Chapter 14 "Grading in a Differentiated Classroom"

Grades. This one word can conjure up feelings of excitement, frustration, or depression. It seems that most students already have an idea of how he/she ranks academically within a classroom setting. They also are aware of Who makes the "best" grades and who struggles. Parents, too, either stress over their child making "below average" grades & how many "A's" OR they seem to not show much interest either way.


How should grades really be used, other than to label someone a success, just average, or a failure?
I believe grades should provide feedback about student's understanding.
They should reflect the student's ability to correctly use their acquired knowledge.
They should come from a variety of examples from the student.
Grades should show growth made and reflect progress made from a stimulating and appropriately challenging environment.
Grades should come from meaningful experiences for the student.


I love the idea of combining traditional letter grades with and additional piece of information!
The A - 1, A - 2, A - 3 along with using a portfolio of the student's work would be a better representation of the Whole Student (successes and struggles, work to take pride in and work to improve on). This gives the parents a clearer picture of where their child is on their educational journey.
 
Ok, so students are all working at different paces and levels. Now we have a new dilemma! What do you do about grades? Chapter 14 provides you with four approaches to this problem that have proven to be useful.  After reading the chapter, please select one of the following topics to address on your blog.

1. Generate a list of descriptors for how you feel grades should be used. How can you get closer to that in your classroom? What do you feel the effects would be if you were able to achieve your ideal?

Chapter 13 "Differentiating Products"

At the end of our Texas unit, I like to have each student create a book that includes what they have learned from our study. For most students this is more a non-fiction re-telling of what was covered together in class. For the more advanced learners in the class, I have them create a story which includes both Texas facts from our class study AND other Texas facts that the students must research. All student books must include illustrations, maps, and graphs. We decide together and create a Rubric for what is to be expected in each book.
Throughout the week (sometimes it takes longer than just one week) I act as Chief Editor. Every student is allowed to help edit their peer's book, per request. This allows for both collaboration and for individual expression. Once finished, the students may read their own book to their Reading Buddy (from another class). These books are then kept in the classroom so they can be enjoyed by peers during DEAR time. 

 
How can we provide students the opportunity to directly "own" the curriculum?  Chapter 13 explains how providing ways for students to share what they have learned, through differentiated products, can be highly motivating to students.  Please select one of the options below to address on your blog:

1. Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines?

Chapter 12 "Differentiating Process"

One example is from teaching place value in Math. Group students according to readiness. Using 5 dice per group and one score sheet (four different versions: 3- digit numbers, 4-digit numbers, 6-digit numbers, and decimals) per student. Students take turns rolling the dice (up to 2 times) and fill in their score card with the number rolled on their turn. Continue taking turns until each player has filled in all 9 category boxes (with either a number or X). For each category, the goal is to create the greatest number possible. One category must be filled in on each turn, and in any order. If a number rolled during a turn cannot be entered for any category, an X must be placed beside any open category. Once a category has either a number or X, it can not be changed later during the game.


After each student has filled in all 9 categories on his/her score sheet with a number or X, it is time for the students to compare their score sheets. Students start by comparing the number they filled in for the first category. An X in any category counts as 0. The student with the greatest number written circles that category on his/her score sheet and receives 1 point. If there is a tie, both students receive the point. I like to make students read their number aloud correctly. If they do not read it correctly, they cannot receive the point, even if their number is the greatest. Students repeat the same for all 9 categories. The student with the greatest number of points is the winner! If there is a tie, the students can have one final roll to see who rolls the largest number. 




Chapter 12 discusses how to help students make sense of their learning. After reading the chapter, please respond to one of the following:

1. Share a scenario from your classroom which, like the examples in the chapter, show how you differentiate (or might differentiate) process based on student readiness, interest, and/or learning profile.

Chapter 11 "Differentiating Content"

Here is what I have found when differentiating with Spelling. Love it!
It's a Spelling Homework Contract & Menu of different activities the students choose from to earn points towards their Spelling grade each week.
It is self-paced (have all week to complete for each new spelling list).
It allows for students to complete spelling tasks that are interesting to them.
Students may turn in as many completed tasks as they wish.
Each activity (or task) has an assigned point value.
Teacher assigns each student a minimum point value total they must work towards by the end of the week.


