-
Identify one or two ways you can, as Dr. Black says, “build a structure [in your classroom] that also has a level of flexibility.”
-
Flexibility refers to incorporating Universal Design in Learning and allowing flexibility in some areas while still maintaining mastery
-
We can have rules and a timeline for the course period. However, when students are finishing quickly, we should move on. Or if students are struggling, we will slow down or toss something that doesn’t need to be done.
-
Make sure that we have a plan, but also be ready to change that plan.
-
Because my school uses Abeka curriculum, there is structure in place as lessons are prescribed. However, I like to mix things up a bit and not just complete worksheets, incorporating games, drama, projects and art into the lessons as possible. For example, in a lesson on shapes and geometry, we studied some abstract art work and created our own to show understanding of concentric circles and patterns. (2nd grade level).
Though we have a regular schedule of lessons each day, at times the specific lessons are anything but “regular” as we venture outdoors to gather specimens of leaves or to observe the sun or clouds. Variety can be sprinkled into scheduled lessons, but too much change and variety keeps students from feeling settled and knowing what to expect and what to do. Younger children especially feel more secure in an environment where there are boundaries and expectations are clear.
-
I believe that we have gone back to catering to each child’s needs as we have so many ability groupings in ELA and in math, which force us to adapt the way we teach each group based on their skill sets.
