MathSciPE

QUESTION #3: Please describe one strategy for differentiation or grouping that you learned about on the April 13th Universal Access Day. It can be a strategy you received from any of the presenters. You may want to go back through some of the paperwork you received from the special education presenters (we gave you a list with targeted strategies at the end of the day). We would like to hear about one strategy that you have tried or that makes sense in your classroom, even if you have not yet had time to apply it. Be as specific as you can as to why it would be useful for you and your students.

Answer directly below.

One strategy for Universal Access that I have been trying to incorporate into my classroom is increasing student engagement through active participation. This has been a goal of our department at my school and I really like the many different examples of how this can be taught. Prior to this inservice, I was using Anita Archer whole group response and it seemed to be helpful to my students most of the time. I have recently been trying more partner responses and responses on whiteboards or with a hand signal. I feel that this pulls in my more shy/withdrawn students and makes it feel safer for them to answer without the fear of being wrong out loud. This also allows my students to learn from each other through discussion. -Ali Miller I too am using this strategy to bring in my more withdrawn students. If you can get them to take a little ownership of the class it seems that they will be a tad more engaged. Bonus for everyone. David Hollaway I have tried the whole group response a few times at the end of lessons on mean/median/mode. It worked well. I'd like to continue using it and try partner response as well. Bridget Down I have used group responses during a Jeopardy game. This made it fun and safe for all the students. - Navaz Kerawalla

One strategy that we discussed for differentiating is flexible grouping. This is where students work together in different groups based on the task. I would like to incorporate more of this with my students. Right now, I strategically sit certain students next to each other so they can help each other. Sometimes during group work I will place students with varied ability levels together in a group of 4 (A student with 2 C's & an F). I would like to try grouping them by grades, so having a group of 4 A's, 4 B's and so on and differentiate the assignment. For example, have the advanced groups work together on a more advanced assignment. This way I can focus on students that need remediation and still push my advanced students. I think this would be useful because I have such a wide variety of abilities in my class. -Christine Egge I like this strategy but in my class it hasn't worked. If I group things like this the bottom feaders bring the other kids down. So I have to put my better kids together and let them go. I then put my other kids together and spend a lot of time trying to motivate them. Whatever it takes?? - David Hollaway

I would also like to try grouping by grades and giving different assignments to each group. Bridget Down

One of the teachers here arranges the students by grades. So the top students are in the back of the classroom and the low kids are up front, so everyone is competing to have the "top chair." So when he does groups they are already arranged by grades. Gets the top kids motivated to compete, but I think it's a bit demoralizing to the low kids. -Christine Egge I agree that some of the students get demoralized. This sets up some of the low kids to believe that they don't belong with the "high group" and it can be self-defeating. - Navaz Kerawalla

The strategy for differentiation that makes the most sense in my classroom is differentiated grouping. I specifically liked the clock partner grouping system to be able to group students into one of four different types of groups depending on the activity (homogeneous, heterogeneous, personality/interest, and choice). During regular classroom instruction, the weaker students are seated near the front with a partner that can help them. But, for group work, the clock partner method would be fast once the groups are set up. There were two activities listed in the SDAIE Strategies handout that I would like to try. One was the cooperative graphing project. We are just finishing the chapter on Data Displays and it would have been useful to have different groups create and present a different type of display. Another useful activity in the same article was the "send-a-problem" review technique. Each group member writes a problem on an index card. When the team agrees on the answer, it is written on the back of the card. The team then sends their cards to another team. Bridget Down

As Bridget said, grouping is the best in the math classroom. I love the time clock grouping where you have different pairs of students based on different abilities and allow the students a choice. It seems like doing that for more than one class would be quite a feet though. The clock grouping can be used in my classroom by matching students based on their abilities in topics, such as integers, multiplication skills, or problem solving. In my classroom where I use the ALEKS program, their percentage on the program is a good indicator on the students abilities and attitude towards the class so I would also include some pairing based on that. If I pair weaker students with the right attitude medium student they will learn off each other by explanation and questions to each-other. If I matched my students based on multiplication skills then they would have "fair" multiplication wars that would make the learning more fun. - Jennifer Giddings

The Strategy I think bestfits my needs is to increase student engagement through active participation. I am using a lot of disciplinary ways of increasing participation and engagement, but I am really trying to find activities that each student will like and enjoy. I pick kids to suggest things and then we go and try them. I have found that if I include the students who struggle in the class, in the selection of sports or activities, they feel more involved. This is working, every Friday I choose a new sport to add to the list and the kids can choose. Engagement is up! Unless it's really hot and then no one wants to do anything??? David Hollaway

