MODULE 3. BLOCK 7: Differentiated classroom

MODULE 3

BLOCK 7-Assignment

Differentiated classroom

  Differentiated learning activity:

Context:

                    Area: Science/ESL

                    Year: 6

                    Topic: Pollution

1-ESTABLIHING previous knowledge:

SS think about what they know about pollution and are assigned a colour, First of all they complete the two first columns of KWL charts.

-I understand what pollution is and its effects and could explain to others. 

SS have to create a pollution situation using C&S (Consequences and Sequels) thinking routine and present it to others. After that, they write some questions about what they would like to learn.

-I have heard about it, but I need more information.SS use the "Question Key" thinking routine (Toni Ryan's thinking keys). They are presented a statement about this topic and then, they have to create different questions to reach this answer. After that, they write questions about what they would like to learn.

-I have very little notion of it.

SS have different sources: Cards with text, pictures and a video, which explain what pollution is and its different effects. Then, pupils write their own questions about it and about what they would like to learn.

2-Then, children EXPLORE about pollution. They reasearch and go deeper, they collect some information from the internet guided by the teacher and complete a graphic organizer about the types of pollution and real examples. (They can choose between different types of graphics or create a new one) They compare and contrast their information in groups and  discuss about what they do in their lives in favour and against (to avoid) pollution. 

Examples of some models:

3- EXPERIENCE:SS do a trip to a recycling plant and then make a plan to recycle at their homes.

4-EXPLAIN: Children explain to others what they've learn about recycling and their recycling plans through a Chroma Key, and infographic,a song, a poem, a video, a prezi...

5-EXTEND: "KEY ACTIVITY ON DIFFERENTIATION"

SS are going to create a performance about pollution in order to raise the audience awareness of it.

In the creation process, SS played different roles.  

MULTIPLE INTELLIGENCES 

 

 

-VERBAL-LINGUISTIC: Children create the script. In order to do it, they use OPV (Others People Views) thinking routine to create the role of each character.

-LOGICAL-MATHEMATICAL: Children design the costumes, they have to select the different sizes.

-VISUAL-SPATIAL: Children create a poster, a comic script, a graphic... to advertise the performance and engage the audience.

-BODILY-KINESTHETIC: Actors and actress. They use also the OPV thinking routine to create the role of each character.

-MUSICAL-RHYTHMIC: They create a coreography for the end of the performance and design or select the background music and sound effects.

-NATURALISTIC: Children think how to adapt materials to  new use. They select different materials or recycled resources that they can use to make the costumes, the complements, the decoration, etc.

-INTRAPERSONAL: Each student have a diary of his/her experience and they write their feelings on the process, what they have learned, review and visualize his/her work.

-INTERPERSONAL: They carry out some interviews after the experience to other SS to know how they have feel and share perspectives. 

 REFLECTION ON HOW AND WHAT IT DIFFERENTIATES

   

-SS have the opportunity to choose according their prior knowledge. Teacher gathers the background information.

 

-Input is presented in different ways: text, video, cards.. and when children have to explain the content to others can choose between different options, such as: chroma Key, and infographic,a song, a poem, a video, a prezi, etc.

 

-It is an open ended lesson. The final output is a performance and each student carrry out the task which fits better with him/her. 

-Learners are encourage to use different ways of thinking, some thinking routines are promoted.

-Competition is tried to be avoided. Every student get what they need to be succesful in each own way.

-The performance challenge each student appropriately and engagingly according their personality.

-SS make groups according to their interest.

-Varied use of materials and resources.  

 

6-EVALUATE: Teacher evaluates the process through direct observation, field notebooks and rubrics and the what I've learned column of the KWL charts.