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Instructions
In this discussion, you will share and gather ideas with your peers
Instructions
In this discussion, you will share and gather ideas with your peers.
Please share at least three classroom activities and ideas for Differentiated Instruction. Describe each activity in a minimum of 250 words. Be sure to include the following information:
The name of the activity and where you learned about it. If you share an activity that you found online, please only use your own words. We are more interested in your explanation of the activity than in the original content, so there is no need to copy and paste.
The specific purpose of the activity (make sure it’s related to Differentiated Instruction).
The amount of time needed for the activity, plus any materials that are needed.
A description of the activity: What do teachers and students do?
You can put your three activities/ideas in one discussion post. You will not be able to see your colleagues’ posts until after you share your ideas. After you share your own 3 activities, read your colleagues’ ideas and respond to 3 of your peer’s initial posts. When you see an idea you would like to use, feel free to copy and save it for your future classroom!
Sample
Here is an example activity description:
Think-Pair-Share: It takes 2-3 minutes for each question and no materials. It helps everyone stay engaged, even if they are at different levels. Last year, I learned about think-pair-share to solve the problem of only the fastest or smartest students answering all of my questions in class. My colleague at school told me about it. It’s not a one-time activity; it’s something you do all the time. Every time you ask a question, you don’t let anyone answer right away. You tell everyone to think about their answer for half a minute. Then, you tell everyone to talk about their answer with a partner for one minute. Then, you call on any student (not a volunteer) to share their answer with the class. It takes a few extra minutes, but it engages all of the students because the fast ones and the slow ones all get to prepare an answer with enough time and with the help of a partner. Even the students who need more time can usually give the correct answer in class after think-pair-share. I think it increases their confidence.
Here is a sample reply:
Dear Anna,
Thank you for sharing about “Think-Pair-Share.” I have done something a little like that, but it wasn’t so consistent, and sometimes I missed the “think” step. I am going to make myself a note so I can remember all three steps and make a habit of this.
Best wishes,
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