In computers, after the initial introduction to lessons, the students actually work at their own pace with a end date in mind. Some are done early and have other type of enrichment while those lagging behind have to come in for extra help or practice.
I present the lesson to the entire class. As they are working individually on the assignment, I try to grade the first few answers to check for understanding. From observation I can tell who needs some extra explaining. The students know that I am available before and after school most days and I am willing to give the extra help that the student may need. Some students just need the extra encouragement to ask for extra help, but appreciate and want the help.
I will often try to use an example from a particular student's life or personal situation to emphasize a concept from history or geography. If they don't "get it" from the general lesson, I may use a different example, either in the whole class setting or one on one.
In FACS, I try to give options for students. For example, in the 8th grade housing project, the students can choose a house to enlarge that I have already done so there is a model. Other students can be challenged and can choose a house with a variety of angles and dimensions. The 7th grade housing students could choose between the two or three bedroom design to complete their project. I usually make suggestions to students if I think they should either challenge themselves or select one that will not frustrate them.
When an assignment involves choice, I show the students what might make one more choice more challenging than another. For example, when creating our historic migration maps some of the choices had a map around provided where others would have to look through the reading to create their map. I then guided the students through their own personal choice whether I thought it was reflective of their abilities.
I try to provide different levels of support. Some may only need a encouraging word, others may need me to model the correct method several times. Still others might need to work through a few examples one on one with me.
When I assign parts in band I take into account each student's specific strengths and weaknesses. Range plays a huge part in assigning parts. Students who are able to play higher get different parts than students who's range is not fully developed. When learning new music we start slow to allow students to process new information and as they become more comfortable with their parts we gradually begin speeding things up. Rhythms can be easily simplified to accommodate students as well. We also break out into sectionals to allow for specialized help on certain spots in the music.
I have several units where I give students a choice from say 20 vocabulary words. They get to choose 10 words (hopefully words that will challenge them) and then choose the activity to demonstrate their understanding of the word. For example one activity might be create a poem, while another might be using the words in a simile.
I like to try to take what the class is doing and modify that to an individual's level. If we are studying for vocabulary with study cards, I will let some students have all 10 words to pick from, others five, and even 2 words for some. I will let some students use their flipbook as we study, others I do not. Some kids I will give an example or key word for, others do not need that additional help.
Students pick an AR goal according to their reading level. We have levels 1-5 to choose from, and students pick their appropriate level. If their personal reading ability does not align with their chosen reading level, we have a little conference. This means that strong readers will challenge themselves, and struggling readers will have a reasonable (not too hard, not too easy).
Since the author used the example of learning a foreign language, I will use an example from my French class. Since all students are basically at the same level-none knew any French other than "Bonjour" and "oui" when they started, that is really not a problem of teaching to their level. In the library, it is a question of finding books and resources at many different levels because students read at many levels. The problem arises when a student who reads at a lower level, always wants to read books that are too difficult for him/her. I always try to promote it to the students as "Don't you want to be successful? I always hate to read a book I don't really understand. or, If you don't understand it, you can always return it and we'll find something else."
One new activity I've tried this year involves changing some of my assignments. Instead of collecting them for a grade, I have given them the answer key and told them to practice the problems and check their answers as they go for 10-20 minutes. Some students struggle with getting a few done, while others get a lot of practice problems completed. Then I assign a short assignment for them to turn in for a grade.
As I present the lesson I watch the students and see how they are responding to the various levels of questioning that I use. I am constantly writing examples and "cheat sheet notes" on the board. I try to see the information from all of the student's viewpoints. I listen to their responses. During group practice I ask the students to further explain their answers. Then during independent practice I try to modify the assignment to fit needs of the student. Sometimes it's the vocabulary that needs to be adjusted. Sometimes the length of the assignment needs to be shortened. Sometimes more practice is needed, so I assign a "peer helper" during class or one-on-one help with Mrs. Minnich after school.
I group students according to their ability level. I also assign jobs to them with that in mind. This gives them a level of confidence that I will not ask them to do something that they really cannot do. Also, I can challenge them rather than allowing some students to take the "easy" job.
I give my students a pre-test before we start the unit. This helps me determine what the students may or may not know. Those students who need to start with the basics will start there. The students who know the basics and are ready for more challenging learning objectives work on self-guided learning activities.
In computers, after the initial introduction to lessons, the students actually work at their own pace with a end date in mind. Some are done early and have other type of enrichment while those lagging behind have to come in for extra help or practice.
