Kwa NateKo
@kwa · 4:58
Math Lessons: Scaffolded Differention
It's a little harder to do with that material in particular. Once you get to algebra, maybe you can split the groups into the same way, but basically people get done a lot faster. The way I try to manage it is at least at one point was to split, have them doing three different things. And that works. But there is something to say about cohesiveness between the class as a whole. And the way I'm thinking about it now is more of like a scaffold differentiation
Kwa NateKo
@kwa · 1:55
And I guess I want to add on to it. The idea is not just to have the whole class do it. It means you have one lesson that they're all supposed to do. And so the kids are having more issues taking the time to complete it can take as much time as they need, or can take the whole class period to work on that thing, while the other kids can use whatever time they have once they finish that to go beyond it
What ways can we teach this that would really resonate with you and would work and maybe they can work in groups together to come up with a way or individually and present it to the class as ways to work on things. And if they get done early, some students, because, yeah, at times you are going to have to put them in different groups right. To come up with things they can do when they do get done early
Kwa NateKo
@kwa · 1:03
What I have not asked and you brought up is how students want to learn. I'd never thought of it that way, which is like insane, right? I'm a teacher, I really should. But I have not thought like to ask them what method of learning they think is best. I have just asked them what they would like to learn that they have not learned yet or want to learn more of or think they need improvement on