A place for Lincoln School staff to discuss Differentiation strategies.
Wednesday, March 23, 2011
Chapter 12 Differentiating Process
In chapter 12 we learn about differentiating process. Are there any strategies you plan on implementing? Are there any strategies that you already do to differentiate process?
In an effort to integrate technology too, here is a great resource. Click on Web 2.0 and look at the different pages in the "book" and find tons of links to web 2.0 resources!! This blog is also dedicated to integrating tech to help differentiate.
As I mentioned before, the best differentiating I do is in reading with different reading material and different requirements for kids of different ability level.
I didn't see much in this chapter that inspired me to try it, although the colored cubes used by the 2nd grade teacher was kind of fun. I think the kids would like it.
I try to practice differentiation in processing. Within an activity, I try to allow for differences in student's readiness, interest, and learning profiles. A small for instance: I give students a vocabulary word to "act out" or somehow teach to their classmates without saying the word or definition itself. The students love doing it. Sometimes a student will ask for help with ideas and others can be quite elaborate on their own.
In my classroom I'd have to say that most students are involved in a whole group activity rather than separate individual activities more often than not, due to time constraints. However, withing that activity I try to allow for students' individual differences.
I try to differentiate the process by giving students choices on how they present their final projects. My expectations are the same for the product, I just give them some options for their products.
http://doug-johnson.squarespace.com/blue-skunk-blog/2011/3/22/differentiated-instruction-libraries-invented-it.html
ReplyDeleteThought you all and especially Carol Collinson might enjoy this article
"Differentiated Instruction? Libraries invented it!"
http://techdi.blogspot.com/p/misc.html
ReplyDeleteIn an effort to integrate technology too, here is a great resource. Click on Web 2.0 and look at the different pages in the "book" and find tons of links to web 2.0 resources!! This blog is also dedicated to integrating tech to help differentiate.
From Annette:
ReplyDeleteAs I mentioned before, the best differentiating I do is in reading with different reading material and different requirements for kids of different ability level.
I didn't see much in this chapter that inspired me to try it, although the colored cubes used by the 2nd grade teacher was kind of fun. I think the kids would like it.
I try to practice differentiation in processing.
ReplyDeleteWithin an activity, I try to allow for differences in student's readiness, interest, and learning profiles.
A small for instance:
I give students a vocabulary word to "act out" or somehow teach to their classmates without saying the word or definition itself. The students love doing it. Sometimes a student will ask for help with ideas and others can be quite elaborate on their own.
In my classroom I'd have to say that most students are involved in a whole group activity rather than separate individual activities more often than not, due to time constraints. However, withing that activity I try to allow for students' individual differences.
Rene
I try to differentiate the process by giving students choices on how they present their final projects. My expectations are the same for the product, I just give them some options for their products.
ReplyDelete