The OP did not say what state they are from. In NYS, in order to
get HS credit for a MS class, they need to pass a state exam. So
after Spanish in 7th and 8th grade, there is the NYS Proficiency
Exam. If they get a passing grade of 65 or better, they go to
Spanish 2. If not, then they take Spanish 1. At my school, we
frequently get transfer students from other states that do not
require LOTE. If that is the case, they all end up in the same
class. The parents have no say in this, as it is not a district
policy.

Differentiated instruction (defined as different teaching that
reaches the same outcome) can work well in times like these. The
problem I see tho is that the term of "differentiated
instruction" is bantered about like hot cakes and it doesn't
always mean the same thing to the same ppl. I know some
teachers that give three different things to three diff ppl in
the same class....the instruction doesn't lead to the same
outcome, but the test is the same. 2/3 don't do well. A rose by
any other name isn't necessarily "differentiated instruction".

On 11/04/09, Daniel Hanson wrote:
> JMac,
>
> You might consider more independent work with these students.
> Also, you can make the same activities more challenging for
> the students how have had Spanish I before in middle school.
> For example, the first-timers would just write the verb form
> into the sentence while the rest would create their own
> sentences using the same verbs. You might do projects or
> grade harder on those students (with more spelling activities
> or what have you).
>
> Okay, now I'm going to go off topic to ask you why this
> situation is occuring at your school. Is there not enough
> space for these incoming freshmen to be placed in Spanish II?
> This is a disservice for the students who can move onto
> Spanish II already to sit through Spanish I all over again.
> Also, if I was a parent, I would complain to the school and
> the counselor about it. Parents don't do anything about it?
>
> On 11/04/09, JMac wrote:
>> I'm wondering how you differentiate your lessons for
>> students of different ability levels.
>>
>> I teach in a high school where 3/4 of the incoming freshman
>> move into Spanish II, because they mastered Spanish I
>> concepts in middle school. The remaining freshman enroll in
>> Spanish I, even though they have learned most of the
>> material, and are mixed in the class with students that have
>> never had a Spanish class before.
>>
>> I know I need to be differentiating activities for the
>> students who basically reviewing the material the info from
>> those who are learning it from the first time, but am a bit
>> unsure as to how to successfully do that with two such
>> diverse groups.
>>
>> Any suggestions or ideas that have worked for you would be
>> appreciated.

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