Deborah Bova approached a thorny topic when she suggested that in
a heterogeneous classroom, lower-performing students might meet learning
standards at the expense of the higher-end students in the class. The conversation
led to ideas about differentiating instruction and working with students
of different abilities and achievement levels in the same classroom.
Tomorrow is my last day as a publications teacher. I am going to a two-member
team to re-teach the group of kids who are the next to the lowest of all
of our kids...ISTEP (Indiana state assessment) test wise. I have just finished
a project on civil rights ...having my students write a children's civil
rights story. I am awed by what my lower level kids were able to produce.
I gave them a lot of instruction and support and teaching and leading and
models of excellence--- and they accomplished terrific things.
There were some higher-level kids in the class and they did even better.
But the higher level kids did not get what they needed from me.... the extra
that would have pushed them to an extremely high level.
I think we need to remember that the exceptionally bright are being left
to survive without the attention that the lower level kids get. In our system,
our lower kids achieve beyond the expected levels commensurate with their
abilities. Our gifted kids do not achieve at the same differential.
It is time to work with kids in ability groups, for the bright need the
time that we have given to the lower levels. And the lower levels need to
be held to the standards that represent a raised bar. We need to model and
display exceptional products that demonstrate a higher level of achievement
when we begin any work with the lower kids... and we should expect them
to achieve -- it is my experience that they will live up to our expectations
if they are "taught"-- not work-sheeted to death. (Sorry, I hope
I am not stepping or stomping on toes.)
- Deborah
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John wondered how schools could meet everyone's potential without resorting
to sorting and labeling.
I think my question would be: Are there only two groups? Gifted and
Lower?
What I see happen so often is that so-called "ability grouping"
evolves pretty quickly into sorting along class lines, racial lines, socio-economic
lines, etc. Middle class parents push to have their kids in the high levels,
whether they meet a high standard of "giftedness" or not. Schools
began to create a tier for these kids. "Near gifted," I guess.
Maybe "socially advantaged" would be more accurate. Before long,
you can look like one of those high schools with five or six "ability"
levels.
How do we meet everyone's potential and also prevent the sorting and labeling?
This is the debate loop that we don't seem to be able to break out of.
- John
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Kelly described how she tended to the needs of high-end students within
a regular classroom setting.
The gifted students in our school have their own language arts class,
so they are being served. However, I do have high-level students in my classes
that I know are sometimes bored with some of the lessons, because they have
already mastered the material. I do think that sometimes this problem can
be addressed in the actual writing and reading they do. In the workshop
format, I can conference individually with students, and have the more talented
work on higher-level skills. I try, not always successfully, to have each
student work on the areas that they are ready for at their level. I do hope
that with continued effort on my part, I can meet each student where they
are.
My other fear, something that has been suggested, is that I alter my curriculum
for the lower learners to a "skill and drill" approach - more
time in the computer lab, more grammar and basic writing worksheets, and
I am pretty convinced that that is not the way to go with them. I've had
some pretty good success putting them right into the workshop format, and
teaching the other skills through the writing. I don't know; does this sound
workable?
- Kelly
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Naomi agreed with Kelly.
I think that mixed ability grouping is the way to go. In the Language
Arts class the reading and writing workshops allow each student to read
and write at their own level. Really advanced readers can read books that
even "gifted" classes wouldn't read. For instance, one of our
7th graders read Death of a Salesman by Arthur Miller. Individual
conferencing guarantees we meet the needs of all students.
- Naomi
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Deb advocated the use of project-based learning.
I always found that project-based learning allowed for the differentiation
of material, which provided stimulation for all. PBL also allows students
who might struggle in one area to strut their stuff in another when working
with a group.
- Deb
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Kelly,
Is there any way to do some basic differentiation such as tiered journal
writing developed from Bloom's taxonomy. I am thinking about a post from
another list something that I have done before but not recently. All of
the kids maybe working from the same text but the individual work they do
is at a level they can handle but that also has them pushing the envelope.
For example, We are all reading and discussing Shipwrecked at the Bottom
of the World. Different kids could have different prompts to respond
to.
1. List the supplies that Shackleton had on board (knowledge)
2. Explain the importance of the Antarctic convergence to wildlife
(comprehension)
3.Describe Shackleton as a leader. Use evidence from the book
(evaluation or maybe synthesis)
I have done this in two different ways. I have given all of the students
the same list and said to some, please do 1& 2 then ask others to do
1-4
I have also assigned one prompt to each student. The prompt I assign the
student could handle but also be a bit of a challenge. This way all of the
students are expected to think at the higher levels. They bar is raised
for all the students not just the top level students.
