Ok so in the classroom that I am student teaching, I have two girls that require so much time and attention , they need help with EVERYTHING. I have to walk the slower girls through EVERY single step which takes forever. Even then they don't get it and have to be fed answers just to get through. On top of that, I have a lot of high achievers and potential GATE kids who finish their work in no time. I feel sorry for the smarter kids whose eyes start to glaze over with boredom and annoyance. How do you handlle differentiation in your class? :help::help::help::help::help::help::help::help::help:
This is hard for me too. I teach math and see this a lot! My smarter kids will get a concept quickly, do their work, and then get really bored in class. My slower kids need things to be re-explained several different times and from several different perspectives. I've heard that a good idea is to have an extra activity or challenge planned for the kids who finish early. That way they can work on that while you are re-explaining to the kids who need it. However, as a new teacher, I'll admit that I haven't been able to do this very well - I'm just focusing on finding activities for each day's lessons, and haven't been able to put much thought into extra activities! For some of my brighter kids, I'll sometimes give them the homework assignment early to work on, or allow them to read a book or do something quiet if they've finished their work. What grade do you teach?
You can differentiate the lesson, put them in smaller groups, once you explain everything to the others, work with the struggling learners: let them read the questions to you, go over things with them. (I do this by having groups already formed, sometimes I put the struggling workers together and I work with them while the others groups work on their own, I also go to the other groups and ask questions about their lessons so not to single these students out. Sometimes I create groups that have a strong student with a struggling one and let the whole group work together by reading the questions out loud and figuring the answers together.) You can differentiate the way they do the lesson, give them fewer questions, maybe draw a picture representing their answers, or again brainstorm answers with them in their small group. You can differentiate the way you assess the lesson, were they able to answer orally, instead of write the answer. Another way to differentiate, figure out how they learn better such as visually, by doing, by listening (you could tape the lesson and let them use a tape recorder to hear it when they need to). Try to incorporate a variety of strategies, incorporate art, music, skits, poetry. It's hard to meet the needs of everyone in the class, but if these girls begin to feel sucessful in the classroom their confidence will build and they will start doing more activities independently.
I am having the same problem in my student teaching BUT when I do put them in small groups to help each other all they do it copy each others work. How do you handle that?
You guys are killin' me with those words you know... "smarter kids" and "slower kids." Wow. Those of us in the sped field, especially those of us that have children with special needs, prefer the term "typical student" and "students with special needs". Okay, I'll get off my soap box. Sorry about that. With the special needs population growing, I'm sure this is an issue in every gen ed classroom. And while it might be wonderful to be able to do whole-group instruction and have everyone get it - - how realistic is that expectation? I say bravo to those brave kids that actually tell you they're not getting it and need more help. I was the quiet kid that never got anything and just sat there, getting C's and D's and getting further and further behind. Now if these kiddos are falling behind because they're talking or goofing off during instruction and then expect you to reteach, OR if they're "helpless hand-raisers" as Fred Jones calls them - there are steps you can take to minimalize this. If it's the first, rethink your classroom management. If it's the second, then think ahead and break down the steps so that they (and you) can see exactly where they went wrong. Fred Jone's "Tools For Teaching" is an excellent reference - especially regarding math. With helpless handraisers (and trust me, I have those too and yes, they DO drive you batty) you just help them with the next step and walk away saying "I'll be back to check on you later." This is when those broken-down steps come in handy. If you can see exactly where they went wrong, and you have a broken-down model on the board, you can look quickly at their paper and say, "re-do step no. 4. I'll be back in a moment to check on you" and walk away. You might also try to pair them up with the brightest kiddos in the classroom that finish their work super fast. This way the kid that needs it gets help and the kid that is bored has something to do.
Their desks are in groups of four. When it is time to work, the work is done independently (on their own). I will walk over to my struggling group of learners and have them read the questions and we go over the answers. Once I work with them a few minutes and get them working on their own (to a point..I always go back to them), I will then walk around the room and go to another group of students and may discuss their work such as "Greg I like your answer for number 3, how did you come up with that, or you didn't completely answer one, look over them and make sure your answers are complete." I do this with some students and then go back to my struggling students. If I put them in groups making sure there is a strong student and a struggling one, I expect them to work and answer together. If I do the Peer Tutoring (pairing them up) I don't always use the brightest kids in the class. I go by which students are the most patient and work better with others, but still have a handle on the concept. Sometimes the brightest kids have an umm...attitude, and I don't want anyone to be made to feel inferior.
