Please pick one Strategy That Supports Interest Based Differentiation (Figure 9.2 on p. 59).
Which one do you see yourself trying first? Explain how you could implement it into a lesson in your classroom.
Here is a podcast of the author of our book. She talks about many of the topics we have discussed.
http://bit.ly/i00UDl
Happy learning!
Joanie
I currently use "Independent Study" which is the focus and base of my Advanced Studies class. Students choose a project based on interest. They then write a very detailed proposal to me describing what they will accomplish and learn throughout the unit of study. They then also have learning goals that they must meet. They then match these learning outcomes to the Montana Education State Standards. It is then approved my Mrs. M and myself. At the end of the unit of study they have to have a product, real world audience, and present what they learned to an audience.
ReplyDeleteI have also used lots of webquests in my 7/8 Reading class. I typically use these to build background knowledge or to reinforce concepts, but have also used them and given each student a subtopic to study of the main topic we are all studying (jigsaw strategy). We then all come together and "piece" together our information. Having students create webquests is also a great idea, but I haven't had them do that yet!
In 7/8 Reading I implement the Literature Circles ALL the time. We rarely read the same book. Each student then does a particular job for that class period (Vocabulary, Luminary,character captain, illustrator, etc.) Their jobs change from class period to class period. I have also done units much as discussed in the book- each student is reading a different story on a similar topic.
I find that by teaching this way I am able to best meet my student's needs and abilities. My struggling learners don't have to struggle, and my advanced learners can be challenged. Sometimes it is more work and organization for me and takes some time grading everything, but I am finding that now that I have implemented some differentiation strategies, I cannot imagine teaching the same lessons day after day to the same group. There are times that it is needed- just not all the time. :-)
I noticed that one of the teachers used Jigsaw.
ReplyDeleteI was intrigued by that strategy and thought I could use it in my class to share facts that they have learned with others.
@ Carol Ann: I saw you do this with your planet project! Each did a different planet and then shared. :-)
ReplyDeleteDon here...for my choice I really like "jigsaw". I can see how having a main topic or Key can be broken down into sub parts that each group can work on and share with their classmates. This helps them to understand material better than me just yakking and allows them to express this understanding to others.
ReplyDeleteFrom Annette
ReplyDeleteI liked the "sidebar" studies: reading an overview about a topic as a class, then delving into research about that topic from their own point of interest. (Learning about the Civil War as a group, then Elizabeth researches art of that era, Abby checks into predominant religions, Nevada researches to see if there were any mental institutions, etc.)
I do my best to encourage students to create an "I-search" when the opportunity presents itself. With the HS I have had good success when the student's personal interest are piqued. I find that the student will "dig in" to the topic and do a good job of researching it. I usually ask the student to present his/her information in some format as a PowerPoint, etc.
ReplyDeleteWith 5th grade tech, I want to use the "design-a-day" approach since several students want to teach a class connected with tech. I have three lined up so far, and I told them I need to work with them to design their "lesson plan." Right now they are thrilled to do this, and I think the other students benefit since they see how a peer approaches a topic. I hope to keep the enthusiasm going. We'll see what happens in the next three sessions.
I liked the jigsaw strategy. This could included low level learners. They could still bring information to the table for others as to what they got out of what they "specialized" in for the project they were working on. It may not be as grand as what others in their group may contribute, but it would be "their" work and they would feel very much apart of the group as well as contributing to the group project.
ReplyDeleteLaurie -When I taught at Lewis and Clark Elementary in Missoula, we used literature circles as described by Fountas and Pinnell. This method allows for the teacher to pick appropriate reading levels for students, and then allow students to pick the materials they wish to read. Literature groups do not have to be the same students in the same groups all the time. Groups can change. The literature groups all looked for common literary characteristics like irony or character development.
ReplyDeleteFrom Holly:
ReplyDeleteI would use Design a day and use that for my general music students. They could chose what they wanted out of general music and design plans to achieve that. I have a variety of learners in that class and the more advanced ones may want to get into music more deeply where the lower students may want to just understand notes and note values.
I would be most prone to use the jigsaw idea. I think it would improve student interest if they were able to pick their own area of a topic, and then were able to hear about what others discovered in another area that related to what they had researched.
ReplyDeleteFrom Cindyb:
ReplyDeleteIt seems like I do a variation of many of these Diff. Strategies, but one I haven't used in the manner presented in the book is the webquest. It would be giving up some control to the internet, but I also see it as kid generated information on websites I provide for students. Pretty much a win-win situation. So, I guess, I would try this one as a new strategy in my class.