Kathy from VT
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Anne added to Kathy's thoughts.
I love Kathy's approach to trying to challenge all of her students.
Kathy mentioned asking kids to respond to different writing prompts as a
way of differentiating instruction for students of different academic levels.
I have an additional thought as well . . .
I think most kids can do some work at all levels of Bloom's taxonomy. Let's
say that Kathy decides to use these same questions (listed in her email)
to focus on thinking skills. In that case, she could let each student choose
a method of answering all three questions.
For example, the last question (3.) Describe Shackleton as a leader.
Use evidence from the book could be used with all kids to stretch their
brains if they had a choice between - say - a traditional written essay,
writing this as a job application from Shackleton, an obituary, a comic
strip depicting him as a leader is some situations, giving a live "news
report" on Shackleton as the winner of a leadership award, or even
something as simple as drawing a picture of Shackleton with words that describe
him as a leader written graffiti-style across the picture.
Even in the simplest case, the students have to synthesize the information
to draw conclusions about his leadership characteristics, so they're engaged
in developing their thinking power.
Teaching provides such exciting and mind-boggling opportunities to "grow"
each generation of learners.
- Anne
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Basing her point of view on experiences from her school, Anne suggested
raising the expectation level for all of students by trying to meet the
needs of the gifted.
I read a research synthesis on gifted kids during some college coursework
a few years ago that bears out Deborah's observations. The synthesis determined
that gifted kids have less "actual learning time" in class than
any other group. Some classes go by without the most capable students learning
anything new or being stimulated and challenged in the least. As a result,
we may be losing some of our brightest minds.
Now, that is an interesting perspective. I think that there are probably
arguments to be made on both sides of the ability grouping issue. In the
best of all possible worlds, grouping by "ability" might work.
However, the way ability grouping (aka tracking) has been used in our schools
in the past - to divide kids along racial and socioeconomic lines - has
been a horror.
Is there a way to stimulate and involve gifted kids in heterogeneous classes?
One group of seventh grade teachers in the school where I taught addressed
that issue systematically all year and did a good job with all levels by
offering high achievers optional assignments that were challenging and more
rigorous than the regular assignments.
All students had the opportunity to opt for these assignments - not just
the gifted kids. And guess what? Most of the kids did opt for the alternate
assignments. The quality of work went up across the whole spectrum of learners.
This team raised the expectation level for all of their kids by trying to
meet the needs of the gifted.
I wonder if we aren't focusing our teaching efforts in the wrong direction
in our heterogeneous classes. If we focused challenging the brightest learners,
while also providing assistance for lower-achieving students as needed -
we might just revolutionize our classrooms!
- Anne
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Deborah responded to Anne's idea.
Now that is a wonderful premise. Thanks for the feedback.
- Deborah
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Deborah continued to share her thoughts.
When I use a workshop approach, the gifted kids and the other levels
are all served. If we did workshop with ability grouping, the lower level
kids would learn a great deal. Skill and drill worksheets do nothing for
lower level kids in my opinion if they are presented in isolation. Within
the context of a workshop, for very limited sessions, they may have their
place.
- Deborah
----------------------------------------------------------------------
Deborah elaborated on how students are grouped in her school.
Fortunately, in our school many of our minority students are part of
the higher groups. It is unfortunate that the middle kids are no longer
middle with a 68% failure rate in the sixth grade on state testing.
We regroup our kids in the following fashion: the highest group -- passed
the tests -- both math and language arts. The second group: missed by only
a few points. The third, bubble group: lots of average kids, missed by about
50 or more points. The next group: the re-teach, which I now have, failed
by about 100 points.
The group below mine, "developing", really is in wicked shape...and
the last group, cannot recall the term... has those with handicaps who are
so low that they are receiving the special help they have always had.
Only the kids that passed (and some are kids from really struggling/ poverty
environments) will have science, social studies, and other curriculum. Our
kids who failed, regardless of by how much, will have only math and language
arts for the last nine weeks of school. The lower the scores of the group,
the smaller the numbers in the group.
I am not sure that I agree with this, but I like the idea of intense remediation
in math and language arts for the nine week period of time... if it is workshop,
hands on, standards oriented "real learning" on a daily basis.
