{"content":{"sharePage":{"page":0,"digests":[{"id":"51837386","dateCreated":"1332077060","smartDate":"Mar 18, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/clustergroupingintheclassroom.wikispaces.com\/share\/view\/51837386"},"dateDigested":1531977164,"startDate":null,"sharedType":"discussion","title":"Module 2-Session 1","description":"Differentiation can seem overwhelming... modifying the Content, Process, Product, Learning Environment, and Assessment is a big task. Relax! No one is expecting to walk into your classroom and see this tomorrow. However, let's start thinking about how we can begin to integrate components of differentiation in small steps. Spend some time brainstorming ways you could begin to modify the CONTENT for the students you teach. I would like for everyone to share at least 2-3 ways that you believe you could realistically differentiate the content in the next week or so. I can't wait to see what you have to say!","replyPages":[{"page":0,"digests":[{"id":"52180960","body":"In a math class, I would explore ways to tie the math concepts to the fine arts. If a student was required to do a play, song, painting or sculpture and critique as a group, the concept would be stretched and the process would increase the validity of the concept.
\nA second way to differentiate for gifted learners would be to create a socially concious task of using the math concept to positively change the world.
\nA third way would be to handicap each student (sight, sound, speech, hands, feet, etc.) and after working the math, have the students reflect on ways that they could reach students with different abilities.","dateCreated":"1332806423","smartDate":"Mar 26, 2012","userCreated":{"username":"ggrant5","url":"https:\/\/www.wikispaces.com\/user\/view\/ggrant5","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"52254470","body":"The most difficult first strategy is a practical way to differentiate the content for someone who is just getting started with differentiation. This method of instruction would enable the gifted students to demonstrate that they already know the material and deserve the opportunity to pursue more challenging task. While the gifted students are working on more challenging tasks, the teacher will be able to spend more time with the other students who are struggling with the material. This will ensure that each child is receiving an appropriately challenging curriculum within the Zone of Proximal Development. This is the best way to maximize learning across all ability levels.","dateCreated":"1332942950","smartDate":"Mar 28, 2012","userCreated":{"username":"danielmcelroy","url":"https:\/\/www.wikispaces.com\/user\/view\/danielmcelroy","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"52880236","body":"Gretchen,
\nYou have some great ideas! I think your experience with School-Within-A-School has given you a new perspective on how to help all students become more engaged in their learning. As I am sure you have observed this year, the instructional strategies for differentiation are not only beneficial for gifted learners, but are also effective for increasing student achievement with struggling students. I particularly like your idea about creating socially conscious tasks for gifted students. If you are not familiar with radicalmath.org, take some time to browse the site. Radical Math is a resource for teachers with over 700 lessons plans designed to engage students in lessons that promote social justice. It is one of my favorite resources when I am looking to create a lesson that is cross-curricular and will require students to apply what we are learning in math to relevant, real-world scenarios.
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\nThank you so much for participating in Module Two-Session 1!","dateCreated":"1334407492","smartDate":"Apr 14, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"}},{"id":"52880332","body":"Daniel,
\nI think you are absolutely correct in your assertion that the most difficult first strategy is a practical way to get started with differentiation. For classroom teachers to let go of the idea that every student must complete the same task on the same time frame can be extremely difficult. However, having students demonstrate that they already know how to do the most difficult problems should alleviate some of their concerns about differentiation. As you said, this will free up the teacher to provide more direct and individualized instruction to those students who are struggling.
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\nThanks for participating in Module Two-Session 1!","dateCreated":"1334408119","smartDate":"Apr 14, 2012","userCreated":{"username":"whitneyspillers","url":"https:\/\/www.wikispaces.com\/user\/view\/whitneyspillers","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1313452579\/whitneyspillers-lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}