I also give a Pre-test at the beginning of the week. For students who already have mastered these words, I assign a different, more challenging word list for them to work on for the final test at the end of the week.


 Chapter 11 provides strategies for differentiating what we teach or what we want them to learn - Content.  Please respond to one of the following:

1. The chapter offers several instructional strategies for differentiating content. Which of these might you use (and when) to enhance learning for your gifted students? What other strategies for differentiating content might you add to the list?

Chapter 10 "The How To's of Planning Lessons Differentiating by Learning Profile"

The Learning Profile Questionnaire: How Do You Like to Learn? is a great tool to use at the beginning of the year (and maybe again in the middle of the year to allow students to reflect on their learning preferences from their experience so far during the first half of the year).
The Interest Questionnaire: What Do You Want to Learn About ____? & What Can You Tell Us About ____? is similar to using a KWL Chart. I think that after having a class discussion and making a class KWL Chart, I would then have the students fill out individual questionnaires. Then use what I have learned from both the KWL chart and questionnaires to guide my planning for units of study.
The Learning Profile and the Interest Questionnaire both will help tailor my large group instruction, small group assignments, individual reinforcement, and final assessment of learning accomplishment.


 
In Chapter 10 you will choose one of the following to discuss on your blog.

1. In what ways might you use or adapt the assessment idea reflected in Figure 10.5?

Chapter 9 "The How To's of Planning Lessons Differentiated by Interest"

I love the Literature Circles idea for different Social Studies and Science units we cover throughout the school year. Each student is allowed to choose a book (on their reading comprehension level) to do their own research of choice from within the unit of study. Then each student will present what they have learned to either a small group of similar interests, or to the whole class.
WebQuests would be a great way for students to further their chosen research.


Both of these strategies would also be a good fit within a reading unit. Students would choose different books based on a similar fairy tale, or story line. They would enjoy sharing with the rest of the class some sort of re-telling from their chosen book.





 In Chapter 9 you will look at eight instructional strategies that invite students to link their interest with the requirements of the curriculum.  In what specific ways might you use one or more of these strategies to draw on student interest in your classroom?

Chapter 8 "The How To's of Planning Lessons Differentiated by Readiness"

 Off-task behavior, boredom, finishing too quickly, messy work, incomplete work, poor attitudes, and disinterest are just a few indicators displayed by students who are not assigned tasks at their appropriate readiness level. Over time these repeated indicators can/will develop students who have become detached from their learning environment.


LOVE the Equalizer! What a great way to remember how to adapt lesson planning!


When teaching about money, a great way to go beyond the concrete to abstract is to allow for students to research money from different countries, learn about their denominations, and how it relates to money here from the U.S. (the exchange rate).
  


Chapter 8 looks at how we can move from "I put them in groups I think will work" to purposeful differentiation that provides students more appropriate learning experiences.

Please discuss what indicators varied students give when tasks are not appropriate for their readiness level? What are implications for students when tasks consistently under-challenge them in regard to days, weeks, months, and years?

Think about an activity you use in your classroom. Using "The Equalizer" Fig. 8.1, move the activity along one or more of the continua and discuss how you could make it more abstract than the original activity?

Chapter 7 "Preparing Students and Parents for a Differentiated Classroom"

"Successful partnering between teacher and parents is based on proactive communication."
The beginning of the school year is the time to initiate positive dialogue with parents and students. I really like from this chapter the way Mr. Wade uses different developmental accomplishments of early childhood to illustrate that every student will also be at different academic stages of accomplishment. This is a of taping into Parents and Students prior knowledge and experience to parallel it to what will occur throughout the school year.


I think another way to help parents understand why their child has "more challenging work" is to look at sports or other physical activity. The only way to improve one's ability is to continue to work hard and train under a level slightly more advanced. In sports, the best way to improve your "game performance" is to play someone who is "better than yourself." This parallels the academic growth in school. For a student to improve their current proficiency level, they must be involved with assignments that are just above their comfort zone. The teacher must also provide "a support system that leads to success and growth."


Its my job to help the parents and the students set goals for the school year. We work together to re-evaluate these goals throughout the year. We set new goals based on each student's progress as needed. Through "reaching an attainable goal" the focus is no longer on "this work is too hard." Now the focus becomes "How Can I Improve!"  