I am doing "fractured" fairy tales ... so we will see how it goes.
Thanks for all the interest and suggestions.
- Deborah
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Naomi responded to Anne's concern that teachers of heterogeneous classes
focus their teaching efforts in the wrong direction.
I believe that this does happen in many classrooms, including those
for students grouped in "bottom" classes. This is also true with
many remedial classes. There is the belief that drill, worksheets, phonics,
etc. is what will move low ability students ahead. The problem is that there
is seldom movement out of bottom classes, out of Title 1 programs, out of
special education. Part of the problem, I believe, is the stigma and therefore,
self-belief of lack of ability. Another part is the type of work given.
Multiple intelligence, differentiated instruction, brain based learning
all provide ways in which all students can learn together. The problem is
providing the teacher education and staff development that gives educators
the tools.
- Naomi
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Marsha agreed with Naomi's methodology.
I think Naomi has the key to keeping students together in class. These methods
allow us to get at the heart of what each student needs. I know that I have
written about differentiation before, but I wholeheartedly believe it in.
Teacher's diagnostic skills in formative assessments enable them to apply
those ways effectively. Although I have used ability groups for very short
periods of time.... but the groups were zeroed in on a particular set of
skills in a particular unit. Then they were disassembled as we moved onto
the next unit. In other words, the groupings were extremely fluid.
- Marsha
----------------------------------------------------------------------
Marsha shared some of the possible implications of homogeneous grouping.
Yes, there is a positive effect on medium/high ability students, but
that effect is quite small. I think the data is saying that there is a negative
effect on low achieving students. Yes, you get some gains for medium/high
ability students, but those gains are very small and cost the group quite
a bit.
There are other strategies that will yield greater benefits, especially
cooperative learning groups. In Marzano's Classroom Instruction That
Works, there's a discussion of grouping for learning. It includes a
review of the research on cooperative learning strategies and discusses
the benefits of that strategy and its positive impact for everyone.
[Editor's note: See our background page on the Marzano book here.]
- Marsha
----------------------------------------------------------------------
Chris suggested an interesting point of view.
Here's a comment that was made to me by a parent and school committee
person that hit home with regard to this issue of homogenous v. heterogeneous
grouping. Her observation was that too many schools have heterogeneous
classrooms with teachers that teach using homogenous methods.
This may be what gives parents the ammunition they need to shoot down
heterogeneous grouping in schools. Unless true differentiation of instruction
occurs in our heterogeneous classrooms there will always be the pressure
to separate the high, medium, and low achievers.
- Chris
----------------------------------------------------------------------
Debbie Bambino agreed with the parent observation noted in Chris' posting.
I think this observation is right on the money, but my question is why?
Why do we fall into the trap of teaching to one group and which group is
it?
As I thought over my own approach I initially felt pretty good, remembering
my varied (differentiated) forms of assessment...BUT...going a little deeper
I'm left to wonder whether my direct instruction was differentiated.
I'm also thinking about whether my aim was diversified enough. I'm afraid
I wasn't nearly systematic enough and as I consider my next moves I need
to keep this in mind. (I'm planning to return to my old school next year
to work in the after school program.)
- Debbie
----------------------------------------------------------------------
Bingo, Chris.
There's an interesting short article about differentiation in the current
(March) issue of Education Update. It's not on-line (unless you're a member)
but some of you might have access to it. "The
Art of Differentiation: Moving from Theory to Practice (Tomlinson)."
Carol Ann Tomlinson, who's a real differentiation guru, also had an
article in Educational Leadership a couple of years ago that's still
pertinent:
This same issue of Educational Leadership had a story called "Baby
Steps: A Beginner's Guide" (Kari Sue Wehrmann). "A middle
school teacher outlines how to individualize curriculum through content,
process, and product."
Following up on our recent chat about Rick's "Meet Me in the Middle,"
he has a chapter on differentiation that can be read online at:
(PDF file)
http://www.stenhouse.com/0328ch07.pdf
Rick also has a videotape available from Stenhouse on this topic:
At Work in the Differentiated Classroom
Planning Curriculum and Instruction
Rick Wormeli
Commentary by Carol Ann Tomlinson
2000
Produced by ASCD
approx. 40-min. 1/2" vhs
05ST
$210.00
http://www.stenhouse.com/05st.htm
-John
----------------------------------------------------------------------
Joel added his thoughts to Chris' previous posting on homogenous grouping
and its connection to the method of teaching employed by the teacher in
charge.
