Modifying Instruction
Posted by Diane Badden on 13 Aug 2010 | Posted in: Drawings and Giveaways, Planning and Curriculum
Y’all know that I think you’re awesome, right? Well, I do. I love, love, love all the wonderful comments and suggestions you make! In fact, your comments guided me to today’s topic, and it’s a biggie!
How do you modify your instruction to meet the diverse learning needs of students? What works for you? How do you keep track of the modifications you make? Wow, no wonder teachers sometimes feel overwhelmed!
Here’s an idea! Let’s pretend we’re making a big pot of stew called Modified Instruction. Everyone who’s interested can add an ingredient (a tip, idea, etc.). I’ll stir the pot, and before long we’ll have a prizewinning recipe to meet the diverse learning needs of students!
Let’s get cookin’!
Diane
PS: Each person who contributes to the stew before the end of Tuesday, August 17, will be entered in a gift certificate giveaway from The Mailbox. Delish!
Congratulations to commenter number 1, Diane, who is the winner of our drawing!
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23 Responses to “Modifying Instruction”
More Comments Pages: « 1 [2] Show All Comments
More Comments Pages: « 1 [2] Show All Comments
I offer materials at centers that fit all learning levels. But I modify my small groups by levels of ability. In Prek you get a huge range of abilities due to developmental ages, stages etc.
Another I do is make sure those who are struggling get a bit more of one on one time to help them.
Love the topic. Keep them coming Diane, even after 21 years of teaching I learn from your blog and the responses. Thanks
As a recent college grad. and a new teacher, I want you all to know there are classes that last a whole semester on this one question!
I think students will modify it on their own, if we will provide boundaries (please use at least three colors) to how we want soemthing done, but not tell them exactly how to do it (please use yellow, green, and purple).
In my kindergarten class I found that students will
modify on their own at the center time.
I provide plenty of time to experiment with the materials, such as counters, blocks, letters at the writing center, computer time, listening center and such. The students come up very inventive ways to use items that show me that they understand the concepts ( counting, sorting, letter formation, letter sounds,ect.)
I also provide more challenging tasks for those that are ready, such as creating an ABC pattern when others are on ABB patterns.
I use a game called 4 across. I divide the class into 4 groups, 1 student from each team goes to the board and it is a race to see who can write the answer to my question the fastest. I use this in every subject area. It is has been a favorite of my class every year. We also play jeopardy quite a bit, it is another hit in my class. (I teach second grade)
I tell my little ones to maybe..circle any 10 problems(Math). (Many times they do all!!)
On a worksheet…I help some students “fold up” their paper so that they only see part of the work at a time.
I have several students in my class that need to move much faster in math so I give a pretest for each skill set that we do. If they are able to pass the pretest with 90% or better they do not have to do the chapter. They can do higher level instruction on the skill set instead of the grade level instruction. I do the same with spelling. Those who pass a pretest on Monday don’t have to take the test on Friday. They study words they miss when they write or interesting words they come to in their reading. They learn the definitions of the words and give each other a test on Fridays. There are many ways to differentiate your instruction. The book Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner is an excellent resource.
I work with my pre-k students in small groups according to ability level. I like to modify games to meet the students’ needs. For example, I can use alphabet bingo and have one group of students play it by looking at the cards to learn letter identification. For another group who already know the letter names but need to learn the sounds, I can say the letter sound and have them work on finding the letter.
An interactive notebooks is a simple tool for modifying work and helping kids engage their preferred modalities. Kids take the “required” notes, or paste material on the right hand side of an open marble or spiral notebook, and make notes, draw pictures, or ask questions on the left. This simple double page spread helps kids actively engage, while giving me material to conference about as I touch base with each student. It also provides fabulous conversation starters for peer connections, and parent support.
The premise is pretty basic - the adaptations are endless. I’ll attach a resource that might help.
The best way I have found to modify instruction is to use small groups and centers. I use a color coded system. Each center has a colored folder for each group. The activities are leveled based on the group’s reading abilities.
When they meet with me, we work together on the skills that particular group needs!
Great topic! Keep the ideas coming!
Some of my students wanted to take spelling tests like everyone else, but just couldn’t spell the words. So my solution was to give them a choice between three words. They first had to circle the one they thought was right. Then they had to write that word on the a blank line at the end of the choices. This gave them the chance to sound out each word, find the one they thought was correct, and then write it. This gave them the self confidence they needed and boosted their self esteem while learning.
I use tic-tac-toe charts for various units and routine subjects like weekly spelling lists. Students can choose “3 in a row”. Tasks in each of the boxes can be modified for ability level, modality, multiple intelligences or just fun activities that students enjoy working on.