My CT tries to pair up students and she doesn't mind if they cheat and copy answers. So you have groups of four with one student who excels in math and the others just copy. It's so hard to stop it though.
My methods classes and anything required us to differentiate for every assignment. I never had a problem with it while student teaching. Often my class used carbon-less copy paper, so that student who wrote well and quickly could take notes for those who were slow and fell behind quickly.. It was usually writing down the assignment and the homework. These students were also their buddy who checked on them during the lesson to make sure they were on task - but every student had a buddy to do this. Why not make differentiation part of the whole class lesson - not only the students with special needs will benefit from it. When the students have notes take - use graphic organizers and pictures to illustrate rather than just words. The kids in my class may have gotten independent work done faster - then they pulled out a book and read or worked on homework - but they never looked bored or glazed over. For math, start out with a set of problems - if they understand those problems and get 100% or 90% then the next set can be harder - if they get 75 and below they get additional practice problems, but all students get the same number of problems.
But wouldn't the kids who master the material quickly be better off moving ahead? I would love to be able to give as much attention to those who are ready to move on as to those who need everything broken down for them. It is breaking my heart right now that I have students who still have not mastered adding and subtracting fractions and mixed numbers after two months - so we have gone over and over the skills in every way possible (including going back to the very first lesson with one small group). About 5 students, though, mastered the topics completely over a month ago. They absolutely have been held back by the needs of the others. When I broke into small groups, with students sitting on the rug next to me, the kids with untreated ADD still couldn't follow along. There isn't time to do one-on-one for complete lessons, just for assistance on particular problems.
I think it would be beneficial for the students to actually work together. They will learn from one another. Remember, the ultimate goal is student learning, so they need the oppurtunity to learn before they conquer an objective. Coperative learning is a great way to differentiate. Also, I agree that you should differentiate the lesson itself, because then you hit all the kids, and truly every student will benefit. Use visuals, let the students work together, have the students explain back to a neighbor a new concept, or to reiterate instructions. I think this might help a bit, but I understand that it is always going to be a struggle because our kids just are not all at the same level. That's the nature of the beast.
I think group work is wonderful for many reasons. The fact is, that the high-achieving kids don't want to work with kids who just don't even want to think (for whatever reason, disability, motivation, attitude ...). I do group activities every day. It seems that the groups with members quite close in ability levels seem to work best. The kids who can't keep up with their partners either drift off mentally or copy answers, so I don't think it works very well for them when paired unevenly. Of course, I just want them all to do their own very best work.
Remember... Those G/AT kids are also "special needs." Those kids should not be made to tutor the other kids. They should not be given MORE work; it should be DIFFERENT work. The best time to learn to do this is during your student teaching. Try to get your hands on a coy of Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner. http://www.amazon.com/Teaching-Gift...bs_sr_1?ie=UTF8&s=books&qid=1234040469&sr=8-1 Another resource is Teaching Kids With Learning Difficulties in the Regular Classroom by the same author. http://www.amazon.com/Teaching-Learning-Difficulties-Regular-Classroom/dp/1575422077/ref=pd_sim_b_8 These books help you design tiered lessons to help all the learners in your classroom. Winebrenner also has a CD of editable forms and such to help classroom teachers with differentiation.
Differentiating seems to be the common norm. I personally enjoy it because one of my pet peeves is having students in class who are not thriving or utilizing their time learning. Guided reading is one of the easiest way to differentiate. The high group generally can handle more independent work if I provide them with a time frame and guiding questions. I'm generally working with the below level group daily, and this tends to build their confidence and move forward. With social studies and science.... I tend to use mixed ability grouping and assign specific jobs for each member.
Lesson option #1 Pull the few kids who need major help to the back and get them started on review work related to the main lesson. They should be allowed to talk quietly to each other if needed. Do your mini-lesson with the larger group. Assign practice work. Scurry back to the other group and reteach. Leave them with a few problems to do. Scurry back to the other group and do a quick walk around, helping to clarify problems. Run back to the other group and check on them. Give them another step or more problems. Quickly move back up front and check with the larger group. Stop, drink some water, and take a few breaths. Then repeat. Lesson option #2 Introduce topic to everyone. Create partnerships based on abilities. A--struggles a lot B--usually does fine C--advanced math skills A's with B's, B's with B's, B's with C's, C's with C's. Never A's with A's. (doesn't get it with doesn't get it) Don't put the gifted with those who usually don't get it. Too frustrating all around. Assign practice work and have them work the problem then check with their partner. Don't let them work more than 2 in advance of each other until they get the "go ahead" from you. When they get that, they can move independently. Lesson option #3 Avoid this whole problem by grouping kids for math. Kids with weak backgrounds need a different approach from those with strong math skills. Kids with weak backgrounds need direct instruction, more manipulatives, lots of tricks and emphasis on strategy. Kids with strong math skills need a more discovery approach.