It true that many teachers teach heterogeneous classes using homogenous
methods.
However, in some cases they may not always have a choice. For the past ten
or so years in my school system, teachers have been directed to teach reading
using only one level of textbook. This has been a very frustrating experience
for our teachers, students, and their parents, and our reading test scores
have not improved.
We recently hired a new superintendent who is implementing a new reading
program using leveled readers -- which makes good sense to me. Our classrooms
will continue to be heterogeneous but kids will have a reading text appropriate
for their skill level.
- Joel
----------------------------------------------------------------------
Chris commented on the limitations and hindrances of using a one-source
approach.
Yes, I can understand how being forced to use one source for content
would make it difficult to differentiate instruction. I still wonder though
(and I say this not knowing what strategies your teachers already use) does
the textbook being used determine HOW curriculum will be delivered?
There may certainly be a need to provide different levels of content, or
even different content, but differentiation is, in my mind, determined more
by HOW curriculum is taught than by WHAT is taught.
I know it's not all one or the other, but I believe it's the skill of the
teacher and not the content of the textbook that's more significant. If
a school has high, low, and medium reading texts, but the instruction is
the same old same old, I don't think paying more for those books will pay
off but I could be wrong.
- Chris
----------------------------------------------------------------------
John commented on Chris' concern:
I agree, Chris. Leveled readers have their place, but the real test
is whether students are *moving up* to higher and higher levels. That's
a teaching issue. I recently interviewed the instructional coordinator at
a rural high school who told me how her school had moved virtually EVERY
student to grade-level in reading through a concentrated program of professional
development, proven strategies for older readers that emphasized "catch
up" learning plus a focus on comprehension and non-fiction text analysis.
Interestingly, this is one of the few high schools I've visited where the
faculty had any clue what the true reading levels of their students were.
Guesses, yes. Facts, no.
John
----------------------------------------------------------------------
McGraw asked some though-provoking questions.
As I read the wonderful contributions of everyone I can't help but notice
that the word expectations seems to apply to only teachers. We are the ones
with the expectations for the children. At what point should students begin
to have expectations for themselves?
Why do we seem to assume that the challenge is always external? I think
we need to focus more on encouraging students to seek their own challenges.
It is so easy for students to cop out with the word "bored." I
truly believe that being bored is a decision one makes. The most "gifted"
students are never bored. Rather they seek and define new challenges for
themselves.
I once had a pair of twins in class who brought with them this internal
quest for challenge. They took any assignment and flew with it. I never
heard them say anything like "I've already done this" or "this
is boring." During the class we were investigating nutrients, doing
a bit of research, and sharing with each other. Now this is a topic with
a great potential for "boring." One of the twins, however, raised
the bar and came in with a presentation about vitamin B12 entitled "To
B12 or not to B12". It was all that he had gathered and learned written
humorously into the form of a Shakespearean parody!
At another time the other twin had decided to incorporate one of those "hidden
eye" visuals into a group presentation. The catch was that he was making
his own by figuring out how they were done using mathematics and computers.
If we are trying to build life long learners we do need to help shift the
responsibility and expectations and help students tap their own resources.
- McGraw
----------------------------------------------------------------------
Holly explained the difficulties that accompany students who have low
motivation and a general belief that they don't have what it takes to be
successful.
At my school we have 2 levels -- Applied and Academic -- for all classes.
We just found out that next year, we will be going to a 3-group method p;
Applied (low) Scholastic (average) and Academic (top level). I dread this.
Right now I teach both applied and academic science. But I teach them in
similar ways -- all the kids do the same labs and are expected to learn
the same standards. When the applied came into my class at the beginning
of the year, they told me that they couldn't do well because they are "Applied."
Also I get groups of all low-level type kids and lots of special ed. (with
no aide!). In my one class -- 5 are repeating 8th grade, 2 are pregnant
(8th grade), and several have drug problems, and most are heavy drinkers
(they came to school with hangovers on Jan 2). These are all 8th graders!
I have so much trouble teaching this class. They do not want to do labs
-- they say it requires too much thinking. They do not want to do worksheets.
They will not do any homework. They refuse to bring a book, paper or pencil/pen
to class.
