tag:blogger.com,1999:blog-1419866369478158768.post2869470105801401112..comments2013-05-24T13:24:07.627-07:00Comments on Northeast School: I just give them an extra worksheet when they're done....jputrinohttp://www.blogger.com/profile/16696288718750582819noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-1419866369478158768.post-70319226939395597792011-01-27T20:15:09.122-08:002011-01-27T20:15:09.122-08:00Differentiation varies year to year. It depends o...Differentiation varies year to year. It depends on the emotional, social and academic needs of the students. In addition, it depends on how much time and support a teacher has to develop, implement and monitor the activities. <br /><br />My students IEPs determine the differentiation that occurs in my classroom. I have students on different spelling lists, readers, and math concepts. In order for this to be successful, I rely on the support of the paraprofessionals in my class. I am grateful for their assistance.Judynoreply@blogger.comtag:blogger.com,1999:blog-1419866369478158768.post-27975281996745520212011-01-23T06:52:32.743-08:002011-01-23T06:52:32.743-08:00We are given curriculum to follow. That being sai...We are given curriculum to follow. That being said, there are many extensions included in the curriculum for each theme, unit or chapter of study. These can be easily incorporated into the weeks focus. In addition, differentiation can occur with leveling of assignments, especially those involving reading and writing. Enhancing units of study with creative activities and centers is also a good way to differentiate. With 25 children in a class and very little help, we must find ways that lend themselves easily to class instruction. And, in keeping with the focus on the mandated curriculum selected for each area of study, using the already established extension activities for those areas of study seems to be the easiest way.Ellen Batornoreply@blogger.comtag:blogger.com,1999:blog-1419866369478158768.post-61780841835141609582011-01-03T18:14:23.515-08:002011-01-03T18:14:23.515-08:00Differentiation definitely comes in many different...Differentiation definitely comes in many different forms. As mentioned at our last staff meeting, differentiation could be anything from a formal tiered assignment to an informal, interactive sharing of knowledge.<br /><br /> In my second grade classroom, I try to differentiate with our mandated curriculum, and have both formal and informal differentiation. Here are a few to list:<br /><br />1. Extension Menus-I have created an Extension Menu to coincide with each story from the Houghton Mifflin program. The activities are on a tic-tac-toe style worksheet. The students have their choice of 3 activities (in a row). The activities are connected to the computer, drawing, map making, math problems, biography posters, research trivia, etc.<br /><br />2. Science Enrichment Stations- Students rotate (by way of a class pocket chart). Stations include "Book Nook," "Share Pair," "Computer Corner," and "Game Spot."<br /><br />3. Each Friday, I have parent volunteers come in to work with flexible reading groups on leveled readers and/or chapter books. There are guided reading activities to go along with it Each group also creates a group project.<br /><br />4. Spelling lists are differentiated each week, based on a student's spelling pre-test score.<br /><br />5. Math enrichment packets are sent home weekly and are optional to complete. Skills connect with concepts from our studied unit.<br /><br />6. Social Studies leveled readers and comprehension activites to coincide with our studied chapter.<br /><br />7. Enrichment activities/project based work that connect with the Worldscape Continent Books (books sets are found in the library. Second grade concentrates on Africa.<br /><br />I'm sure there is more to list....but I think that should be enough for now. Sorry for the lengthy response.Karyn Maliszewskinoreply@blogger.comtag:blogger.com,1999:blog-1419866369478158768.post-60867658639216544882010-12-22T18:13:45.866-08:002010-12-22T18:13:45.866-08:00At a professional development day; after listening...At a professional development day; after listening to a speaker discuss the various ways in which teachers can offer differentiated instruction to their classes, I looked carefully at my notes, leaned over to a fellow art teacher and whispered, “We do this all the time”. After I teach about an artist, culture, element of art, etc., I usually give students the parameters of a project. I then tell them to let me know if they have a different way to express themselves and if so we can discuss it. That gives me immediate feedback that this child wants to “extend” the project.<br /><br />As I circulate around the room, I see students that have many different types of solutions to the creative question posed to them. When I see that some children are not following my directions (could be the color relationship requested, or the technique,etc) I make a quick decision: are they not following the parameters because they 1) do not understand the lesson, 2) are not putting any effort into it, or 3) are taking the project to the next level. <br /><br />If I am not sure, I ask them a few questions about the project. If they do not understand it, I will try to explain it in a different manner. If they are not showing enough effort, we will discuss and try to alleviate the problem. When I see a child breaking the “rules” I’ve given and solving the problem in a truly creative manner I appreciate their effort. I will then encourage them to continue their problem solving and thinking outside the box. <br /><br />Of course, visual art lends itself to differentiated instruction quite easily, because of the many different solutions to a problem. I do however, have to “encourage” the children to work harder and think for themselves about the artwork without me giving them all the answers. I compare “revision” in art with “editing” in writing and “practice” in sports.Fran Legmannoreply@blogger.com