Differentiation in a Primary Classroom
Janna Steffan
December 3, 2008
Differentiation in a primary classroom
Is differentiation in a primary classroom really possible? It is the question that I asked myself many times as I began to tackle this task. How could I give my first graders choice in November when they are still so dependant? How could I manage 20 students working on many different projects when most of their reading and writing levels are still very low? I figured I have nothing to loose by trying and so much to gain if I am successful.
Knowing that I had to start slow I choose to do a math lesson. My early finishers are always a challenge for me. I want to make sure to continue to challenge them when they are able to complete their daily math work with such ease and accuracy. I thought that the best activity for my students would be a “shape up” activity. I designed a contract with a square, triangle, and circle on it, which was glued to a large envelope. In addition, each student was given a second paper with three squares, three triangles, and three circles on it. In each of the shapes there is a math activity to complete related in addition and subtraction strategies we have been working on in class. The students choose one of each shape, cut it out, and glue it onto the contract. Students must then complete the projects that are named in each of their chosen shapes and put the work in the envelope.
When I first introduced this activity to my class, all the students were very excited. They couldn’t wait to try it! I knew when I created it that it may be very difficult for some students but wanted the children to make that decision for themselves. As my early finishers finished their daily work, they quickly grabbed their envelopes and got started. I watched them to see if they made hasty decisions or thoughtful ones as they cut their shapes. Most quickly cut the shapes and many seemed to not really be reading their choices before gluing them to their envelopes.
One of my students came up to me very quickly to declare that she was finished. I looked in her envelope and found all three activities completed correctly. I was shocked! She hadn’t asked for help in reading the directions or help with the math work. I think that I was underestimating her. I did a short interview with Lauren the next day to ask her about her project. She told me that she thought it was easy because she “could do a lot of math.” I noticed that she had cut out all the top shapes. When I asked her why she said, “I read them all. I don’t know why I picked those.” Lauren also told me that she really liked this kind of activity because she “really likes math.” I asked her if she would like to continue to work on the other activities that she hadn’t finished and she was eager to start. She is now working on doing more shapes and really seems to be enjoying it.
Devin was another student who was eager to get started on this project. I was curious to see how she would do with this type of work. She is repeating first grade this year, but has begun to gain more confidence and take more risks recently. She came up to me many times because she couldn’t read the directions in the shapes. Devin worked very hard to complete her work, but it was not always correct. When we sat down to talk about it she had a difficult time explaining herself. She said her reason for choosing to write all the addition sentences of 6 was “because she liked the number 6”. When I asked her if she liked this type of activity she said “yes, it’s important because it is math and coloring is not that important.” Because of this short interview, I would like to create another activity that would force my students to talk more about their math and not just write. I feel that this is a skill that Devin and many others are still lacking.
Finally, I spoke to Adam. Adam is a very strong student but always wants to get his work done as quickly as possible. Although he had not finished all his work when we spoke he had made all his choices. He read me the addition story he had written with ease. When I asked him why he chose that square and not the other squares he said, “it was the easiest.” Adam gave the same answer when I asked him about his other two choices. I asked him why he always picked the easiest one and he said, “I can do the easier ones much better.” We talked about how it is important to challenge ourselves sometimes and he promised that after he was done with the easy ones he would try a harder one.
I spoke to several other students who gave me similar answers to these students when asked about their work. Most seemed to really enjoy it but had a difficult time articulating why. I also had another group of students who quickly cut out their shapes and glued them onto the envelope but have not completed the project. I knew when I created this that it would be difficult for many students. I am happy to see that some of my students have self monitored and realized the work is too difficult and chosen more appropriate work.
Overall this task has been a very eye-opening experience. I feel that it has given me a lot of insight on my students’ abilities as well as things I would like for them to improve on. I am going to work with them on making conscience choices as well as how to express their reasoning orally. I am also going to continue to use differentiation activities in my classroom. I am planning to restructure my literacy centers times in order to give my students more choice and to properly challenge all students. So, the answer to my initial question is a resounding yes, differentiation in a primary classroom is possible!