When we switch to the 3-tier method, then this could be what the applied
classes all look like. I am the only one in the school who would rather
have heterogeneous groups. The rest of the teachers say that with heterogeneous
classes, the "bad" and "low" kids keep the brighter
kids back.
Problem now is that kids who have ability are placed in applied because
they are too lazy to do the work of the academic classes.
- Holly
----------------------------------------------------------------------
Naomi agreed with Holly's concern.
Holly, I understand you frustration. And who will teach the Applied
group? Will it be the most experienced teachers? What extra services (counseling,
drug/alcohol abuse education, childcare, small class size) are being given?
- Naomi
----------------------------------------------------------------------
Deborah shared her concern about gifted students who fall through the
cracks or turn to substance abuse in order to cope with the expectations
of a gifted program.
I have thought more about what John wrote, and I agree that the kids
with economic advantage are parent mentored into near gifted status and
then teachers and administrators buy into them and provide attention and
extras to kids who really are not gifted.
So many of our truly gifted kids in our system have been kicked out of the
high school gifted program because they didn't do the work. I had a kid
with an IQ of 162 kicked out because he would not draw vocabulary pictures
of words he already knew. He was stuck in a regular program that he promptly
failed and then stuck in a remedial program that he promptly failed -- refused
to play the game and do the work. He was brilliant, needed about 3 hours
sleep a night, and to boot, he was African-American. And he was allowed...
prompted to fail by our system.
Most of the highly gifted kids I know and have taught have dropped out or
failed or did not go on to college or are unfortunately no longer with us.
When our only National Merit Scholarship winner for a particular year walks
out of second year advanced physics class her senior year and home to a
violin case full of vodka bottles-- fails to graduate ... we have to rethink
our gifted program. These highly gifted kids are in classes with teachers
who take points off of their work if their paper clip is on the wrong page
of their journals.
I often think of these kids as the disenfranchised gifted who compete with
the grade-grabbing neurotic types from socioeconomic situations of advantage.
I believe those highly gifted kids need to be served by the best and most
creative teachers available, and the kids with 120 IQs and below should
not be used as a measuring stick to evaluate how gifted -- truly gifted
kids -- should act.
I am so sorry for blasting my horn, but I have the memory of faces that
held promise and brilliance but lived on the other side of the tracks or
in their own brilliant creative worlds and were tossed aside or thrown out
of programs for not conforming to the rules made for kids who were not truly
gifted to begin with. (God, I ended with a preposition). Once again, I apologize
for being so angry, but I just had to get this off my mind.
- Deborah
----------------------------------------------------------------------
John commented:
Deborah, the truly gifted, genius-level kids certainly have "special
needs" which we claim to recognize but often do not.
I suspect it requires teachers with a certain "gift" themselves
to successfully challenge highly gifted students.
How often are gifted students given "more" rather than "better"
in heterogeneous classes? I think about something I read in the article
I referenced earlier from Educational Leadership. The middle school teacher-author
wrote this:
"Second, make activities different; don't just add more of the same.
Sometimes teachers differentiate the product by having some students do
more of what the other students are doing. Instead of solving 25 multiplication
problems, the gifted and talented students must work 50 problems. What message
are we giving those students who have already mastered the mathematical
concept? The answer: being mediocre is a better choice than being gifted."
If we don't treasure and nurture the "gifts" these children have
p; children who are often ostracized by peers for those gifts p;
should we be surprised when they drop out, turn to alcohol and drugs, and
drift away?
John
----------------------------------------------------------------------
Juli commented on the importance of having skilled teachers dealing with
the needs of the gifted. She also asked for further information concerning
suicide among gifted students.
Teaching highly gifted kids takes special skill, just as teaching struggling
readers does. In some ways there are many similarities been "strugglers"
and the highly gifted. Often, the highly gifted (I'm talking 150 IQ and
up) just want to fit in and be regular, just like the "strugglers."
This "no longer with us" is really close to my heart. Have you
seen the statistics for teenage suicide? It is at the top of the list for
causes of teenage death. We had a young man die and just like a chain reaction
you could see others following him. It was really scary and very dangerous.
I personally believe that as teachers it is our responsibility to differentiate
our instruction based on what we know and what kids like. For both of these
groups of students, motivation has always seemed to be the key.
And what motivates them is definitely not what motivates me. I have to stop,
look, and listen all the time. Instruction and assignments have to be specially
crafted with lots of choices for kids to make.
- Juli
----------------------------------------------------------------------
Deborah re-emphasized the importance of proper student placement.