In my very humble and inexperienced opinion, I dont like pairing gifted kids with special needs kids. I don't think its fair, gifted kids arent getting paid to do my job. In the class I am student teaching in, that is how the class is run, when the high achieving students are done, they help the special needs students. I don't think it is fair and since I am teaching the class right now, I'm going to try to change things *evil laugh* I dont know how to change things, but things have got to change...
That is one reason why I loved Accelerated Math. It worked well when we gave the Sat 9 Test. We still have it and use it as a supplement. Kids work at their own pace for those of you that are not familiar with the program. No one has the same worksheet and the computer will not let them move on until they score well on the objective. The computer keeps up with their grades, skills mastered, and prints the worksheet. It also has wonderful reports to share with parents. Gifted children and above average love it. They can move to the 4th and 5th grade skills. We have an older version so the company may have improved it by now. Zoom, when people on this site correct our word useage it tends to make us reluctant to post. Also, I tell my kids to always ask for help if they do not understand. One reason is because that is what I am supposed to do. Another thing I say to them is these kids probably won't be in your life in another year so don't be afraid of what they think. I was like you afraid to ask for help most of the time and now I wonder what I would of learned if I had just asked.
Very good, practical examples, shouldbeasleep. My classroom, itself, makes all of this very difficult. I don't have 12 inches between any desk and either the wall, bookshelves, or another desk. I can't get in there to help except for the front row. When they work in groups, they work on the floor. Then I can't even walk around at all. The only benefit of it being so small is that I can usually hear all the groups from my desk. Oh yeah, I'm getting one more student tomorrow.
Speaking as a mom, my daughter HATED helping out the slower kids when she was in 1st grade, and was then labeled "uncooperative". In 2nd grade, the children who mastered/completed assigned work were able to play chess or checkers, research an animal, etc. In 3rd grade, if they mastered math early (for example), they were given more math to do. Each year, teachers handled the problem differently. Now a junior, she still hates group work (unless given to option to choose partners) because some members don't do their share and everyone is given the same group grade.
Yikes, upsadaisy! I'm so packed with students, I just cringe when I hear they are possibly increasing class size to keep the budget in check. Teacheraa -- I don't see it as the gifted students teaching the non-gifted students. I tend to think all students are gifted in variable levels. However, when I use mix ability grouping, there is usually a goal or product the group needs to reach and communicate their findings in the end. The student who quickly pick up new concepts (or already knows it), generally has the task of managing how this information will be communicated with the rest of the class. I think learning to work together (and learn together) is an important skill to learn to use in the future. It also doesn't create an atmosphere where struggling students are afraid to take risks.... because everyone is working together towards success.
It is unfair to force the faster, brighter kids to be on "hold" while the others catch up. It is also unfair to use them as tutors to the slow instead of encouraging them to forge ahead. I do not mean to disparage ANY child, but putting most of the attention on the lowest common denominator, and making those students who are finished sit idly and wait, is not only unfair; it is downright WRONG. Split them up. Let those who understand quickly and comprehend well continue to advance. Let those who need more time, get that needed time without holding others back. One year, I had an included sixth grade class - middle school, so they got up and moved whenever the bell rang - that was so far behind the other classes, parents were furious, students cried because things moved so slowly (it was actually on three IEP's that these students' self-esteem not be mishandled by allowing others to go ahead of them.) I was, and still am, APPALLED by that. It was years ago and I'm still angry. Students who distract should be where they can't affect others. I'm all for inclusion IF the typical students are not adversely affected by it. I look at these things from a secondary school point of view; perhaps down in the lower grades, the emphasis is more on working in groups, etc. As a student, I wanted to do it myself, and as an instructor then and now, I prefer to evaluate students' work solely on what they themselves know - not what they've gleaned from the work of other kids, or been "guided" into writing down when they are unable to explain it when asked. Real life can be very UN-PC: sometimes, people are even required to KNOW something and DO it! Imagine.
I have the children who are more comfortable with a subject move on to activities. I also have them help other students, but I usually let them choose which if preferable to the child. I sometimes have them help for the specific reason tutoring assists a child in getting a better understanding of what they are teaching others about.