Chapter 7 looks at the reasons why some parents and students might be uncomfortable with students not all working at the same level and pace. 

Using the suggestions in the chapter as a starting point, on your blog post how would you address the advanced student and their parent(s) about the reasons you are providing the student with more challenging work than other students are having to complete?

Chapter 6 "Strategies for Managing a Differentiated Classroom"

#4 - "Anchor Activities"
Having self-directed tasks for the student to work on is so important when trying to work with a small sub-set of the students in the classroom. I love to use journaling, AR reading, spelling practice and math manipulatives when I have the class split into just two groups. I have never tried to get two thirds of the class to work on two different content-based tasks before!!! :-)


#8 - Options if students need help when Teacher is busy
LOVE the idea of having "Expert(s) of the Day" as a student job!!! I wonder if creating a Rubric for the Expert(s) to use when assisting fellow students would be useful in staying consistent with instruction and encourage studious behavior. 


#14 - Plan for "Quick Finishers"
Rubrics would be great here for students to self-assess their work before turning it in and declaring "All Finished with my work." Several ideas to illustrate "knock your socks off" come to mind: making a Knock Your Socks Off bulletin board listing what qualifies, brainstorm with students what characteristics of "finished work" qualifies.


 Chapter 6 provides 17 strategies that you can use to successfully meet the different instructional needs of your students. Please read the chapter and post to your blog.

Discuss at least 3 of the 17 management strategies that you could implement in your classroom that would help you manage the many needs of your students.

Chapter 5 "A Look Inside Some Differentiated Classrooms"

Compacting is a strategy that I have observed with the school my son attends. I really like how students who are ready to move forward or go deeper with their learning are allowed to pre-test out of unnecessary drill and practice. They instead spend their time in enriched or accelerated study. Their work and new knowledge may then be presented to the rest of the class.
The students in compacting groups change throughout the school year, and are different with each subject (i.e. Spelling, Math, Science, & Social Studies).
This method encourages all students to do their best each day. I would like to implement this strategy in my teaching. 



Chapter 5 shows us that there is no one "right" way to differentiate, by giving several examples of how it might look in different grades and content areas.

In this post, please discuss the next logical and feasible step for you to take in crafting your classroom to be more effective in addressing the needs of academically diverse learners.

Chapter 4 "The Learning Environment in a Differentiated Classroom"

At the beginning of the school year, I like to read the book HOORAY for Diffendoofer Day! by Dr. Seuss. This book is a great way to begin a discussion about how everyone is different, teachers and students. The students then create a self portrait and write a paragraph that tells 3-5 facts about themselves. Afterwards, we take turns, each student sharing their picture and paragraph.


Next, I ask the students to remember a time when they got hurt. Then I call up one student at a time to come share what and/or where they hurt. As the students share with me (& and the rest of the class) I place a Band-Aid on the back of their right hand. I do this no matter what each student tells me. Every student gets a Band-Aid except for the last one. I share with that student that I don't have any for him/her. We discuss "why do you think I gave almost everyone a Band-Aid? - on the same spot for each hand? Did the Band-Aid help anyone feel better? Would it help if you had a headache or broken bone?" Afterwards, I introduce "Differentiation" and we discuss how each student has different learning needs. Throughout this school year some students will need to meet in small groups, other students will need to work with a partner, and other students will need to meet with the teacher one-on-one. There are students who leave the classroom to meet with other teachers to get the help they need. I wrap up our discussion by asking the student who did not receive a Band-Aid how he/she felt when I did not have one to give them. Usually, the feeling expressed is he/she felt left out and confused. Viola! It just so happens that I find "one more" Band-Aid for that student. :-) Then I further elaborate to the class how we don't want to behave in ways that might take needed help away from each other. We even make a list of different ways to "help" make sure that we help our classmates throughout the year!


These two lessons are a fun, and engaging way to help the students learn that each one is unique and has different needs to achieve academic growth and success.


One challenge I have dealt with throughout my teaching experience is keeping all students on task to be "contributing members of a group." I really like the Teacher Checklist for Group Work in Figure 4.2 page 24.  This is a great tool to assess what is to be expected from the students. Involving the students to help set goals and reflect on problem solving before the task and problems begin will allow for the students to resolve their own conflicts while working in groups together.