A few of these drop out gifted kids went ahead and got GED's. In college
they are making it... they're successful. But for many, the devastation
of high school and the lack of a proper place and curriculum for them did
damage that seems irreparable. Thanks for sharing about your son. I have
seen so much promise run amuck because schools wanted to put square pegs
in round holes... and then chipped away until the peg broke or left--shattered.
- Deborah
----------------------------------------------------------------------
Lise also expressed skepticism about the usefulness of homogeneous grouping.
This sounds exactly like my 19-year-old son. Same scenario. He is now
without a high school diploma and struggling to find a job. His best academic
years were the ones where I put him in my school, a magnet program. We were
known for hands-on, project based, differentiated learning.
I believe that the current structure of our educational system meets the
needs of the very few. I teach in a school that is tracked due to the socioeconomic
make up of the neighborhood. Years of remedial teaching has done students
in the low track little good. The homogeneous grouping has done more harm
than good.
- Lise
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Mary Anne responded to several postings.
I have been following this conversation with much interest. As many
of you know, I am working on my EDS and am spending much of this semester
working in classes that involve assessment and what it really means!
I have found that I have so much to learn about this area, but--- The research
in the area of the comparison between heterogeneous and homogeneous classrooms
is exhaustive and from the close to 100 articles I have read--you can statistically
prove anything you want to! However, the common thread in all of the studies
is the teacher. Naomi hit it on the head when she said--
"The problem is: Providing the teacher education and staff development
that gives educators the tools."
Chris went on to say that:
"His observation was that too many schools have heterogeneous classrooms
with teachers that teach using homogenous methods."
If we want teachers to be successful in a heterogeneous classroom one thing
has to happen -- they have to believe they can make it work with the skills
they have for all of their students.
Even with a class full of identified gifted children, a teacher still has
to differentiate for various learning styles, interests and abilities. With
two children with exactly the same IQ and standardized test scores there
is a difference in the best way to teach and motivate them.
In the past year I have been working with reading workshop techniques. It
works! My seventh graders are so different. Their reading scores fall in
the same range 14-28% on the NRT. That is only a 14-point spread. But, they
are all very, very different readers. They are labeled "below average."
However, they have made incredible gains this year. Not only in skill and
ability, but also in attitude. It will be interesting to me to see how that
translates onto the FCAT and NRT scores they took last week--
- Mary Anne
----------------------------------------------------------------------
Mary Ellen expressed concerns about the danger of just meeting gifted
students' short-term needs.
Interesting how this reflects a conversation I had with a parent yesterday.
One of my very gifted boys has been accepted to go to a program at Cambridge,
England for the summer (he will go to 9th grade in the fall). His parents
attended a 'seminar' with him last weekend where they met the teacher staff,
etc.
The boy's father was impressed and enthused for his son but also mentioned
that the son might well be on a different level when he returns to his 9th
grade classroom in the fall. This boy has already written to me about mundane
work (his term) and how he hates it (I can imagine asking him to draw pictures
of vocabulary....).
His dad asked me for input regarding this aspect and I agreed that Jacob
will need something more challenging than what I have observed (and had
reported to me) concerning the honors program into which he is going. Interesting
thing to ponder...
- Mary Ellen
----------------------------------------------------------------------
Jean provided examples of how she is challenging her students thinking.
My students are working on an Antarctic interdisciplinary unit right
now. We read Shipwreck at the Bottom of the World in class together
first. I really didn't want to test/quiz over the book. As an alternate
check of comprehension about halfway through the book, using an overhead
to record, I asked students to give me examples of how Shackleton was a
leader. I was thrilled five times over as each class gave me ideas to add
to the list. I literally couldn't stop them p; each and every kid added
to the discussion. Best class period of the year!
Last week we took them to Birmingham, AL to the McWane Center to see the
IMAX Shackleton film and they all complained that it wasn't as good as the
book. I'm anxiously waiting for the A & E production this spring.
Meanwhile, my students are writing and making children's books about Antarctica.
Some are doing fiction, others nonfiction...they are doing other activities
in the other classes. In science, they are going to turn in some sort of
game or 3D model on Monday. All of us impressed with how engaged our students
are, even with spring break coming up at the end of the month.
- Jean
----------------------------------------------------------------------
Chris wondered how educators could foster an attitude of going beyond
the basic standard.
