Introducing differentiation in the CCB's middle years programme
My final product
RUBRIC: first draft
reflection
When I was writing my first rubric I thought that I would need to plan classes and measure the student's abilities myself. Then I talked to Mrs Patricia, she informed me that planning classes and differentiating them was the teacher's job, not mine; although, most teachers in the school lacked the resources or the knowledge to differentiate. therefore, my project passed from being a program which used differentiated lessons, to a digital tool which gave teachers the knowledge and information which enabled them to design a differentiated teaching program which uses tiering to improve student's learning abilities.
my product
My final product started out as an instructional programme using tiered instruction; however, I reached the conclusion that it would be far more fruitful to create a booklet as a resource for teachers who want to learn about tiered instruction as a method of differentiation. Then I set out to creative booklet in which I would assess the following aspects:
How do we learn…What is a teacher…What does the CCB community think about learning…On this booklet…? What is differentiation…? Benefits and negative aspects of differentiation… Differentiation in the CCB… What is Tiering… How to tier… On tiered classrooms… On tiered assignments… How to tier in the CCB…? Things to keep in mind when using tiered instruction… On fairness and equity… Practices which should be left behind… Online teaching communities that may help… Support for teachers (class planners) …
These things would become part of my index. I then divided my book into chapters: an introduction, a chapter on differentiation in general, a chapter on tiering, and finally a chapter teacher support. I chose this to be my product as I wanted to do something challenging and new. In order for my project to be successful I believe that I needed drive and determination to achieve something which would challenge me and demand a great deal of forethought and effort out of me; the booklet was the answer. After revising these aspects, I decided that my project should be given as a free resource, something which teachers could use freely to improve every student’s learning experience. With my booklet I transmitted my knowledge and I taught those who teach about teaching, even if that sounds tricky it would be easy to sum up this endeavour as an attempt to permanently ensure learning occurs.