summer school session II and differentiated instruction
Author: kontan // Category: Education, RamblingsYesterday was the start of summer session II. Really good day. I have 11 students this term. Eight have taken my class once before. This time they are working diligently to pass. I’m doing more of the differentiated instruction strategies. Call it practice for the upcoming year. I do these often, but get away from them for some reason. I don’t know why. I guess it is the going back to the familiar. DI strategies are not difficult, but they do require planning. If you have no idea what I am talking about, here is a site that explains more about differentiated instruction. Quick summary…Differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Many activities are centered around peer to peer instruction. What I found yesterday is that some students have a difficult time being creative in their approach to learning information. The old way obviously didn’t work for them, but they are not willing to give it up. (Much like me not continuing DI strategies on a regular basis.) I am requiring that all students use the combined method (or Cornell method) of note-taking where they divide the paper with a small column on the left and a larger column on the right. At the bottom of the page is a box for summarizing the days notes. The left column is used for terms, topics, and header thoughts. The right column is used for supplemental information explaining the topic. A few people complain that it is a waste of paper. I can see why they say this, it does use more paper. However, I took five small pieces of paper. Four yellow and one white. I scrunched them into little balls then chose a student to help with this example. I told the student that he was to catch only the white ball. Sure no problem he thought. When I threw the five balls of paper at him he had trouble distinguishing which ball was which and couldn’t catch any of them. When I threw them individually he was able to catch the white ball of paper. Whether this was the best method of getting my point across or not, it seem to make sense to them. Your brain deals better when the information is clear, concise, and not jumbled together. I’m hoping to keep them consistently organized and maybe it will stick. Jumping thoughts again, I tend to do that, yesterday I had them teach each other five counties of their assigned district. They could teach them any way they wanted. The more creative students were the better their group did on their counties in that section. Individually the students did very well in their assigned section and not as well in the others. We’re going to talk about that today and how they chose to learn their five counties. It is important for me to help them figure out how they learn. I’m going on a net hunt for a test that helps one figure out their learning style. I am mostly visual, but the more styles you include the better I do.
Below I have listed several sites that further explain differentiated instruction and strategies. I really haven’t found that truly-spectacular-everyone-must-check-it-out site yet. If you know what it is, please share…have a great day!





