I enjoyed reading all the strategies that these 5 teachers employed for differentiated instruction.
1. Ms. Eames First grade: Her entry point was by using interest based exploration and choices. Her strategies include whole class instruction, peer groups to allow learning from each other and exploration with reading by matching the books to their reading level. She also used small groups to practice skills such as decoding and comprehension. She also posted a reading schedule to ensure the smooth running of her classroom and to allow for all students to encounter all the centers at different times to practice skills and keep interest.
I would suggest to use a voice recorder at one center where children can record a story, listen to it and share it with friends!
2. Ms. Riley Third grade: Her entry point was similar to Ms. Eames in that she used learning and interest centers which is naturally interesting. Her strategies include preparing the centers according to ongoing assessment, allowing choices to draw or write as well as working independently or with a partner. Her centers also including acting for those students who are drama oriented. Her classroom management worked well since she had some students at centers while some were doing math at their desks.
I would suggest the use of moviemaker to create a movie about a story they have read.
3. Mr. Blackstone Sixth grade: His entry point starting with the whole class so students will grasp concepts before working on their own. They know his labs are coming next which is interesting and motivating. Children are grouped in labs according to level. He uses exit cards after whole class instruction to ensure student understanding. If students achieved mastery, they are given a higher level project to complete. If not, he assigns their projects to relearn the concept and joins them at their lab. The students enjoy his presence in their labs and feel priveleged when he joins them. This way he ensures mastery, has a great relationship with them and is able to push them even higher.
I would suggest the use of storybird- a digital resource for creating stories with images.
4. Ms. Jeffries Eighth grade: Her entry point is the use of individual learning logs for the purpose of planning and research. She does a lot of one on one conversations to guide her students with resources for their project. She encourages sharing information with peers to help each other. She also provides choices in topic. she groups the students according to level but encourages flexibility in sharing from group to group. This strategy encourages so much flexibility, negotiation and group skills since it is open ended.
I would suggest the use of OPAC-online public access catalog as a great resource for students to learn the art of research.
5. Mr. Rakes High school class: He starts with a post test before he starts a new chapter to assess what children know already. If they did well, he will assign them a real world mathematics and design project on a topic of their choice. They are expected to make a time line and use class time including a process log as long as they do not disturb the class. This is great for the bright students so they won't be bored and gives them the opportunity to explore math ideas that otherwise would not be included in their curriculum It also allows for the teacher to focus on the students who need the help. Those students will learn the chapter with the teacher and then the WHOLE class will take a test to ensure mastery and that skills stay current. He also creates mixed ability groups for review before the test.
I would suggest the use of the app Algebratouch for high school students to keep them motivated and increase understanding.
1. Ms. Eames First grade: Her entry point was by using interest based exploration and choices. Her strategies include whole class instruction, peer groups to allow learning from each other and exploration with reading by matching the books to their reading level. She also used small groups to practice skills such as decoding and comprehension. She also posted a reading schedule to ensure the smooth running of her classroom and to allow for all students to encounter all the centers at different times to practice skills and keep interest.
I would suggest to use a voice recorder at one center where children can record a story, listen to it and share it with friends!
2. Ms. Riley Third grade: Her entry point was similar to Ms. Eames in that she used learning and interest centers which is naturally interesting. Her strategies include preparing the centers according to ongoing assessment, allowing choices to draw or write as well as working independently or with a partner. Her centers also including acting for those students who are drama oriented. Her classroom management worked well since she had some students at centers while some were doing math at their desks.
I would suggest the use of moviemaker to create a movie about a story they have read.
3. Mr. Blackstone Sixth grade: His entry point starting with the whole class so students will grasp concepts before working on their own. They know his labs are coming next which is interesting and motivating. Children are grouped in labs according to level. He uses exit cards after whole class instruction to ensure student understanding. If students achieved mastery, they are given a higher level project to complete. If not, he assigns their projects to relearn the concept and joins them at their lab. The students enjoy his presence in their labs and feel priveleged when he joins them. This way he ensures mastery, has a great relationship with them and is able to push them even higher.
I would suggest the use of storybird- a digital resource for creating stories with images.
4. Ms. Jeffries Eighth grade: Her entry point is the use of individual learning logs for the purpose of planning and research. She does a lot of one on one conversations to guide her students with resources for their project. She encourages sharing information with peers to help each other. She also provides choices in topic. she groups the students according to level but encourages flexibility in sharing from group to group. This strategy encourages so much flexibility, negotiation and group skills since it is open ended.
I would suggest the use of OPAC-online public access catalog as a great resource for students to learn the art of research.
5. Mr. Rakes High school class: He starts with a post test before he starts a new chapter to assess what children know already. If they did well, he will assign them a real world mathematics and design project on a topic of their choice. They are expected to make a time line and use class time including a process log as long as they do not disturb the class. This is great for the bright students so they won't be bored and gives them the opportunity to explore math ideas that otherwise would not be included in their curriculum It also allows for the teacher to focus on the students who need the help. Those students will learn the chapter with the teacher and then the WHOLE class will take a test to ensure mastery and that skills stay current. He also creates mixed ability groups for review before the test.
I would suggest the use of the app Algebratouch for high school students to keep them motivated and increase understanding.
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