-
Identify one or two ways you can, as Dr. Black says, “build a structure [in your classroom] that also has a level of flexibility.”
-
As I am getting ready to begin the second half of my student teaching, stepping into a second grade classroom, I am excited to work with groups of students rather than primarily on an individual basis. The nice thing is that the teacher I will be working with already has set in place one of the preferred methods for ensuring all students can learn. The general concepts for the lesson (primarily math/ELA) are given to the whole group and then the details and differentiated lessons happen in smaller groups of students who are at a similar understanding level. If an individual student needs some additional assistance, we will find a way to work with them. I have seen how this can be quite successful and am looking forward to a long-term observation and practice of this style of teaching.
I have also been a fan of providing options on how to complete an assessment (formative or summative) so that I can still evaluate what the student had learned yet allow them to show that in a way that is easiest for them.
-
When giving science tests, I usually give options for essay questions and allow students to select 1 or 2 instead of completing them all. As mentioned in a previous post, I recently assigned a persuasive writing paper in a science course and gave the students choices of topics to select from. I also provided a few articles for them to utilize, but they were welcome and encouraged to research their own.
-
I belive it all comes down to giving choice when you can. When we have required activities, I often let students choose which they would like to do first. If students request a certain activity, I try to find ways to incorporate that into a lesson in the coming weeks. When students are interested they are definitely more motivated to learn.
-
I basically have working lesson plans or unit plans wherein everything is flexible. Sometimes I adjust after a lesson sometimes during a lesson. However, I keep some basic principles the same. It is a constant cycle of revision and trial and research.
-
Giving options for assessment completion has worked but does require careful preparation of appropriate rubrics.
