managing+Differentiation

Read chapter 5,"How to differentiate instruction in Mixed-Ability Classrooms". Discuss the 10 suggestions by answering the questions on this page? Please provide your initials next to your post.

Barb James, Cathy Dvorak, Amy Marcheski 1) What strategy would you like to learn more about? Why? Flexible grouping-We are expected to have flexible grouping daily and we need guidance on how to manage multiple groups and keep them on task.

//(Katy, Lindsay, Jill, Jayme, Brittany)// **Time differentiated activities for student success.** We want to learn more to help students manage their time and maintain focus on the task at hand. We want to find ways to keep challenge students engaged when they finish early, and keep lower level learners involved in learning activities for longer periods of time.

Amy, Jim, Jake, Nicole, Tori - **Have a strong rationale for differentiating instruction based on student readiness and interest.** We feel that it is very difficult to find time to learn about student interest. The elementary school day is crammed full and does not allow time to chat with students. We understand communication is important however there is not enough time for as much communication as parents would like. We encourage teachers to use a website or class newsletter to communicate with parents.

1) What strategy would you like to learn more about? Why? //(Katie, Lindsay, Jill, Jayme, Brittany)// **Time differentiated activities for student success.** We want to learn more to help students manage their time and maintain focus on the task at hand. (Kate) **Giving your students as much responsibility for their learning as possible.** What strategies can work with an inclusion class where the students are very limited in the tasks that they can do independently?

2) What areas of your concern about managing a differentiated classroom are not covered by the 10 suggestions? How to manage assessing?

Amy, Jim, Jake, Nicole, Tori - We feel that planning is not addressed. Elementary teachers are allowed one 45 minute planning period per day and 30 minutes before the school day to plan. This is not an adequate amount of time to plan meaningful lessons for all learning levels. Often times students are grouped into 2 or 3 groups that cover a wide range of ability. If time were more plentiful such as in a secondary school setting perhaps we could better meet our students needs.