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EDU 435: Learning and Diversity: Inclusive Classrooms
Catherine Whalen
November 10th, 2015
Examples of Differentiated Instruction Used During Practicum:
Spelling Groups:
In my grade one class there was a wide range of spellers and readers. There are some students
who are reading at a pre-K level, and others who are reading at a grade three level. To help
support such a wide variety of learners my classroom teacher created three different spelling
groups. Starting on Monday they would cut and sort their words by sound (and the teacher
myself or their classroom teacher) would show them the rule. On Tuesday they work on creating
sentences with their spelling words, and Wednesday/Thursday were practice days before the
spelling Test on Friday. While I dont like level ability groupings, in situations such as this it
makes sense. Those students reading at a grade three level need to be challenged, while those
reading at a Pre-K level need to be supported.
Scaffolding:
Brainstorming Before completing certain group and/or individual activities the class
would work together to brainstorm some ideas. We did this when working on a letter to a
crayon, a letter to the litter monster, classifying living and non-living things and making a
promise to the earth. This pre-activity thinking helped those students who would
normally sit at their spot insisting they were stuck. It also gave a chance for the higher
learners to share some of their ideas, which prompted other students thinking.
Think Alouds In some cases I found it beneficial to think out loud when beginning
an assignment. This prompted students thinking and/or gave them an idea of where to
begin and how to do it. Modelling my own thinking also helps students reflect on their
material in different ways more students should be reached, and hopefully make a deeper
connection with the material.
Think-Pair-Share: This is the first time Ive used think-pair-share, and I was impressed how
much it improved student responses. It gave those students who need that extra time to think
about a question a chance to do so. Then they were asked to talk to a partner which could
reaffirm or redirect that students thinking before sharing with the class. It also worked on
developing patience in those students who have a tendency to shout out the answer before other
students have had the chance to process the question.
Partner Work: It was an interesting phenomena that I witnessed in my classroom. When we
tried brainstorming as a class we would have a couple really good answers.and a couple not so
good ones. Students would struggle to focus. But when I placed students into partners then a
whole bunch of ideas came flowing forward and students became more engaged. I like partner
work for this reason, and because it gives students the chance to discuss their ideas and thoughts
with another person. Being social creatures this really helps our thinking. It also had the added
bonus of supporting those students who tend to hide during discussion time. They might not want
to share with the whole class, but they can share with a partner (who may then decide to share
with the whole class), and this allows them to get their ideas out.
Mixed Ability Group Work: By placing students in mixed ability groups you are supporting a
bunch of students at once. Those students who struggle are now being supported by those who
are stronger, and they get to hear the ideas of those learners which in turn may change their own
thinking. Those learners that are stronger now have to think about their thinking as they explain
their opinion. The ideas of a struggling learner may also challenge that of a stronger learner (and
vice versa) which again helps build those critical thinking skills.