David- I love that you are getting your students to think beyond and to create the drive for the direction of your lesson. I feel that this lets them have more of an active role in their education. I have tried to do this in science as well to allow the students to explore further in the direction of their interests. Ali

Thats a great opportunity to allow choice in your instruction. I bet the kids enjoy it. I try to allow some choice for students also in my math class. -Christine Egge

One of the strategies I would like to implement is scaffolding the note-taking for a few of my students who have difficulties following along with a lesson. The rest of the class follows my lesson and takes notes as I progress, but a few will be provided with an outline that they fill in with problems and key notations during a lesson. At the end of note-taking I will look at their notes and make sure they have the key information and problems, or they have to come in during tutorial or lunch to finish the job. - Navaz Kerawalla



YEAR 1 TEACHERS... QUESTION #2: What is something you learned from the Rick Morris inservice on classroom management that you will or have applied to your own practice?

I am using the timer the give students exact amounts of time to complete tasks, like my word of the day, once the bell rings I put 3 mins on the timer. I use the numbers in the plastic bin to pick students at random. I even allow the students to pick the numbers. I am trying to use the dog squeak toy to get there attention at the front when they are caught up in learning or get out of hand. I have all kinds of plans for other things but I haven't gotten to them yet. ~Jen Jen- I liked how you let the students pick the numbers! It seemed to spark their interest! I, too, have all kinds of plans that I haven't gotten too yet:)! In time- Lisa I plan on using the timer too. I'd like to use it when the bell rings to give them a set amount of time to complete the warm-up. Some kids just goof off, but if they know that there is a set amount of time to complete the task and be accountable, they'll be more likely to participate (hopefully). Bridget Down

I also use a timer (more of a stop watch) to help behavior. When the students start talking when I don't want them to be I'll start the timer. I get students reminding each other to be quiet by saying, "Be quiet, the timer's going." They can hear when it goes on and off. Then depending on how much time I had to wait for them to be quiet, they stay in past the bell. -Christine Egge

Next semester I will be using the index cards with student names. I am planning on expanding the idea to include other student info on the card too. They will enter their goal at the beginning of the semester and keep track of their progress. After each Chapter Test they will enter info about their # of missing assignments, quiz and test scores. They can evaluate and take ownership of their progress towards their goals. ~ Navaz Kerawalla I really like the idea of having students put their goals on the cards and using them to keep track of their test scores. Bridget Down

I'd like to comment on my own post -- Week 1 of using index cards is a BIG thumbs up. Normally I would go around the room in order for HW answers. Now I use cards. Kids are more on task and know that they could be called up at any time. Also, I realized that during a lesson when I used the cards -- there were some students I had not called upon before I had started using cards. They cannot hide and avoid the questioning.

I used a timer to help us when we started reviewing for the final. I would give students a certain amount of time to complete a couple of problems before we would go over them. It helped me keep pace and gave the students enough time to think about the problems. I also tried a new review game that the 2/3 classes that I tried it on got a kick out of. I used the bell to signify a new problem was posted. It worked well so I didn't have to use my voice as much. -Christine Egge

I plan on incorporating the idea of cards with the student's name in my classroom at the start of the new semester. I think that it could be an effective tool in organizing and monitoring student response. It seems like it will provide a good basis to encourage more student response and give them a chance to share what they know and think. - Val Hutchins

I have a set of cards too. It's been a great tool to incorporate everyone and students get a kick out of them when they get to shuffle and draw too. -Christine Egge

YEAR 2 TEACHERS... QUESTION (S) #2: GIVE AN EXAMPLE OF A TIME WHEN YOU FELT THAT YOU EFFECTIVELY DIFFERENTIATED A LESSON TO PROVIDE UNIVERSAL ACCESS. HOW DID YOU DETERMINE WHO NEEDED GREATER ACCESS? DID YOU GROUP? WERE YOU ABLE TO TELL THE EFFECT ON STUDENT LEARNING? or WHAT IS SOMETHING YOU LEARNED AT THE JANUARY 15TH INSERVICE THAT YOU PLAN TO INCORPORATE INTO YOUR LESSON PLANS OR CLASSROOM ACTIVITIES? DID YOU ACTUALLY TRY THE LESSON PLAN YOU MAPPED OUT? WERE YOU ABLE TO DISCERN INCREASED LEARNING FOR STUDENTS WHO NEEDED THIS ALTERNATE ACCESS TO THE CURRICULUM? (answer or post photos directly below)

