Differentiation is something that is so close to my heart. I can’t say that every aspect of my instruction is differentiated, but I do my best to ensure that I am meeting all of my students where they are. As I was reading “Leading and Managing a Differentiated Classroom” by Carol Ann Tomlinson this summer, I was inspired to do a few demonstrations for my students at the beginning of the year.
3 Demonstrations for Students and Staff!
All of these activities are intended to be light-hearted and funny. Excuse me and my silliness as you read this post.
Everybody Gets an Aspirin!
I will be using the patient cards (click the image above to print out the FREEBIE) to select eight students to play along in my demonstration. Each student will take turns visiting the doctor. I’ll sympathetically listen to their complaints, and with as much composure as I can muster, I’ll give them an “aspirin” to make them feel better.
The eighth and final patient card is for a poor patient complaining of a simple headache. Then, after seven other silly attempts to solve the problems of my patients, I’ll finally be successful in handing out an aspirin!
Just like passing out an aspirin to every person sounds ridiculous, so does instruction that isn’t differentiated.
I can’t wait to have a discussion with my students about the things that we do in my classroom to ensure that all of my students have instruction that actually fits.
Brown Paper Bag
After all of the students have showcased their items, I plan to discuss how many items were the same and how many of our items were unique. My guess is, we will have many items that are very different from one another. Most importantly, while we may have some similarities, no one has brought in three identical items!
Just as the items in our bags, we all have different likes and dislikes. This also applies to our learning and why I differentiate. Maybe I like practicing my spelling words by putting them to music (honestly, that’s how I always practiced my spelling words), but someone else really prefers to write them on the chalkboard repeatedly. Our likes, dislikes, strengths, and weaknesses all impact our learning.
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