Speaking of expectations, it occurred to me that in addition to differentiating,
and what we offer our students, we also need to think about how we invite
students to challenge themselves.
Not differentiating is a problem to be sure, but unless students are encouraged
(required) to take up the higher level activities developed by the hard
working educator, the reality is that those students are not being challenged.
I think this is what parents of high functioning students perceive is happening
in many heterogeneous classrooms. Thoughts?
- Chris
----------------------------------------------------------------------
Kathy directed readers to a useful resource.
This discussion is perfect timing for me. I am borrowing the three Carol
Tomlinson tapes on differentiation from another school district so I
can watch them and share them with the rest of our staff. One of those tapes
features our own "Rick Wormeli." I am excited by this opportunity.
After viewing them I may bring more thoughts and/or questions to this discussion.
- Kathy
----------------------------------------------------------------------
Juli shared her perspective.
Because I work in a district where students are grouped by reading level
in middle school Reading classes, I've had a chance to try out Reading Workshop
and Writing Workshop with students in the bottom 25th percentile. It's worked
very well for them. I always wonder what Lisa Delpit (author of Other
People's Children) would think if she visited these classrooms.
- Juli
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Bev asked for further information from Juli.
I am, in turn, set 'awonderin' what you mean by "I always wonder
what Lisa Delpit would think if she visited these classrooms [grouped by
reading ability]"
Lisa Delpit's book greatly influenced my thinking as I work largely with
urban, African-American kids who are in the lower 25% of the district (but
average for my school). I teach two two-period blocks of language arts (called
reading/writing workshop) with 8th graders, most of who are reading and
writing far below what would be considered "proficient" or even
"basic" on the state test.
Many of these youngsters bow up at anything other than very structured activities
and worksheets. Some have taken to literature circles, journals, and the
writing process, but the majority is pretty apathetic toward most everything
we try.
Would you share some strategies that have worked well with you, especially
those that have inspired thoughtful writing about what they were reading
and in which the kids invested something of themselves? The only activity
that that I can count on to engage the kids almost 100% is my reading aloud
and our discussing what I read.
- Bev
----------------------------------------------------------------------
Juli provided the additional information requested by Bev.
I work with a number of African American students who are challenged
by reading and writing assignments. We can have great conversations about
Read Aloud texts but getting to the independent reading and writing part
is tough.
After I read "Other People's Children" I wondered if my approach
was the right one. I've had really good luck with them one on one but they
are frustrated by the whole-group lessons. They really enjoy stories about
sports and African Americans. I've put together a whole bunch of texts that
seem to reel them in.
I'm working to find a structure, within the Reading and Writing workshop
format, that works for them. Writing workshop has been more successful than
reading workshop, but that doesn't mean they aren't making progress in reading.
They seem to do best with frequent check-ins, one to one conferencing and
reading opportunities, guided reading groups and opportunities to change
Independent Reading books frequently. It has been more difficult for the
girls than the boys. I'm not sure why. But I am still looking for ways to
help them improve their reading and writing.
They also struggle with more structured/formal lessons within Math, Social
Science, etc.
I'd love to share ideas,
- Juli
----------------------------------------------------------------------
Deborah shared various books used in her reading workshop.
I have found that when I put books that kids are interested in and can
relate to in the classroom and let them do reading workshop followed with
these kinds of journal prompts, the kids read and really do a good job on
the journal response. Here are a few of the books that I have available
and a few of the response prompts that I use. I let the kids pick the prompt
from a list of about fifteen or so suggested prompts.
Fallen Angels, Motown and Didi, Scorpions, Hoops, Slam, The Skin I'm In,
Forged by Fire, Tears of a Tiger, Romenett (sp) and Julio, Annie's Baby,
It Happened to Nancy, Party Girl, Drive -by, Spite Fences, and lots of non-fiction
biography stuff.
Prompts: You must write at least a three-paragraph response to me.
1. If this story took place in your neighborhood, in your time, with your
friends, how would the setting and characters and conflicts have to change?
2. How is this story like a movie or television show that you have seen;
how is it alike, setting and characters and conflicts, and how is it different.
3. If you could make one character make a different choice than he or she
made, what choice would you change? How would that affect the outcome and
conflict in the story?
[Editor's note: Deborah
later shared all of her prompts with the List.]
Usually, I do book talk with six or seven good books before reading workshop,
about twice a week. The kids generally buy in to them and make a made grab.
