Differentiation is certainly a 'hot topic' in many subjects
for schools and districts across the nation. In our district
we do not have pull-out sessions for our high achievers, we
have chosen a more integrated model for the classroom.

May I suggest that you contact your "highly capable"
or "advanced placement" team at the district level to see
what conceptual/theoretical type resources they have (one
that comes to mind is "The Parallel Curriculum").

Differentiation of course does not mean 'more' work for the
students, and so when a teacher is in process of adapting
his/her materials for the classroom, it can mean more time in
preparing the lessons.

There are other resources that with more of the pratical
applications of differentiation, with examples and outlines
to use when presenting materials to all learners, in the
marketplace.

The idea of encouraging the more capable students to create
their own differentiation is a positive one. Engage them in
the learning process asking them for imput on how to make
assignments more relevent to their knowledge and experience.

I shy away from asking for too much mentoring, though it
sounds like you have an excellent mix to pair weaker
students/new students with stronger/repeat students, however,
you will also want to have the stronger/repeat students the
opportunity to work together to reinforce and advance.

Do look for 'widening' lessons for the stronger/repeat
students...more oral work, presentations, projects...

maybe this is too vague, however, I hope it gives you some
ideas to reflect upon.

On 11/04/09, JMac wrote:
> Hi guys,
>
> 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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