H1-Honor student diversity and development.
Teacher-candidates plan and/or adapt learner centered curricula that engages students in a variety of culturally responsive, developmentally, and age appropriate strategies.
As a teacher, the content I teach must be accessible to all students of diverse learning profiles, readiness levels, and interests.
On the fifth day of our Algebra unit on functions, I decided to do a stations activity. The stations were designed to allow students to work on various ways of working with functions. The activity enabled students to choose the areas where they felt they needed additional practice.
The stations were:
1) Domain/Range: Worksheets with multiple ways of representing given information.
2) Input/Output: Worksheets with many different functions and problems where students are asked to find either specific inputs or outputs.
3) Graphing: Students are given several related functions (shifted along either the x or y-axis) and asked to graph them on different coordinate planes. (See graph paper)
As with other workdays, students were encouraged to work collaboratively and use dry-erase markers on their tables to demonstrate their work. “Go-to” people were designated at each station as peer leaders to whom students could direct questions before asking me.
After the stations activity a differentiated quiz was given to all students. The quiz had two versions based on student readiness level. The only difference between the quizzes was the complexity of the math involved; the function content was the same. Prior to giving the quiz, I explained why I was giving two different quizzes. “Those who showed an understanding of functions (based on pre-assessment) receive a quiz with more complex math as well as functional notation. This is to challenge each student, not to label one group “smart” and another “dumb”. All students received the same type of questions, just different levels of math complexity.”
This lesson was planned so as to be learner centered. It allowed students to work with the content in a variety of ways and from multiple perspectives. Students were able to work collaboratively- challenging each student in a developmental way. Finally, the quiz was given in such a way as to give each student the opportunity to succeed and demonstrate their academic knowledge.
In creating this lesson I was able to grow in my understanding of how to differentiate instruction and assessments. I focused on individual student readiness levels and was able to formatively assess where students had strengths and weaknesses. By giving students the choice of which stations to work at, they were responsible for their own learning and quiz preparation.
In the future, I will continue to strive to make my lessons student-centered, differentiating my instruction to meet students where they are at developmentally.