December 3, 2008
Differentiation in a primary classroom
Is differentiation in a primary classroom really possible? It is the question that I asked myself many times as I began to tackle this task. How could I give my first graders choice in November when they are still so dependant? How could I manage 20 students working on many different projects when most of their reading and writing levels are still very low? I figured I have nothing to loose by trying and so much to gain if I am successful.
Knowing that I had to start slow I choose to do a math lesson. My early finishers are always a challenge for me. I want to make sure to continue to challenge them when they are able to complete their daily math work with such ease and accuracy. I thought that the best activity for my students would be a “shape up” activity. I designed a contract with a square, triangle, and circle on it, which was glued to a large envelope. In addition, each student was given a second paper with three squares, three triangles, and three circles on it. In each of the shapes there is a math activity to complete related in addition and subtraction strategies we have been working on in class. The students choose one of each shape, cut it out, and glue it onto the contract. Students must then complete the projects that are named in each of their chosen shapes and put the work in the envelope.
When I first introduced this activity to my class, all the students were very excited. They couldn’t wait to try it! I knew when I created it that it may be very difficult for some students but wanted the children to make that decision for themselves. As my early finishers finished their daily work, they quickly grabbed their envelopes and got started. I watched them to see if they made hasty decisions or thoughtful ones as they cut their shapes. Most quickly cut the shapes and many seemed to not really be reading their choices before gluing them to their envelopes.
One of my students came up to me very quickly to declare that she was finished. I looked in her envelope and found all three activities completed correctly. I was shocked! She hadn’t asked for help in reading the directions or help with the math work. I think that I was underestimating her. I did a short interview with Lauren the next day to ask her about her project. She told me that she thought it was easy because she “could do a lot of math.” I noticed that she had cut out all the top shapes. When I asked her why she said, “I read them all. I don’t know why I picked those.” Lauren also told me that she really liked this kind of activity because she “really likes math.” I asked her if she would like to continue to work on the other activities that she hadn’t finished and she was eager to start. She is now working on doing more shapes and really seems to be enjoying it.
Devin was another student who was eager to get started on this project. I was curious to see how she would do with this type of work. She is repeating first grade this year, but has begun to gain more confidence and take more risks recently. She came up to me many times because she couldn’t read the directions in the shapes. Devin worked very hard to complete her work, but it was not always correct. When we sat down to talk about it she had a difficult time explaining herself. She said her reason for choosing to write all the addition sentences of 6 was “because she liked the number 6”. When I asked her if she liked this type of activity she said “yes, it’s important because it is math and coloring is not that important.” Because of this short interview, I would like to create another activity that would force my students to talk more about their math and not just write. I feel that this is a skill that Devin and many others are still lacking.
Finally, I spoke to Adam. Adam is a very strong student but always wants to get his work done as quickly as possible. Although he had not finished all his work when we spoke he had made all his choices. He read me the addition story he had written with ease. When I asked him why he chose that square and not the other squares he said, “it was the easiest.” Adam gave the same answer when I asked him about his other two choices. I asked him why he always picked the easiest one and he said, “I can do the easier ones much better.” We talked about how it is important to challenge ourselves sometimes and he promised that after he was done with the easy ones he would try a harder one.
I spoke to several other students who gave me similar answers to these students when asked about their work. Most seemed to really enjoy it but had a difficult time articulating why. I also had another group of students who quickly cut out their shapes and glued them onto the envelope but have not completed the project. I knew when I created this that it would be difficult for many students. I am happy to see that some of my students have self monitored and realized the work is too difficult and chosen more appropriate work.
Overall this task has been a very eye-opening experience. I feel that it has given me a lot of insight on my students’ abilities as well as things I would like for them to improve on. I am going to work with them on making conscience choices as well as how to express their reasoning orally. I am also going to continue to use differentiation activities in my classroom. I am planning to restructure my literacy centers times in order to give my students more choice and to properly challenge all students. So, the answer to my initial question is a resounding yes, differentiation in a primary classroom is possible!
