1.
A.Tiering Assignments - Instead of every student starting out the assignment on the same level, this type of differentiated instruction encourages each student to start from a level that will be most engaging. For example, a basic recall assignment might be changing enough for one student, but might be boring to a gifted student. A teacher could tier the assignment where the gifted student could start with the critical thinking/problem solving skills instead of focusing on the recall of how to use fractions.
B. Independent Learning - Students enjoy lessons and assignments that draw from their interests. A student can chose a topic within the theme that they wish to explore. When they have free time in between assignments, students can work on their independent activity using the classroom computers. This is a great way to "provide enrichment activities to the gifted students" (Winebrenner 2001).C. Create a base of rigorous learning opportunities - "When teachers connect the real world to the classroom, students are more interested in the lesson" (Tomlinson & Javius 2012). It also helps the student understand their own lives. Teachers can connect the topic to different cultures helping the students become aware of how different cultures perceive different ideas.
Tomlinson, C. & Javius, E. L. (2012). Teach Up for Excellence. Educational Leadership. (69)5, 28-33.
Winebrenner. S (2001). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Press.
2. I work at a very cultural diverse school containing over 60% of refugees from numerous countries across the world. Sometimes, teachers forget that it is a big adjustment for these students and they might not know typical American customs or culture. I have learned that you must do a pre-lesson on some ideas. For example, when planning a lesson on the three branches of the American Government, it is important to explain why such a government was created. What are the ideals behind it? What does the 1st Amendment really mean? Most refugees find it odd that we as Americans can petition our government. You must explain the ideals behind it in order for these students to really understand the topic.
Teachers must "understand that students come to the classroom with varied points of entry." (Tomlinson, C. & Javius, E. L. 2012). Discussing topics in small groups can help students feel less culturally isolated in the classroom. When students are able to share their personal experience with each other, students tend to understand each other perspectives in route to understanding the lesson as a whole.
Tomlinson, C. & Javius, E. L. (2012). Teach Up for Excellence. Educational Leadership. (69)5, 28-33.
Stephanie,
ReplyDeleteI have never used tiered assignments. Even when completing multi-stage projects with my gifted students I have always started with the simple assignments and worked up to the more complex tasks. I think that I would like to try out using tiered assignments. When using tiered assignmnets do you think that every student should complete all tasks (just in the order they choose) or do some students only complete the more complex assignments?
Stephanie, please use in text citation to provide the references (See APA format).
ReplyDeleteFor question 2, how can technology be used for this incident?
What works best in my classroom is that not all tasks are completed by everyone. With time restrictions and other factors (pull-outs, disclipine issues, etc.), it is unrealistic to have all students complete the more complex tasks. It might frustrate the English language learners as well. Only the students that need that extra challenge take on the more complex tasks. What I do is I have a group of students that I send to the media center to work in small groups based on either language or learning styles. They use the internet to conduct research to problem solve on the related topic.
ReplyDeleteProject-based and problem based instruction link new information to preciously stored information that enable students to realize that already have some knowledge about the new topic that the activity is relevant to their personal lives (Westwater & Wolfe, 2000).
ReplyDeleteThe idea of tiered assignments seems to be beneficial and relevant to differentiated instruction. I would like to see it paired with project-based learning to which the groups of students are working together on their level to achieve a common objective through instruction that could be long retained.
Westwater, A., & Wolfe, P. (2000). The brain-compatible curriculum. Educational Leadership, 58(3), 49-52.