ReplyDeleteI present the lesson to the entire class. As they are working individually on the assignment, I try to grade the first few answers to check for understanding. From observation I can tell who needs some extra explaining. The students know that I am available before and after school most days and I am willing to give the extra help that the student may need. Some students just need the extra encouragement to ask for extra help, but appreciate and want the help.
ReplyDeleteI will often try to use an example from a particular student's life or personal situation to emphasize a concept from history or geography. If they don't "get it" from the general lesson, I may use a different example, either in the whole class setting or one on one.
ReplyDeleteIn FACS, I try to give options for students. For example, in the 8th grade housing project, the students can choose a house to enlarge that I have already done so there is a model. Other students can be challenged and can choose a house with a variety of angles and dimensions. The 7th grade housing students could choose between the two or three bedroom design to complete their project. I usually make suggestions to students if I think they should either challenge themselves or select one that will not frustrate them.
ReplyDeleteWhen an assignment involves choice, I show the students what might make one more choice more challenging than another. For example, when creating our historic migration maps some of the choices had a map around provided where others would have to look through the reading to create their map. I then guided the students through their own personal choice whether I thought it was reflective of their abilities.
ReplyDeleteI try to provide different levels of support. Some may only need a encouraging word, others may need me to model the correct method several times. Still others might need to work through a few examples one on one with me.
ReplyDeleteWhen I assign parts in band I take into account each student's specific strengths and weaknesses. Range plays a huge part in assigning parts. Students who are able to play higher get different parts than students who's range is not fully developed. When learning new music we start slow to allow students to process new information and as they become more comfortable with their parts we gradually begin speeding things up. Rhythms can be easily simplified to accommodate students as well. We also break out into sectionals to allow for specialized help on certain spots in the music.
ReplyDeleteI have several units where I give students a choice from say 20 vocabulary words. They get to choose 10 words (hopefully words that will challenge them) and then choose the activity to demonstrate their understanding of the word. For example one activity might be create a poem, while another might be using the words in a simile.
ReplyDeleteI like to give my students "menus" where they have a variety of activities that they may choose from when we are working on a special project.
ReplyDeleteI like to try to take what the class is doing and modify that to an individual's level. If we are studying for vocabulary with study cards, I will let some students have all 10 words to pick from, others five, and even 2 words for some. I will let some students use their flipbook as we study, others I do not. Some kids I will give an example or key word for, others do not need that additional help.
ReplyDeleteStudents pick an AR goal according to their reading level. We have levels 1-5 to choose from, and students pick their appropriate level. If their personal reading ability does not align with their chosen reading level, we have a little conference. This means that strong readers will challenge themselves, and struggling readers will have a reasonable (not too hard, not too easy).
ReplyDeleteSince the author used the example of learning a foreign language, I will use an example from my French class. Since all students are basically at the same level-none knew any French other than "Bonjour" and "oui" when they started, that is really not a problem of teaching to their level.
ReplyDeleteIn the library, it is a question of finding books and resources at many different levels because students read at many levels. The problem arises when a student who reads at a lower level, always wants to read books that are too difficult for him/her. I always try to promote it to the students as "Don't you want to be successful? I always hate to read a book I don't really understand. or, If you don't understand it, you can always return it and we'll find something else."
One new activity I've tried this year involves changing some of my assignments. Instead of collecting them for a grade, I have given them the answer key and told them to practice the problems and check their answers as they go for 10-20 minutes. Some students struggle with getting a few done, while others get a lot of practice problems completed. Then I assign a short assignment for them to turn in for a grade.
ReplyDeleteAs I present the lesson I watch the students and see how they are responding to the various levels of questioning that I use. I am constantly writing examples and "cheat sheet notes" on the board. I try to see the information from all of the student's viewpoints. I listen to their responses. During group practice I ask the students to further explain their answers. Then during independent practice I try to modify the assignment to fit needs of the student. Sometimes it's the vocabulary that needs to be adjusted. Sometimes the length of the assignment needs to be shortened. Sometimes more practice is needed, so I assign a "peer helper" during class or one-on-one help with Mrs. Minnich after school.
ReplyDeleteI make it real, I pace, I use hand gestures, I get them excited to be in my room, I am one of them.
ReplyDeleteI group students according to their ability level. I also assign jobs to them with that in mind. This gives them a level of confidence that I will not ask them to do something that they really cannot do. Also, I can challenge them rather than allowing some students to take the "easy" job.
ReplyDeleteI give my students a pre-test before we start the unit. This helps me determine what the students may or may not know. Those students who need to start with the basics will start there. The students who know the basics and are ready for more challenging learning objectives work on self-guided learning activities.
ReplyDelete