Discovery Card Project: After investigating and discussing a variety of differentiation strategies, our task was to implement one and reflect on our experience and our students' perspectives.
For my project I wanted to incorporate several of the strategies for differentiation we have learned in class. I chose to do this project with my Team Time class. Team Time is the term we use for leveled literacy groups at our school. We use this time to differentiate instruction. Students are put in to literacy groups based on their immediate learning needs. All of the groups work on predetermined fourth grade level standards that are aligned with our monthly student goals (For example: Making and Confirming Predictions). Those that are reading above grade level read above level texts. Students that are below or far below grade level work in the smallest group (6:1 ratio) and they also review basic skills from previous grade levels. I work with the middle group. This years’ group is made up of 15 boys and 2 girls. Most of them are reading just below grade level with a few reading at grade level. I always choose grade level novels to read with my group and encourage rich discussions about the content.
We are currently reading a chapter book titled, “The Pet Sitters Club”. As the title suggests, the book is about a group of fourth graders that start a pet sitting business. Students usually love this book and really connect with the characters. They like the idea of starting their own business, so I decided to create a project based on that idea.
I started out by letting my students know that I would like to give them more choice in how they show me what they know. I gave them a modified version of the Sterberg’s Triarchic Learning Style test. Afterwards we discussed the three different learning styles and brainstormed what types of activities would appeal to each style.
Next, I let them know that I had the “seed” of an idea for a project about a student run business. We worked together to come up with a driving question: What is a service you could provide, as a fourth grader, for someone in your community, to demonstrate you are responsible and to earn money? We discussed possible ideas whole group. I modeled giving “Kind, Specific, Helpful” feedback for the student jobs we brainstormed. After each student had a few possible ideas, they met in groups of four to give feedback to each proposal.
I created a “Learning Contract” describing the project and the required elements. They chose from four different ways to present their ideas. We worked out a timeline with dates for them to check in with me on their progress.
When their projects were almost complete, we had a mini project tuning session. I put them in groups of three. Each student went through the process of presenting their project, answering questions about their project, then receiving feedback about their project. After the tuning, we met as a group about what they liked about it and what they would do differently next time.
Reflection:
I really enjoyed the process of doing something different with my students. I definitely got to know them better over the past month. They were excited to share their ideas and this gave me insight into their individual personalities. Allowing them to choose the way they wanted to present their idea was also a plus, they were focused and on task during work time. My students got a lot out of the project tuning. They shared that they wished they’d had more time to hear ideas from their group and that they found things they should change to make their project better.
It was challenging for me to keep our language arts goals in mind throughout the project. Next time, I will have the students use a checklist with their goals to go over as they work on their project.