2. Make a list of approaches you can think of to help learners who struggle succeed with materials, tasks, and products so that they experience more success and less frustration.
Monday, October 24, 2011
Week of 10/24; • Ch. 8 “The How To’s of Planning Lessons Differentiated by Readiness” (pages 45-51)
1. Select or create an activity you might use in your classroom. Adjust it by moving it along one or more continua of “The Equalizer” (for example, making it more abstract than the original version, or more structured).
2. Make a list of approaches you can think of to help learners who struggle succeed with materials, tasks, and products so that they experience more success and less frustration.
2. Make a list of approaches you can think of to help learners who struggle succeed with materials, tasks, and products so that they experience more success and less frustration.
Subscribe to:
Post Comments (Atom)
Select or create an activity you might use in your classroom. Adjust it by moving it along one or more continua of “The Equalizer” (for example, making it more abstract than the original version, or more structured).
ReplyDeleteOne activity I am trying out is for vocabulary building. The student’s place a vocabulary word on their head and must answer yes/no questions pertaining to the word the student is wearing. I think this activity could be very effective on the continuum of “The Equalizer” in having the students use words and receive scaffolding in finding the appropriate words to describe their vocabulary word. I also think it is a great way to check for understanding, because the student must be very much aware of the vocabulary terms for the week in order to ask questions about the words they are wearing. Students could even research their word in advance, use a thesaurus to locate synonyms and use those synonyms as clues to the unknown word. If a student is interested in researching one word, the independence is greater and the student is moving in the appropriate direction along the “Equalizer” continuum.
I like the idea of adding scaffolding to this activity. Plus they really focus on that word.
ReplyDeleteI think this is an excellent idea, Aleicia, as it makes the student really think about the word. In this way, the student "owns" the word. Wouldn't it be neat if the student did not know the word on his or her head and had to ask other students questions about it in order to guess? Lee Ann
ReplyDeleteI think my lesson fell upon dependent to independent continuum. We were working with vocabulary. I had the students place their vocabulary on a graphic organizer and then use their glossary to look up the meanings of the words as well as a thesaurus to find synonyms for their words. They then were able to move onto a computer program that basicaly created word clouds of their words with key words in the word clouds. Some students needed to figure out how to use the thesaurus whereas others knew how to use it and went onto the more abstract of creating word clouds with their vocabulary words. It was fun! Dennine
ReplyDeleteAleicia, I like the vocabulary idea. I was shocked the other day when my advanced students had no idea how to use a dictionary. We spent some time going over guide words, finding the meanings, and then looking the words up in the thesaurus. This week each student will be given a vocabulary word. The will need to look up the word, write definition, use it in a sentence, find synonyms and antonyms, and make note of prefixes and suffixes. Kara
ReplyDeleteDennine, I loke your cloud idea! It does sound like fun! Those visuals really help some students recall information.
ReplyDeleteKara, isn't it amazing that we take some skills for granted that students just don't have? I think with technology, some of the very basics, like looking a word up in the dictionary, are overlooked. Lee Ann
I think we have lost skills with this generation. I think back to my school days when we would have contests with dictionaries and who could find the word the quickest. We rely on technology so much that kids don't have the basic skills we were taught growing up. You don't need to spell because of spell check. you don't have to know computation because of calculators. Dennine I want to try your cloud idea. Your lesson sounds amazing! Michele
ReplyDelete