KSA #5: DIFFERENTIATION
Teachers understand all students can learn, albeit at different rates
and in different ways
I strive to respond to differences by creating multiple learning paths for individuals and groups of students, including students with special learning needs.
DIFFERENTIATING PRODUCT - FAKEBOOK PROFILES
Online version
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Offline version |
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During the novel study unit Fish House Secrets in my ELA 10-2 class, students developed and updated character 'fakebook' profiles weekly to demonstrate their understanding of the novel's characters, plot, setting, themes, etc. They were also given the option of sharing their developing profiles with peers in small groups to gain feedback and different insights. After 3 weeks of reading, discussing, and engaging with the novel as a class, students submitted their final versions which included statuses. images, comments, videos, etc.
When I introduced this assignment to them on the first day, many of the ELL (English Language Learner) students found the online Fakebook tool very challenging to use. Furthermore, several of them had no experience with Facebook so to use a program that mimics its format, language, and conventions was very difficult and confusing.
I realized I needed to respond to learner differences immediately and create a different option for students who were not comfortable using the online fakebook tool. Using the program's template, I created a hard-copy version for students who preferred to write down their ideas (See image on the right above). Students who chose this option were still able to add images and videos by looking them up on the internet, printing/noting websites, and then attaching them to their profiles. While it was very interesting to have students shy away from technology in this instance, it was important to consider their learning preferences and provide another path for them to demonstrate their understanding.
Both the online and offline versions of this assignment enabled me to assess students' individual understandings of the novel since they had to put themselves in the characters' perspectives, retell the plot, and explain important themes.
When I introduced this assignment to them on the first day, many of the ELL (English Language Learner) students found the online Fakebook tool very challenging to use. Furthermore, several of them had no experience with Facebook so to use a program that mimics its format, language, and conventions was very difficult and confusing.
I realized I needed to respond to learner differences immediately and create a different option for students who were not comfortable using the online fakebook tool. Using the program's template, I created a hard-copy version for students who preferred to write down their ideas (See image on the right above). Students who chose this option were still able to add images and videos by looking them up on the internet, printing/noting websites, and then attaching them to their profiles. While it was very interesting to have students shy away from technology in this instance, it was important to consider their learning preferences and provide another path for them to demonstrate their understanding.
Both the online and offline versions of this assignment enabled me to assess students' individual understandings of the novel since they had to put themselves in the characters' perspectives, retell the plot, and explain important themes.
DIFFERENTIATING PROCESS - STAGE MAKEUP (DRAMA)
Mime/Clown Makeup (Lesson Plan) | |
File Size: | 61 kb |
File Type: | doc |
In the Drama 10-20-30 Unit, Technical Theatre: Stage Makeup, students engaged with abstract, character, and mime makeup. The images above are from the lesson on how to apply Mime/Clown Makeup (see Lesson Plan) where students were given different learning paths to demonstrate their understanding.
Students worked in groups and chose one of the following roles: Makeup artist, Makeup volunteer, or Makeup reporter. The makeup artist applied makeup on the volunteer who ensured they were meeting the makeup criteria from the shown video tutorial, while the makeup reporter created a step-by-step instructions write up of the process. These 3 roles were interchangeable among group members so each person had an opportunity to experiment and observe as they wished. By differentiating the learning process, students were able to meet the lesson's objectives through multiple paths.
In the final activity of this lesson, each group presented their makeup creations and explained the process using their write-ups before the class. This fostered a strong sense of pride and accountability over their work and I was able to assess students' performance through their presentations.
Students worked in groups and chose one of the following roles: Makeup artist, Makeup volunteer, or Makeup reporter. The makeup artist applied makeup on the volunteer who ensured they were meeting the makeup criteria from the shown video tutorial, while the makeup reporter created a step-by-step instructions write up of the process. These 3 roles were interchangeable among group members so each person had an opportunity to experiment and observe as they wished. By differentiating the learning process, students were able to meet the lesson's objectives through multiple paths.
In the final activity of this lesson, each group presented their makeup creations and explained the process using their write-ups before the class. This fostered a strong sense of pride and accountability over their work and I was able to assess students' performance through their presentations.