What made me think the most was going from me to the students to groups all in one day. As a PE teacher, I go from me, explaining the exersize, straight to just giving it to the students. With the amount of time given, I struggle with doing to much class management and teaching, and not enough of letting the students have fun and enjoy thier exersize. I preach that doing anything is half the battle. So if I'm spending too much time lecturing, I lose them. I do think they need to learn what is important and why. Just, not daily. - David Hollaway

One thing that I learned from the January 15th inservice that I will definitely be incorporating into my lessons is encouraging my students to listen to one another instead of listening only to me repeating the student responses. I completely agree that it will build listening and speaking skills in my classroom and lead to greater classroom respect of one another. -Ali Miller

As a coach I want my students to do more of the teaching. It builds leadership and helps a team come together. But, in my P.E. class, it doesn't always come offf so great. Some kids will just bully others or start cussing, this really doesn't help. But sometimes it works and things are great. This may sound crazy, but the weather has a lot to do with the students mood in my class. If it's really hot, they will not do anything, (Willingly) - Dave

I plan to use the cards with student names on them. I've made a set that I'll take to school on Monday. I've caught myself calling on some kids more than other and this will help me hold everyone accountable. I will also try taking answers from several students before asking a student in the correct pile to explain. I would also like to use music. I just need to figure out how to do that. - Bridget Down

I think the cards would be great in classroom setting. I'm outside 90% of the time. I try to focus a lot of my attention on the students that need to stay engaged. Dave

**Teach Self-Awareness About Knowledge**
All subjects build on prior knowledge and increase in complexity at each successive level of mastery. Effective learning requires that certain skills and processes be available for quick recall. Many students let too much of their knowledge float in a sea of confusion and develop a habit of guessing, sometimes without even knowing that they are guessing.

Credit: Courtesy of Tristan de Frondeville
To help students break this habit, paste the graphic at right next to each question on your assessments. After the students answer a question, have them place an //X// on the line to represent how sure they are that their answer is correct. This approach encourages them to check their answer and reflect on their confidence level. It is informative when they get it wrong but marked "for sure" or when they do the opposite and mark "confused" yet get the answer right.

= You should take a look at this FREE website for user friendly standards AND interactive games and video. You can select a standard and the site pulls up resources for you! Very cool. Check it out! =

[|BROKERS OF EXPERTISE] click on the link above or type www.boepilot.org into your browser to find great lesson plans and student activities at all levels [|National Library of Virtual Manipulatives] http://nlvm.usu.edu/en/nav/vlibrary.html

Question #1 = How are you attempting to engage all students? (answer directly below) =

I usually try to engage all students by randomly calling on them to answer questions and walking around to make sure they are all writing the correct things in their notes, participating etc. We (I share a contract and teach 2 days a week) give a weekly participation grade for following along and working the examples with us. I have tried to arrange the seats so the students that struggle the most are closet to me and easiest to observe, respond to and help. I have not tried the thumbs up/down technique before and would like to when I introduce a new topic after the trimester review and exam. Bridget Bridget- how do you determine the participation grade? I think many would like to know what factors go into this... Lisa I walk around the classroom when they are doing the examples / practice problems and observe who is doing them. If a student is not doing it, I ask them to work the problem and remind them I'm taking a participation grade. At the end of the class I put dots on a rooster. At the end of the week I enter the participation grade for that week. Bridget

Hi Bridget- How much of the overall grade is is your participation grade? Ali Miller

Hi Ali - I count the weeks worth of participation grades as one homework grade. Bridget

I engage all students when we correct the homework. I start at with a random student in the class and then go in order from that point and call on all students to respond to the homework problems. If three or more students miss the same problem, then I go over the problem in class. I also randomly call on students when we do example problems on the new material covered in class. -- Navaz Kerawalla Navaz- Have you had the students explain how they got the correct answer to each other? Yes. I do. Sometimes I will call on a student to come up to the board and explain it. When we do review work, they do work in groups of four. That is the time they explain concepts to each other. That has worked well.

