Differentiation+Session+2

Differentiation: sharing of expertise, discussion and planning
Essential Question: How do we improve student learning through differentiation?

Concern about having students grouped or named by ability. (Rabbits, Turtles, etc.) I am concerned that kids will see themselves stuck at a level

Observer of the classroom "The students in Kate's room the 'I got it's' were able to get a deeper understanding of the material when they helped others. This was a College level.

You mentioned that the students were already struggling with the project and the book work. If this was College struggling how will this be for Consultant?

How is the Unit differentiated? This one was not differentiated by readiness. It is differentiated more by the product. They have similar interests so the differentiation by product.

Question about Group roles--It seemed to go more smoothly with assigned groups that included a "Process Evaluator" This role became very important.

Developed a culture around group work. the outcome of this was that the groups themselves would work out the issues without the teacher supervisor this was reflected in the Journals. Making students accountable for the things that happen in the group. When groups are having trouble they will ask to go to the stockroom to iron onut the troubles. This has improved somewhat

What do they want us to do, I do not know how to do it? This is nothing new. We used to have Independent work, centers, SRA etc. We used to be a facilitator and we have gotten away from this. This worked back then and we have lost it over time. I am glad to see this, excited about it.

How long of a process was this. For College Options it took about three days of getting some content and but also get the training in for the group process, Students had time in groups to come up with rules, (Stduents would write that studnets should not be able to copy) Students would know and answer the quesitons If we are going to do this we need to make decisions about how it will work for us.

Need to take time for training in this.

The issues with College Options are more about how to behave appropriate. Other classes have these social problems but basically much of this behavior would go a away because the groups did not tolerate this behavior.

I am concerned about this Heterogenous grouping. As a student I went through this and I was not prepared for College. As a teacher I also found that the honors students were not challenged. They would meet the goal and then wait for the rest of the class

I am struggling with the concept of Thaddeus telling me the top group needs to be higher, and now looking at this proposal where these students may not be challenged in the mix because I need to teach at a lower level then the honors kids can handle. I worry if you can differentiate to the extent that the top are challenged as we meet all levels.

The disparity of levels in reading is so wide that it will be hard to diversify. The reading ability issue really defines what you can do. Nationally speaking we serve the Gifted and Talented students least well.

We already differentiate with our levels, but now we are looking at throwing them into a room as bunnies and turtles. Do not see how we can do this and still challenge.

Do you know in your course study if the Elementary schools are successfully differentiating? We see students at Elementary teachers doing this a lot.

Critical thinking piece. My top kids say to me that they were just given more busy work and they did not have the opportunity to analyze and think critically.

I wonder since the two do not have to go together. Is there a way to differentiate without leaving the upper kids behind?

We have concerns as a staff that are about making sure the Upper Kids are challenged as well. We do not want the lower kids blown away either.

We will need some sort of Intervention that works for students at all levels.

The question is With 2 or 4 other things changing will this be enough to make a positive change?

Serving the needs of a diverse classroom. Julie shared a teachers lesson that included 3 levels of assignments. Students would need to sign up for their level of assignment. This shares how we could address the levels within a class assignment. Conferencing with teacher was the extra piece that made this diverse lesson work.

Question: Did the teacher choose which level? If I gave them the choice they would choose the low level. If you look at the points they honors kids we be fine with a C. How do we address them choosing the easy way out?