I agree however my problem is that the students will have the "smart" one in the group do all the work and they won't do it - the child who loves math will do it regardless because he/she likes to learn - but the others who want to rely on someone else to get an answer does that and doesn't try - so if someone has a good suggestion on how they work together and have them all accountable I would welcome it.
I used to hate differentiation, but now that I teach a self-contained spec ed class, I wish I had a regular class with just a few kids who needed more support. I tell you, it's much harder trying to meet the needs of 22 kids who all need intensive help all the time and usually aren't motivated to try themselves--even with an EA. The plus side, is now that I have seen both sides, I will have an easier time if I ever get back to having a regular classroom with a few special needs. I think the secret is to train kids to learn routines and go about them independently, and to not be afraid of having groups of kids working on different things at the same time. Of course, sometimes you just get groups that can't do that....
One of the reasons I value differentiation is for the very reason it allows all learners to progress. I don't stick to one particular style or grouping. It all depends on the goals we are trying to accomplish that day. If we are learning about weather patterns the reading/research portion could be done by ability grouping with the correct level of materials. These groups create an individual pneumonic device to grasp whatever goal was set (and can vary by group). For a mixed ability group lesson, they may need to explain what they comprehended with a product (poster, powerpoint, skit, etc...) with a guiding rubric (this needs to be slowly introduced from the first day of school so they know the routine and procedures. It can't just be a one shot lesson IMO). I find it incredibly time wasting for the higher students to be waiting - they can extend with complexity or depth. It is equally time wasting for the struggling students to sit there without a clue as what is going on - they can work in smaller steps, perhaps grouped together to build their confidence.
I have several students who require differentiation, and I teach first to the whole group, and then differentiate in small group. The kids who get it, get it right and who are able to spread the word are then sent forth to help their peers.
If you mean non-fiction text for the science and social studies curriculum, I would have to say most of it. It's hard to find leveled info on our state however, the science and basic social studies are aligned with the national standards by 3 different levels. I can also find leveled books in the grade below and above mine that are also separated in 3 different levels. It is National Geographic books, Time for Kids leveled reading mini books, and Comprehension toolkit materials. I spend the summer leveling the materials using Flynt Cooter's leveling guide so I can easily pull these throughout the year.
I share a portable with another fourth grade teacher and next year we will be switching to help with the problem. We are going to present the idea to the entire fourth grade team and hopefully they'll jump on board...If not, it'll be just our two classes. As a new teacher I struggled with this the entire year... I remember classes where we discussed differentiation and I realized it's so much easier said than done!!
Mrs. A The five of us on our team switch classes just for math. Some suggestions: 1. Get it done first thing in the morning so that the "time to switch" doesn't interrupt any other subject. 2. Have a minimal number of kids leaving your class. I have almost all of mine except for three. They range from average to gifted. Two who leave have very poor math skills and one just needs a smaller class size and a different approach. 3. Allow for a chance to regroup in the middle of year. We switched some kids around mid-year because of their need for a different placement. 4. Make sure you have the teacher who likes teaching gifted doing that and the one who likes teaching remedial doing that. Otherwise, there's some resentment. 5. Have faith in your team mate. Good luck.
Teacheraa At the begining of the year a had the same problem. i teach 3 years old and four years old and what i did. i seperated them in two groups by their age. my assistant and i take turn with the groups so they don't get bored. it work!!:thumb::thumb::lol:
One resource I have found really useful for the topic of working in groups is the cooperative learning material presented by Spencer Kagan. The books and workshops have really helped me make sure that when students are working together they are getting the most out of it. I would also agree with what has been said about using different groups for different reasons on different days. I think that one interesting thing I have learned about how we learn is that we often learn more by teaching than by reading or even doing. So mixed ability groupings can lead students who are excelling at a topic learn A LOT if they are getting the opportunity to teach. However, I also agree that we can't expect kids to always be the "expert" in their group. So I also agree that we need to give students varying difficulties of the same task rather than just more work.
This whole discussion is very interesting to me-- I've only just started student teaching first graders, and I have been noticing the different levels and how they are handled, or not. When I was in elementary school (I'm 36, so it was awhile ago...) we had different reading groups with different books, but here the material is the same for everyone. The ones who finish first can do independent work, but the group needs a lot of structure and supervision to avoid all h*ll breaking loose, and I can't imagine that working in groups would be feasible on more than just an occasional basis.