I engage my students using a variety of techniques. During a lesson I have class responses, call on random students and allow students to ask questions. Sometimes I draw names from my deck of cards that has everyone's names written on them if I want to hold all students accountable. During the lesson I have a try it section and everyone is expected to try the problems in their notes. During this time I go around and check for understanding. This also allows me to help students that may be misunderstanding. I have also played Jeopardy with the students where they are partnered to help each other and alternate writing on a mini white board the solutions. This game really engages my competitive students and makes math fun. I also try to relate the math concepts to students lives which helps to engage them. Christine Egge Christine- When you are walking around to check for understanding, do the students let you know if they need help? How can you tell? Please share with us how you determine if they need help or how they let you know... :) Lisa

Most students will ask me when I walk around checking and will stop me if they have a question or get stuck. Some are a bit more shy so I look at what they are writing, if I see they understand I continue on or ask them a question to make sure. If they aren't getting it I'll spend some time with them and come back to check on them. Also, I listen to what they are asking their neighbors. Sometimes they will ask each other questions and help each other. This is also a way I judge whether they comprehend or need help. I have gotten to know what type of personalities the students have and if they are prone to asking questions or not. Some I know will ask if they need it, others I have to ask them questions and look at what they are doing to judge. It of course depends on the student how they ask.

[|Science Simulations] These science simulations are great because they make the material really visual and let you demonstrate how the different variables in the experiment determine the outcomes. It gives the students something visual to look at and allows their comments on variable changes to be immediately demonstrated.

=** How are you attempting to engage all students? (answer directly below) **=

I am trying some choral response with my math students. They tend to be less focused and interested in the lectures as compared to my science students and I see it as a way for me to get them active in the lecture when they are starting to retreat. It is also a way for me to quickly gauge how many are paying attention at the one time. - Val Hutchins Valerie- For what type of math problems or questions do you use the choral response?? What works best?Lisa I have been using it the most for simple questions and math facts (such as the basic format of equations). Basically these are the problems that I hope that they will be able to determine the answers of quickly, without needing to do a lot of work. I also use it a bit when working through longer problems. When there are important steps I will have them repeat with me some of the steps. I think though, in general focusing more on the short problems and science facts works the best. I am also hoping on working the approach in to my science lectures as well. Especially the next few chapters which have a fair bit of math, one of the content areas a lot of my science students struggle with. Valerie- What is "choral response?" I haven't heard of this before. Jen Basically it is having the students repeat as a group. So for example if we are studying graphing I might ask them what the equation for slope intercept form is, and they would say "y equals m x plus b" as a group. I think it works best for things that I kind of want to drill into their heads a bit, but it could be used other ways as well.

I have also been trying choral response with my students. I use it as a way to ensure the key words and points are not just being said by me, but they are heard and repeated numerous times by my students. It is working fairly well. Thankfully, just as Val stated, some of my students who drift off topic often are able to refocus quickly. On the downside, the students who were already paying attention seem to get a little irritated when we have to repeat the same word numerous times.-Ali Miller Ali- Can you share what you did with the cell model- the choices you offered, how they students shared their products, and what this may have done for overall classroom engagement if any?? Lisa

When my class made cell projects, they were free to use any materials they could find that represented the shape of the organelles correctly. I did this to allow the students to be as creative as they could, and also to allow lower income students the chance to complete this project with simple household or food items that they already had.The students shared their projects in two ways. One, we had a classroom gallery walk where each student walked past all of the models and observed the different ideas. I also had the students share in detail with the classmates seated near them. I believe this project engaged my students by showing individual creativity and a hands on way to learn about the structure of a cell.-Ali Miller

I think that projects are the greatest way of learning, the key is getting the students to get engaged in the topic. I too have found it hard to deal with the socioeconomic gap that can hurt the project. Yu don't want to limit the student that can do anything, money no option, and the student that is limited to drawing and writing. It's hard to put the two projects next to each other???? - Dave

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I tried the iclickers in my class recently. Each student gets a clicker that they use to answer a multiple choice question on the power point. I did this with simple integer operations. Once the program registered everyone's clicker then I would continue to give the answer and we would look at the graph of how the class did on that problem. This worked well for about the first 10 questions but the last 10 I had lost their attention. I am also trying to do Think-Pair-share as much as I can remember to but I forget to let them share before I call on them. ~ Jen Giddings I love this. Are the clickers easy to get and use? I think this would be fun as a student. - Dave

I have never heard of iclickers. What are they? Expensive? -Ali Miller Ali, I am not sure how much they are. I borrowed them from the science teacher. She had written in for a grant for them. You can look them up and there are lots of similar items that allow you to do the same thing. Check out this website http://www.iclicker.com/dnn/ ~Jen I think the clickers would be great when reviewing for the state test, final etc. Bridget

For my class, I like to keep things busy so that everyone must stay engaged or look obviously not engaged. I model all aspect of the workout and then coach my students through it. I really like to diversify the work-outs, so that they never get boring. I am also, always looking for new ideas and trends to update my class. David Hollawy