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Identify one or two ways you can, as Dr. Black says, “build a structure [in your classroom] that also has a level of flexibility.”
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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.
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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.
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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.
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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.
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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.