Strategies for Differentiation: The 1920's Woman

MODULE 6- Part 2


Strategies for teaching the concept: The 1920’s Woman

Strategies:
*Student developed vocabulary cards that are self-correcting. (ESL, LD, visual/spatial) Especially good for LD and ESL because it’s painful for them to write and listen at same time. Vocabulary words are written in English and Spanish.

http:/wwww.jc-schools.net/tutorials/vocab/TN.html Computer and board-based games that support Marzano’s Six-Step process.

*Class Mind Map on Women in the 1920’s. (great assessment for prior knowledge, then later for what to reteach or extend. Good for all learners, bodily/kinesthetic, interpersonal, logical, visual/spatial)

http://www.eslbase.com/articles/mind-maps:asp

*Blogging for gifted and high achieving students during vocabulary unit if they already know vocabulary. Blog on site about the Roaring Twenties.

*Discuss the various movements in which women of the 1920’s had involvement. (Appropriate for all students, verbal/linguistic)

*View websites/video clips of women of the 1920’s.

*PowerPoint development and presentation on women of the 1920’s. (interpersonal, verbal linguistic, logical and visual/spatial.

*Facebook poster project involving women of the 1920’s as participating members. Students will use same woman they chose for PowerPoint for Facebook project since students will already be very familiar with their person. (good for ESL, LD, Gifted, intrapersonal, verbal/linguistic, logical, visual/spatial) Good to use flexible grouping here so that gifted kids can interact together with their facebook wall postings.

www.facebook.com Can view Facebook format to help with setting up project properly.

*Explore and discuss idioms used during the 1920’s. (Appropriate for all, verbal/linguistic, interpersonal)

http:/wiki.answers.com/Q/What_are_some_slang_words_from_the_1920’s

www.teachervision.fen.com/reading-and-language-arts/games/5831.html

www.internet4classrroms.com/lang_elem.htm

*Image analysis of Gipson Girls vs. Flappers (Good for all, interpersonal, verbal/linguistic, visual)

http://www:shmoop.com/1920s/Gibson-girls-flappers-activity.html

*Multiple Intelligences Learning Centers- Students will select a learning center based on their preferred

multiple intelligence- (musical/rhythmic , visual-spatial, verbal/linguistic coolection of letters.

http://edugains.ca/resourcesDI/Differentiated%20Instruction%20Projects/Resources/DI%20Teaching%20Learning%20Examples/History,%20Geography,%20Civics%20Grades%207-10/Folders%20GR10_Hist_ Great%20Depression.pdf

http://www.bls.gov/opub/cwdcm20030124ar02p1.htm

Standards Based Instruction and Differentiation

The No Child Left Behind (NCLB) Act requires that we stick to our state standards while reaching all students. Differentiation must begin with strong lesson plans based on the standards. We must acquire a large menu of instructional strategies so that we can connect all of the students with all of the content. As teachers, we have to acquire a broad knowledge base and skillfulness in presenting our content and strategies. It is a challenge to keep the creativity and freshness in our lessons, while simultaneously keeping achievement data and timelines for completion in our heads. It is for that very reason that we must be purposeful in our strategy selection so that we can accomplish our goals of reaching all students. This being said, we must still identify concepts that go beyond the facts in the state standards guides. I will be doing additional blogs which will include a sample of strategies and lesson plans.