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I really liked the Project Based Learning ideas that the music teacher Aileen was talking about. It makes it more meaningful to students when they know they are going to use something in the real world. It made me think about how I could use those ideas in my classroom. I don't know how yet, but...

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Station 3- 3 Ways To Differentiate in Project-Based Learning

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Station 3- 3 Ways To Differentiate in Project-Based Learning

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I really liked how the article delineated the difference between intuitive and intentional differentiation. I also appreciated the focus on formative checkpoints and fostering student voices.

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Our group had a great discussion about differentiation. For me, two critical pieces in order for this practice to be successful is to determine who and what needs differentiation. There is always going to be the debate of whether or not this practice is successful.

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My "tried and true" differentiation strategy --- Tiered questions that lead to deeper critical thinking.

Often times students offer the answer that is simply surface level...and struggle with getting to the deeper information, or "reading between the lines"....so tiered questions:
Example: Using "American Names" by Tony Johnston..
1-a [simple and explicit] What happened to Arturo when he arrived at his new school? (His teacher changed his name).

1-b [ digging deeper - inferences] How did Arturo react to this and how did this challenge your prediction? Why do you think he reacted this way? (He was surprisingly okay with the change; I thought he would have been upset).

1-c [Abstract applications/ connections] - What are the positive and negative effects of having his name changed? Will changing his name change who he is, how others see him, or  how he sees himself? Why do you think the teacher changes the names of her students? How do you think this would affect students today, in your class, if it happened here?

Each layer digs a bit deeper. This is applicable for any content or any topic.

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I read several of the articles providing low prep differentiation strategies for all students and found comfort in the fact that I am already doing so many of those things. I often feel overwhelmed with differentiation because I have always thought of it as something that required a lot of extra work and a lot of small groups, etc when in reality it can be something as simple as changing how a question is worded to meet a student's ability. I think my next challenge is to do more of these things more consciously and not just accidentally.

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I enjoyed the three new things for the year. This gave me the opportunity to see that my brain is working.

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With so many strategies, it doesn't have to be time consuming or rocket science to differentiate. It may not be as obvious as splitting into groups. The sentence starter idea is simply a way to get students thinking...everyone will think on different levels. Using this practice regularly would make this "taking time to think" second nature in the class. I am very limited on the time I have with students but I can always take a minute to allow time for this. 

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With so many strategies, it doesn't have to be time consuming or rocket science to differentiate. It may not be as obvious as splitting into groups. The sentence starter idea is simply a way to get students thinking...everyone will think on different levels. Using this practice regularly would make this "taking time to think" second nature in the class. I am very limited on the time I have with students but I can always take a minute to allow time for this. 

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I really like the PBL assessment checkpoints where teachers keep informed of how students are doing. This would be a great way to let EL teachers know who needs more support and what kind of support they need.

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I read "8 Strategies to Help Students Ask Great Questions."  I was fascinated by the TeachThought Learning Taxonomy that frames student thinking about a concept into six categories: interdependence, (compare/contrast) self (personal reaction and experience), whole (micro- and macro-detail), parts, function (traditional and nontraditional application), and abstraction (similar to Bloom's evaluation). As tempting as it would be to  just use this to create better teacher questions, prompting students to ask better questions could help direct them to become more inquisitive learners. 

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I read "8 Strategies to Help Students Ask Great Questions."  I was fascinated by the TeachThought Learning Taxonomy that frames student thinking about a concept into six categories: interdependence, (compare/contrast) self (personal reaction and experience), whole (micro- and macro-detail), parts, function (traditional and nontraditional application), and abstraction (similar to Bloom's evaluation). As tempting as it would be to  just use this to create better teacher questions, prompting students to ask better questions could help direct them to become more inquisitive learners. 

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HyperDocs provide a great opportunity for teachers to design lessons in which students can move through the content at their own pace and teachers are free to support individual students as needed.  It also offers students the chance to access the content through a variety of modes.

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I am enjoying the site on how to teach/encourage students to ask their own questions. I feel as though I/we spend a lot of time gauging comprehension through MY/OUR questions, but how often to we have students creating the questions that should be answered?

Additionally, I am bookmarking the site on differentiating for higher functioning learners because I feel as though there is always this inherent focus on differentiating for the struggling learner...and sometimes I/we forget that it goes the other way too...our higher functioning learners need things differentiated to challenge them as well.

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I really like the PBL assessment checkpoints where teachers keep informed of how students are doing. This would be a great way to let EL teachers know who needs more support and what kind of suppor tthey need.

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I learned about HyperDocs. I did not know that that's what they were called. I like the idea of having students choose where they start, or creating a playlist where they can go at their own pace. Not only does it give students independence, it also integrates technology and they are learning how to navigate the HyperDoc and explore the links, something that they can use outside of school.

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I really liked being able to choose one of the videos that interested me the most. This gives me some ideas! Thanks Sherri

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Reading the chart titled Low and High Prep Differentiation Strategies was both encouraging and exciting. Over the years I have grown quite comfortable with a number of low prep strategies, while high prep strategies often seem daunting. The chart offered numerous high prep strategies that are manageable and useful.

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Small groups are still relevant to help struggling learners.

It's important to find a way to check in with students to see what they need and how they are doing during a PBL or even just for content mastery.

We, as teachers, are still holding students to a higher standard with differentiation.

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I like the idea of picking one strategy per year and working to refine it. Taking on too much at a time will cause most of it to fail and you to be frustrated. Refining a strategy over a year will be more doable and increase effectiveness tremendously.

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What's your most successful differentiation strategy?