I have five Science classes every day. These classes consist of mixed ability students. After introducing new content some students get the content fast and others need more and alternative presentation methods. My goal is to support the slow learners while providing engaging work for fast learners.
My students range from 14 to 20 years of age, boys and girls who speak a variety of first languages.
They attend an urban high school within the poorest region of the city. 72% are English language learners, and 84% are economically disadvantaged, and receive free or reduced price lunch, yet their thirst for knowledge is well above these percentage levels.
These students work effectively collaboratively because learners who share a first language assist each other with translation. They learn better when they see or represent their work as visuals.
Students whose first language is English have mixed abilities. The fast learners require extra and more challenging work because they can work independently but the slow learners require appropriate level of work.
Due to budget cuts, the school does not supply materials like paper and other stationary. It becomes a challenge to provide multiple assignments to support the different learning abilities and styles.
My Project
I intend to present my content in a variety of ways. One way is to use a variety of activities that will be color coded to help me differentiate instruction without making it obvious to my students that some activities are for learners with lower abilities.
I have requested white and colored copy paper, pencils, chart markers, and colored markers to support differentiated and collaborative learning. My English language learners understand better when they see and hear content in the form of words and other visuals, and when they work together.
Students will be able to get notes and practice activities that they can carry home.
The dry erase markers are used by students to post their responses during class discussions. I have improvised mini boards by putting white paper into clear plastic bags.
Due to the high poverty levels, these students lack basic supplies like paper and pens. I would like to have supplies that I can offer students to use in class.
There is nothing that makes my day more than to see the light bulb go on when my students who can hardly express themselves get a concept.
My students are inherently communal, and collaborative learning has proven to be an effective way for them to learn. They need materials that can support differentiated and collaborative learning.
These materials will allow me to reach more students in more ways.. They will improve my students learning experience.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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