差異化教學心得

Differentiated Instruction Workshop Reflection 3
Teacher:許思怡Lucy		School:樹林國小	Date:2017/12/7
Grade/Class: 207/208		Number of Students:28	Topic: Song/Say Hi,Say Hello
Session Focus:	■ Flexible Grouping: Tiered Activities How to sing the song/ Say Hi,Say Hello
Teaching Steps Outline: Key Concept: Concept:The goal of this course is to introduce the song and vocabulary about Say Hi,Say Hello to students. Different levels of students have to work together and finish their own tiered worksheets including 1.circle the vocabulary 2.Fill the blanks 3.use another words to create a new song. Pre-Assessment Activity: Pre-Assessment Activity:Based on their midterms, their oral tests, and their classroom performances, I divide each classroom into three groups:good, intermediate, and slow learners. Whole Group Instruction: 1.Say Hi,Say Hello 2.Hat ink 3.Raise your hands. 4.Now/Then 5.Put your hands down Ant/duck Stand up/sit down Say Yo!,Say Yes! Tiers Description of the Activities Students’ Response/Performance Tier 1 The activity is simple, so this is for slow learners. Students in this group should circle the right word of this song. Most students thought it was easy. Some stduents forgot theright words, so I asked them to check their textbooks. They finally finished their song. Tier 2 This activity was not easy, but students need to listen this song. Therefore, they can read the song aloud to let them fill the blank. Of course, they can rely on the pictures , and they need to color the pictures. Most students thought this activity was much easier than what they did on Halloween. But some of them still needed my help because some words were not easy to find out.In the end, with teamwork, they found out all the hidden words. Just like this: Tire 3 This activity is more challenging for high level students. They can use the words ant,duck,stand up,sit down,to make a new song.After finished the new song,they can create some actions to dance, It can also let high level students to make their own song.Then,every high level students can create some actions to dance with their song. Most students thought this activity was very hard because they did not know how to play. I could understand what they felt, so I gave them one example, and there was a word bank on the worksheet from which they could choose their words rather than brainstorm for hours.They helped each other and eventually overcame their difficulties.
Photo(s) with description
My Reflection and Wonders
After doing these tiered activities, students always ask me why I do not let them to choose theirown team members because they do not like someone in his or her team.There are tworeasons:One is that students often select their bosom friends, so this time they have to learn how toget along with someone they do not like. Second, these homogeneous groups are easily for me toassign them to do differnet tiered activities.They are at the same level(Actually,each student isdifferent and special, so I put them into their "suitable" groups based on their academic performance rather than their will ) ; therefore, I can explain the instructions more easily. Some students even grumble the crossword puzzle is too hard for them, I know, but I regard it as a test.I would like to know that if they fail to understand the hints, what can they do? They still can select words from the word bank and finish their worksheets correctly through trial and error.It just like the process of doing an experiment or reading some unfamiliar topics. Besides,some students also say that it is not fair to give them worksheets with different levels:some worksheets are easy, but some worksheets are hard. I assume that this kind of difference or unfairness is not only nubiquitous, but also a part of their learning.Because this is not an exam , different groups may experience different activities. If they really want to do other activities,they can switch their worksheets or come to tell me so that next time I will make some adjustments, but in fact, these students just want to pick the easiest task to do, so they will have more time to goof off. Honestly, this is the first time for students to experience tiered activities, so there are some conflicts among students, especially for small kids.They are still learning, learning how to respect others, and I am still learning, too, learning how to manage a class well. The teacher and students should develop a much closer rapport next time when doing these activities. How to Make Tiering Invisible to Students From time to time, students may question why they are working on different assignments, using varied materials, or coming to dissimilar outcomes altogether. This could be a blow to your classroom morale if you’re not tactful in making your tiers invisible. Make it a point to tell students that each group is using different materials or completing different activities so they can share what they learned with the class. Be neutral when grouping students—use numbers or colors for group names, and be equally enthusiastic while explaining assignments to each cluster. Also, it’s important to make each tiered assignment equally interesting, engaging, and fair in terms of student expectations. The more flexible groups and materials you use, the more students will accept that this is the norm. Tiering assignments is a fair way to differentiate learning. It allows teachers to meet the needs of all students while using varying levels of tasks. It’s a concept that can be infused into homework assignments, small groups, or even learning centers. If done properly, it can be a very effective method to differentiate learning because it challenges all students.