March 2010 TSS Class Discussion

Using the Instructional Strategy Packet respond to the following:   What differentiation strategy did you implement and how did it impact student learning?   Be sure to also mention the strategy your protégé tried and how it worked. 

Comments

[Dominique Terens]

Vonda,
I think it is fantastic that your protege utilized flexible reading groups set up sometimes for overall reading level and sometimes for individual skills so that all students are not always in the same reading groups. This is a great way to address having the same groups (grouped by overall ability/readiness) every time.

[Gerald Kadien]

We both used the Listening, Talking, Questioning, Summarizing strategies. For my math 1 support students (protégé), the general education teacher lectured on probability and expected value, outlining the processes to find both (Listening). After the lecture, the class was broken into groups of 4 to discuss the processes (Talking). Both of us went to each group to ensure proper discussion was taking place as well as ask both prompting and clarification questions (Questioning). At the end of class reviewed the two processes, relating mathematical terminology to student common vocabulary, and did a step-by-step model on the ELMO to give out at the end of class for reference. (Summarizing).

[John Burden]

We both used the Listening, Talking, Questioning, Summarizing strategies. For my math 1 support students (protégé), the general education teacher lectured on probability and expected value, outlining the processes to find both (Listening). After the lecture, the class was broken into groups of 4 to discuss the processes (Talking). Both of us went to each group to ensure proper discussion was taking place as well as ask both prompting and clarification questions (Questioning). At the end of class reviewed the two processes, relating mathematical terminology to student common vocabulary, and did a step-by-step model on the ELMO to give out at the end of class for reference. (Summarizing).

[Terri]

Since I do not have a classroom to "experiment" in I chose to use the portfolio assessment piece to get my staff engaged in completing, organizing and then reflecting on the information we shared and gleened from our Professional Learning Community (PLC) on differentiation. It was really exciting to see each member either teaming with another or working individually to contribute samples, comment on someone's work, or write a reflection on how that strategy impacted student learning.

My protege' chose boxing to introduce and measure progress on the unit on dichotomus keys. This is always a very difficult unit for students and my protege' is hoping a visual measurement like this one will help her assess particularly the understanding level of her small group pull-outs. TB

[Terri]

Carmen - I love your suggestion about grouping students according to skills sets needs. I'm going to share that with my teachers here as well! TB

[Terri]

Vonda - I think that "Say Something" is just what my students need to not only help with their own comprehension but to signal me who really isn't getting it! I'm working on my reading endorsement and have a small group I will be starting after break. That's PERFECT! Thanks!! TB

[Marcia Robinson]

I've suggested to my protege that he can use the Tic- Tac- toe menu for reading. He has a wide range of readers in his class and wanted a strategy to better manage activities. He also wanted to include more higher order thinking skills He has found it very successful and the students are enjoying the activities that we have created. They are also learning to be more independent learners.
I have introduced cubing to my students for reading. I covered a box like a present. Then on the sides I glue a sheet with activities for the students to do relating to the skill(s)being taught in the reading group. Students will roll the cube to select an activity to do when they have read the assigned chapters.
Cubing can be modified for any subject.

[Marcia Robinson]

Vonda, I like the idea of how your protege extended the flexible grouping of her students. The students will have a better opportunity to improve the specific reading skills. I like it!

[Marcia Robinson]

Judi, The "Say Something" strategy is different and I like it. It gives the students an opportunity to talk about what they have read. It's a different way to review not only for the CRCT but for other assessments too. i think I'll add this to my "bag of tricks'. thanks

[Sheree]

Wow! I am so impressed. I am loving this dialogue! Some great use of strategies and super suggestions to make them work! YOU all are super stars and my inspiration. Thank YOU!

[Sheila Harris]

My protege and I teach together for most of the day so we implemented the same strategy. We just finished our Festival Evaluation performances so we used the Human Continuum to discuss the judges comments and get feedback from the students. They were asked to agree or disagree with the judges comments and state why or give a specific standard/element we could work on to improve the score the judge gave. It impacted their learning in that they were able to get a better understanding of the elements of music performance that make it "musical" rather than just right notes and rhythms and were able to develop specific strategies for improvement.

[Sheila Harris]

Darcy, I like how you used the combination of note share AND tiny teach for the same thing. That way if they missed it one way, perhaps they'll get it the other way. I like!

[Beth Smith]

To activate prior knowledge at the beginning of my unit on poetry, I had planned to simply ask students to respond in their journals, "What is poetry?" and then record responses during class discussion. Instead, I used Carousel Brainstorming with these "stations": How do you know a poem when you see one? What makes a poem different from an essay or short story? How would YOU define poetry? I think this was much more effective than a simple whole-class "share-out" because it forced students to stretch for new ideas when they reached a station that already had responses on the poster.

My protege used a KWL chart to activate her students prior knowledge on graphing. She reported that it was extremely beneficial because it have her students (small group math)visual "proof" of how much they already knew about graphing... it seemed to boost their confidence in trying new graphing skills!

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