Question about Differentiation

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Question about Differentiation

by Marcia3GA

Dec 5, 2010

So glad to be back on here with voices of reason and thoughtfulness...I bring to you a question, I think a very basic question and your answers will help me affirm or confront my own beliefs:

How do you show differentiation in a writing workshop?

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judy5ca One more thing: differentiation is also shown in CHOICE, a huge element of WW. Although I teach genre and each student must write in that genre, the topic is chosen by the individual student. Judy

On 12/05/10, judy5ca wrote: > On 12/05/10, Marcia3GA wrote: >> How do you show differentiation in a writing workshop? > > JMHO, b...See More

Dec 5, 2010

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Marcia3GA Judy, not trying to trick you, but needed a voice of reason. I was told this week by my administrator in my post observation conference that I did not show differentiation in my writing plans. I have always believed that differentiation for students is evident/demonstrated in writing workshop, just by default, with the way conferences are held, lik...See MoreJudy, not trying to trick you, but needed a voice of reason. I was told this week by my administrator in my post observation conference that I did not show differentiation in my writing plans. I have always believed that differentiation for students is evident/demonstrated in writing workshop, just by default, with the way conferences are held, like you have expressed in your post. However, they wanted to see a statement about differentiation in our plans so I wrote up two. Please see the two statements that I have in my plans to address differentiation:

"Differentiation naturally occurs within the independent writing time. Student conferences allow for differentiation, feedback and goal-setting to be done on an individual student basis. Conference notes demonstrating evidence of differentiation, feedback and goal- setting are found in the green writing folders. During the minilesson and sharing time, students are supported with verbal or visual prompts, or challenged with higher order thinking questions. Graphic organizer, visuals, word bank for students with written expression difficulties."

I also include this statement to describe the closing part (we have to refer to it as "closing" not "sharing") of writing workshop:

"Share the work of 2-3 students who have conferenced with a teacher. The reasons for choosing pieces to share vary and are reflective of the needs in the classroom writing community. Teachers will identify students to share for some of the followiing reasons: reluctant writers who have produced that day--they are chosen as a way to reinforce this writing practice; students who have demonstrated the content of that day's minilesson and the teacher can review the minilesson with the actual demonstration of student work; students who are demonstrating a skill that has been a challenge and may need the reinforcement to continue; students who are demonstrating a skill that was taught in the past and needs to be reviewed; and students who are demonstrating a skill which will be taught in the future or is a higher developed ability to write in order to model for other students."

Both of these statements are in my lesson plans every day for writing workshop...still what I believe. She does not like them and wants them out. I now will address differentiation by making very detailed statements about differentiation in my plans. I will also put a heading on it and make it bold...sometimes how I am addressing differntiation is embedded into the body of the minilesson and may not be evident. Thanks for affirming what I already know, practice, and believe about the power of writing workshop and how it can build the skills of individual students.

On 12/05/10, judy5ca wrote: > One more thing: differentiation is also shown in CHOICE, a huge > element of WW. Although I teach genre and each student must write > in that genre, the topic is chosen by the individual student. > Judy > > > > > On 12/05/10, judy5ca wrote: >> On 12/05/10, Marcia3GA wrote: >>> How do you show differentiation in a writing workshop? >> >> JMHO, but I think differentiation is shown with work: the >> writing is at each student's individual level of >> accomplishment. Individual conferences are held to nudge each >> student to the next step. >> >> In my class, I teach the writing minilesson whole-group, but >> the application and expectations are differentiated. >> >> Ugh, I feel like I'm not being clear. Does this make sense? >> I'm looking forward to reading other responses. >> >> Judy

Dec 5, 2010

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Marcia3Ga On 12/05/10, judy5ca wrote: > One more thing: differentiation is also shown in CHOICE, a huge > element of WW. Although I teach genre and each student must write > in that genre, the topic is chosen by the individual student. > Judy >

Yes, Choice is definitely a way to address differentiation and promote engagement with stu...See More

Dec 5, 2010

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Marcia3GA On 12/05/10, Marcia3GA wrote: > Judy, not trying to trick you, but needed a voice of reason.

"Trick you' may be not the best way to put it. The question was so basic... and I knew that, and I know you know of my background with reading and writing workshop so question may have seemed out of place.

Dec 5, 2010

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judy5ca LOL, Marcia. I thought I knew what you meant. I thought you wanted to check, meaning get a response before you posted your opinion. I'm glad you let me know we agree! Judy

On 12/05/10, Marcia3GA wrote: > On 12/05/10, Marcia3GA wrote: >> Judy, not trying to trick you, but needed a voice of reason. > > "Trick you' may be not t...See More

Dec 5, 2010

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