(I'm posting this one early because I'm going out of town for Fall Break and I don't want to worry about it while I'm on vacation!)
Pages 120-162
Last week, we read pages 130-140 and 149-162, so really the only pages to be read this week are pages 120-129 and 141-148.
Pg. 120-129
These pages were full of organizers; graphic organizers, note taking organizers, evaluation/learning style organizers, flow charts, etc.
The learning menu seems like it is a type of tiering, but I’m not quite sure if it is or not. On the “menu” the students have one ‘main course’ assignment that everyone has to do, but then there are a few different ‘side dishes’ that the students can choose from. Because the ‘main course’ is the same for all of the students I would say that this idea is not quite tiering. But it would be helpful to have the different ‘side dishes’ because the students can choose an assignment on their level.
Pg. 141-148
Complex Instruction was a little harder for me to follow. I think the basic idea is that in groups the students were given a task to complete. Then after all the groups were done, they shared with the rest of the class what they had learned. This could be tierable because the teacher can put the students into groups that their task fits their learning level. This is a good way to teach a lot of information in a limited amount of time!
1 comment:
Great responses on these strategies. Hopefully, you now see that the menu is a wonderful structure for including several opportunities for all kinds of differentiation. You can easily tier the main course, with either the materials you offer to support the different levels of learners, or by tiering some portion of the actual tasks. Then, of course, the choice of a side dish is differentiating a process or product (or even the content) for interest. Desserts could be tasks differentiated for learning profile. You summarized complex instruction well... it IS complicated... but allows for all kinds of differentiation, yet covers a broad topic well.
Post a Comment