Chapter 4 looks at the importance of creating a classroom that supports diverse learners.

Please discuss how you would help students move from defining "fair" as treating everyone alike to defining it as making sure everyone gets what he or she needs to grow and succeed? What challenges might you face along the way? How would you address them?

Chapter 3 "The Role of the Teacher in the Differentiated Classroom"

Each school year begins with a vast amount of knowledge that teachers must instill to their students. It is easy to feel the need to just go through the checklist of subjects and skills without really making a meaningful learning experience for the students.


When "covering information" becomes the driving goal in a classroom, the students get "left behind." Without somehow assessing the student readiness before launching into new topics, the teacher is unaware of any important gaps in the student's background knowledge that is necessary for understanding and retaining information. Or students who are ready to "go deeper" are not challenged. Another problem could be that students might become disinterested in learning with the same approach each and every time, not allowing their "own" ideas to be explored. Finally, without a variety of ways for the students to express what they have learned, it might come across as if the students have not understood and/or retained the "covered information."


Skills I am most comfortable in my teaching:
*scrounging for a wide range of materials
*hunting for insights about individuals
*peeling back first impressions, looking beyond actions, erasing stereotypes
*organizing materials and space
*giving directions
*teaching for success
*building a sense of community in the classroom


Least comfortable with:
*sharing responsibility for teaching and learning with students, ensuring that students are prepared for the shared roles
*keeping track of student proximity to and growth toward personal and group benchmarks




Chapter 3 addresses ways teachers can lead a differentiated classroom. After reading the chapter please address the following in your post:

• When "covering information" becomes the driving goal in a classroom, what happens to learners' needs? Why?
• The chapter lists 17 skills of learning to differentiate instruction. With which of these are you most comfortable in your teaching? With which are you least comfortable?

Chapter 2 "The Rationale for Differentiated Instruction"

Students come to our school disengaged for a variety of reasons.  Just like the examples listed in this chapter, our students are preoccupied with disheveled home lives, learning disabilities, bored and not given enough of an intellectual challenge, language barriers, social and emotional struggles and/or they express their frustration by displaying poor behavior. Teachers here work hard to create personal relationships with their students and caregivers of their students. By keeping the door of communication open the teachers understand the students needs better and the students feel they have an ally to guide their educational journey.
Our school has implemented the "Leader in Me" program. This gives the students important, universal "tools" to meet personal and academic goals. The teachers at our school use the same terminology from "Leader in Me" (the 7 Habits) to promote the idea that "every child is capable. We set Goals: for the whole school, for each classroom, and for each student. The goals are assessed through out the school year and either adjusted or new goals are created according to teacher's and student's reflection. We have teachers who offer tutorial time before and after school. We have incentive programs to encourage both advanced and struggling learners like the 1,000,000 Word Reader and individual AR classroom reward systems. Each grade level assigns special projects to further the depth of study of a subject and to allow for individual creativity. These projects are then put on display for all the student body to observe and appreciate. These are just a few examples of what we do in effort to engage all our "learners."


I remember one year I had a student who was not engaged in the learning process at school. I scheduled a conference with his parents. This proved to be most valuable in my ability to connect with this child. Both the parents and I created a list of ways to help their child be successful in his academic environment. This student went from struggling and uninterested to excelling and desiring to learn more! From the Parent / Teacher conference, we uncovered a child who really was an advanced learner and a teacher who was willing to re-think how to engage more students.
I think the book does a good job addressing ways to effectively work with disengaged learners (whether advanced or struggling). I really like "The most effective teachers spend a career meticulously cultivating their appreciation for children not so easy for them to automatically embrace, while continuing to draw energy from those student whom they more automatically find delightful."  -pg. 15







Chapter 2 states that we cannot reach those students whose minds we don't engage. Discuss who are the students in your classroom/school that remain frequently disengaged? What efforts in your classroom/school are consistently made to engage these learners?
In what ways does your experience affirm or refute the possible pitfalls of advanced learners in schools? What advice would you add to the chapter's suggestions for working effectively with these students?