Differentiation Step 3: Turn class into a catalog

catalogDifferentiation Step 3: Differentiating by Interest through Credits

The course catalog, my freshman year of college, was almost as fun as a J. Crew catalog. I couldn’t fathom how many options were open to me, and the sense of choosing my own academic destiny was intoxicating.

Why must students wait until college before they can have the autonomy to choose the credits they need to meet their goals?

The most concrete form of differentiation you can employ in the classroom is to offer options to students for their major assessments. Would they like to create a poster, a NPR style radio show, or build a theme park?

There’s one problem: we all know that it takes much longer to build a theme park than it does to make a poster. Unless it’s a huge freakin’ poster.

How to solve that problem?


creditcatalogCreate a table where you delineate how many credits a student can receive for a certain kinds of work, and what grade is possible by amassing a certain number of credits. Click here for an example.

Caveats

  1. You must provide models of excellence and a few sub-par models and students must articulate what they see as the difference. They need to own what they’re getting into when they choose a certain project type, and many an amateur film-maker rued the day they chose to do film, even though it earns more credit; film can be a time consuming burden for a student who doesn’t love working on it.
  2. Tag models of excellence each year to update the student model portfolios. Yes, the first year is hardest. (I created a few of my own models the first time I allowed certain modalities.)
  3. When a student chooses to aim for less than an A (this tends to be more acceptable at the high school level where student autonomy is more encouraged), it might be wise to meet with his/her advisor (or send a note home) to make sure other responsible adults are in the know. In truth, this type of choice can be a “canary in the coal mine,” and help you find students who need more support and encouragement. They would know if this is a) someone about to fall through the cracks or b) someone who is on three teams and the school play, being responsible and realistic with time-management.

You may want to read Part 1 and 2 on Differentiating in Baby steps, here.

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“If this was my project…” : Using Pooled Resources for peer feedback and evalution

The first slide of a student's presenation

A slide from a student’s presentation

This post was originally featured on Thought Partners, a blog for educators, hosted by the excellent classroom behavior management app, Class Dojo.


This is part 2 of a mini-series on Pooled Resources / Individual Collaboration. For part one, click here.


Let’s say that you come up with a cool project for class.

Say: Design and build (using computer drafting programs or 3d craft and found materials) a monument to be placed in the Mall in Washington DC for something that has affected American society during your lifetime.

1331Let’s say you teach all the concepts of brainstorming and bouncing ideas around – planning, building, revising – getting feedback. The whole shebang.

Now what? You grade it with a rubric?

Sure. You can do that.

I have a better idea:

boothHave students link to their projects on a shared class document – either to a photo, a screenshot, or to whatever online link brings a visitor to the students’ work – along with a document providing a “tour” of their project, an explanation.

Next, assign an essay that requires students to explore a topic, where a component of the analysis requires them to review their classmates projects and, choosing 2-3 from below:

A. Compare / contrast / critique various projects’ details, approach, and / or themes, statements

B. Riff off ideas begun by various projects

C. Suggest changes the artist could (hypothetically?) make to make a more effective piece – using the phrase: “If this was my project,” I would ______.

Additional Notes:

1. Students may analyze their own buildings; include a slightly adjusted set of prompts for this.

2. This allows even students who bomb the project to recover and learn from the unit.

3. Knowing that others students will see their work is an incentive to create a polished piece of work!