I read the back of the book, a bit of the beginning, and find other good
sections. Hope this helps. If you want the other prompts, I can send them.
- Deborah
----------------------------------------------------------------------
Deborah explained how she used brain-based research to motivate students
to actively engage in classroom activities.
So many of our kids, especially kids in poverty, just do not get intrinsically
motivated unless we can lead them to an understanding of why they must participate.
I have shared with kids early on in the school year the need for them to
actively participate in order to "fatten up their brains."
I use brain research info and share with them the bit about Einstein's brain
being heavier because of his quest to participate and actively think. I
explain that TV is talking furniture so viewers are not participating, and
that their telephone time at least engages them in conversation, which is
a two way and makes synapses.
I know they love the stories of the rats that sit in the cages inside the
cages and don't play watching the rats that do play. The brains of the rat
watchers (like TV kids, and the bored kids who do not participate or do
the class work) just do not increase in weight, whereas the rats that are
playing with the wheels, mazes, etc., their brains increase and they end
up with heavier brains.
After that lesson, I harp on the value of being a fat head and we dwell
on that when "I am bored" comes out of someone's mouth. The kids
usually buy into it if I remind them about every other day for the first
month of school about fat brains and leaving each day with a heavier brain,
and then they sort of go with the program and do the work. It is simplistic,
but usually if the kids understand why they need to do something, they do
it.
- Deborah
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As a veteran teacher, Melba has experienced a number of ways of grouping
students. She shared her expertise with MiddleWeb readers.
Having taught for the past 27 years, I have experienced both heterogeneous
and homogeneous grouping models.
I began my teaching when we grouped elementary students by "ability."
Each year we rotated our roles. The years I taught the top students (grouped
by reading abilities), my state scores and the teaching was gravy. The years
I taught the "basic" students, was also gravy. Since they were
all in the same boat, they all wanted to excel and show everyone that they
could rise to the expectations of their teacher.
However, when I taught the "standard" students, it was like pulling
teeth! Lack of motivation, the knowledge that they could excel if they felt
like it and the willingness to prove their knowledge to anyone besides themselves
was a constant battle, but, in the end, their scores were adequate.
However, when we went to heterogeneous grouping, everything changed. I'll
admit, I too was one of those educators who wanted to go back to the homogeneous
grouping because I could really get to their problems and move more rapidly
from there. After all, I had done it before and with a fair amount of success.
After living in the heterogeneous world for the last 15 years, I no longer
believe that isolating challenged students is the best that we can offer.
All of us need role models, someone to "beat", or someone to "be
like". My new (if you call 20 years of it) successes have been through
cooperative learning activities, hands-on, real-world projects, and the
"new" student-centered learning strategies found in standards-based
classrooms. Find where your students are academically, encourage them, praise
any success, tell them repeatedly that you believe in them and that you
have very high expectations for them and they will become the types of students
every teacher dreams of teaching.
I love teaching kids! As some of you may remember, I am now a site staff
developer and no longer teach children directly, but I truly believe that
I may be impacting the kiddos through my work with the teachers. I still
miss the kids, but I do manage to work myself into some classrooms to do
some modeling to get my "fix". My math students are still amazed
that I was able to learn science, history, and writing and yes, even learned
to read over the summer!
- Melba
----------------------------------------------------------------------
John directed readers towards a number of useful resources.
Early in the short history of our List, someone (Kathy R?) mentioned
several books published by Free Spirit Publishing. They sent me a bunch
of books and I was impressed -- as a non-teacher -- with their stuff.
If you go to their main web page, you'll see links to several publications
that fit with our recent discussion:
http://www.freespirit.com/
- John
DIFFERENTIATING INSTRUCTION IN THE REGULAR CLASSROOM: HOW TO REACH AND TEACH
ALL LEARNERS, GRADES 3-12 by Diane Heacox, Ed.D.
Curriculum specialist Diane Heacox offers a practical, teacher-tested approach
to differentiation that replaces jargon with ready-to-use tips and tools
designed to meet the curriculum needs of any classroom. Templates, forms,
menus, and other reproducible simplify planning across content areas, and
Diane provides numerous scenarios to draw upon and apply to the classroom.
From the author of UP FROM UNDERACHIEVEMENT.
Also check out:
TEACHING GIFTED KIDS IN THE REGULAR CLASSROOM and
TEACHING KIDS WITH LD IN THE REGULAR CLASSROOM
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