"It is unfair to have some children struggling with assignments that are too difficult, just as it is unfair to have some children waiting for something new to learn. Fairness means matching learning experiences to needs." Dr. Roberts
SCAFFOLDING AND DIFFERENTIATION
To establish a climate that fosters differentiation, we must first acknowledge that a classroom consists of multiple intelligences and learning styles. It starts with taking a close look at my philosophy of classroom management and maintaining a positive classroom climate. In addition, I should foster a climate that encourages team building, where students can take intellectual risks. Students are allowed to work in groups, or pairs. Even in Math, we debate current topics with the understanding that every student is allowed to express themselves with no judgment. Classroom expectations and behaviors are set from the very beginning. Each require practice and need to be taught and re-taught consistently during the year. Students that feel they are heard and respected tend to accomplish more in the classroom.
It is important to teach students that every student must make continuous progress no matter what their level of knowledge and skills. The environment should be conducive for students to become lifelong learners. In “Teacher’s Survival Guide”, written by Dr. Julia Roberts and Dr. Tracy Inman, the authors claim the most basic reason for differentiation, “The most basic reason to differentiate is that children differ. Because children are different in their readiness to learn specific content and skills, it is necessary to respond accordingly. Children of the same age who are in the same grade have a range of reading abilities, varied interests and experiences with the content being studied, and different levels of skills for thinking critically and creatively as well as in communicating via writing and speaking. Children seldom come to any class ready for learning at the identical rate and at the same level of complexity.”
The authors also say it is a matter of fairness, “it is unfair to have some children struggling with assignments that are too difficult, just as it is unfair to have some children waiting for something new to learn. Fairness means matching learning experiences to needs.”
Knowing the Learner
Differentiation:
Math Fellow takes 2 students to another room to work on same lesson plan that includes:
- one-to-one support
- sentence stems
- peer support
- leveled questions
- Differentiated concepts
SPED support (additional teacher) takes 1 student/day to work on same lesson plan that includes:
- One-to-One instruction
- Probing students during instruction and assessments.
- Assessing Students Knowledge based on daily lesson.
- Co-Teaching when appropriated based on providing students with content information.
Accommodations and Modifications:
Special Education and General Education teachers will work collaboratively to provide accommodations and modifications based on students' potential need during the delivery and assessment of the content material.
Student 1 – Ability level text, Check for understanding, Flexible setting/group, Extended time, Graphic organizer/learning tools, Flexible scheduling/breaks, Graphic organizer/learning tools, Preferential seating, Modify complexity of assignment, Use of calculator, and Use of manipulatives.
• Accommodations and modifications: Special Education and General Education teachers will work collaboratively to provide accommodations and modifications based on students’ potential need during the delivery of the content material.
Student 2- Check for understanding, Extended time, Graphic organizer/learning tools, Modify complexity of assignment, Preferential seating, Study guide, Use of calculator, Use of manipulatives, and Flexible scheduling/breaks.
Student 3- Extended time, Flexible scheduling/breaks, Flexible setting/group, Graphic organizer/learning tools, Oral testing, Read aloud/sign for directions, Read aloud/sign test items, and Use of calculator.
References included in the Professional Resources page