words extremely slow and write down the letters the students have said in order to maximize the rate of success. If the student lands on a vocabulary word, he or she has the option of either spelling the word or defining the term. I rate the game as extremely successful. Every day, the students ask me if they are going to play the game. They enjoy winning and I enjoy watching them learn vocabulary and spelling terms they did not know before. All students have increased their scores on their Spelling and Vocabulary tests, which is the greatest reward of all!
Dear Michele,
ReplyDeleteThe students liked the prompts you created. It was nice to pull my students out and each had their own unique idea down on paper. They really enjoyed working without someone looking over their shoulder trying to find the correct answer and they were able to express their knowledge on the topic. You thought it would be too much for me with the various topics, but I liked the change in ideas. The students know better than you or I which question they understand the best and can respond to most accurately.
Alecia,
ReplyDeleteI'm glad it worked out so well. I liked it too. I did run into a glitch where more kids wanted a prompt than I had copies for. So I have to tweak that a little bit. This week I am not doing a new story because of common assessments, but I think I will have more prompts for the next story as well. Michele
Hey, Michele!
ReplyDeleteI like the idea of different writing prompts and giving the kids choice. A thought: try putting all three prompts on one sheet, then attach the answer sheet. The kids can star the one the are doing, or cross out the 2 that they are not doing. If they do TTQA you'll still know which prompt you are reading, and you'll have alittle less prep. Love the idea for pairing, too.
I'm not finding new post, so here it is: For my science lesson this week, I needed the students to identify ways that organisms are adapted to their environment. I also gave them choice. I pulled out my "antique" Newbridge big books and had them get in group of 3 according to habitat they chose. They read the book, illustrated the habitat, and indicated tha adaptations on a poster. If they didn't want to draw, they could do it in newspaper form. They worked hard! and I can clearly see who does/soes not understand adaptations.
ReplyDeleteFirst of all can I say that this is more challenging than what I thought! I didn't even know what some of the low and high prep differentiations were when I read them! Lee Ann, you are going to have to give me a class on some of theseor any one else who knows what all of these are. I am not sure which one this falls under but what I did was separated students into three groups. I found three different articles about the life cycle of the butterfly, high, medium, and low. Megan took the highs, Rayna the lows,and I took the mediums. We read the article and completed on a graphic organizer the 4 stages of the life cycle of the butterfly. Each student then created an accordian book with illustrations and print to give to the second graders who will be studying life cycles. (Don't worry Kara, I will get them to you!) I really thought the lesson went well. Students seemed to enjoy the product of creating their own book. Some books were incredible and some not so much though...that was a little sad in that I thought they would be better than what some came out as. This was a baby step for me. Dennine
ReplyDeleteSarah,
ReplyDeleteLiked how we did something similar. I really think the kids enjoyed the artistic part to the lesson, or I should say the product. I know that I need to do more of this. Dennine
Michelle I think we all are taking baby steps.
ReplyDeleteDennine-I Felt the same way! I din't know most of the low and high preps. BTW I teach 3rd grade! You can ask Brian or Maureen. If not send them to me, my kids would love to have a quick review!
I used the "homework options". Not sure if I did it correctly,but the students had the option of spelling homework. I had 4 different activities and allowed the students to chose the one they wanted to do. I was really surprised that most of the students chose the assignment close to their abilities. Some of the advanced students wanted to do all of the assignments. I didn't have a problem with this but I did not have enough copies. I am in the process of trying to find a way to reduce the number of copies. Kara
I love it that all of you are doing lessons and activities that are so different from one another. There are so many ideas we can even get from each other. Dennine, it's great that you are having your students create authentic materials to be used by younger students!
ReplyDeleteGiving students options is huge. It is surprising how just providing choices for students encourages them to do more. My guess is that none of these activities took an inordinate amount of time to prepare, but they all offered a great payoff!