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Strategies and Activities

Page history last edited by Karen Rojem 14 years ago

Step #3: Strategies & Activities

 

We found that it is important to take into consideration how a student can demonstrate to their teacher what they know on any given learning outcome.  If every student is different it is a good idea to consider different ways to express their knowledge.

 

Verna Eaton's article has a great chart of various ways or methods of student practise (click on her name to access article)

 

Give students opportunities to:

  • make choices
  • use visual materials/hands-on activities
    • make a collage
    • make a diorama
  • oral activities
    • listen to & engage in group discussions
    • partner talk (A-B partners) 
    • give oral responses
    • do a tableau to present written responses
    •  listen to audio materials (i.e. books on tape, video demonstration on the internet)
  • co-construct (i.e. share in the planning by creating a rubric together)
  • work at their level
  • work at their own speed

 

Steps for Tiering a Lesson 

(taken from: The Differentiated Math Classroom by Miki Murray (p. 130, figure 7.5)] 

 

  1. Identify the learning outcome
  2. Identify the big idea, key concept or generalization
  3. Determine the necessary background - prior knowledge, scaffolding needs
  4. Determine what to tier: content, process, and/or product
  5. Determine whether to tier for readiness, learning style, interest and so on
  6. Determine the number of tiers you need
  7. Develop a formative and summative assessment plan

 

Differentiation of Homework Tasks

The question of planning for assigning homework needs as much care and attention as does the planning for our lessons.

 

The excerpts below are quoted directly from the Afterword in Cathy Vatterott's Rethinking Homework: Best Practices that Support Diverse Needs (2009):

 

"At its best, homework in reasonable amounts can support and enhance learning, providing feedback to teachers about learning, allow students to practice skills and deepen their knowledge, and instill confidence within students when they successfully complete tasks on their own. But at its worst, homework may widen the achievement gap, and may unfairly discriminate students who are unable to work at home.  At its worst, homework may dampen student enthusiasm and love of learning and may lead to frustration and feelings of incompetence. When homework is excessive, it may compromise the healthy balance between work, play, and down-time that all children need." (pg. 158-159)

 

She goes on to state that:

 

"To implement homework equitably, we must do the following:

  • Assign reasonable amounts of homework
  • Differentiate homework for individual needs
  • Be sensitive about the limitations of the home environment.
  • Accept that not all students can or will work at home.
  • Remove failure as an option by minimizing or eliminating the grading of homework.
  • Establish school-sponsored support programs. ..."

                                                         (pg. 159-160)

 

Resources cited:

Murray, M. & Jorgenson, J. (2007).  The differentiated math classroom - a guide for teachers K-8.  Portsmouth, NH: Heinemann.

Vatterott, C. (2009) Rethinking homework: Best practices that support diverse needs.  Alexandria, VA: ASCD.

 

 

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