How can teachers best differentiate math and English language arts (ELA) content in a multi-age classroom to meet the needs of all students?
During our third practicum, we find ourselves in an unfamiliar position of being placed in multi-age classrooms with diverse levels of skills and understanding. Within our first weeks in the classroom, we are noticing that the global pandemic is further complicating the situation. Student absences have been fluctuating daily with more than one third of the students missing some days. We realize that we need to better grasp the process of differentiating content within the classroom to better attend to the diverse needs in the classroom. Although teachers in multi-age classrooms have to adapt their differentiation strategies regularly, we understand that it is a skill that can be refined over time. It seems to be the perfect opportunity to learn as much as possible about practicing intentional differentiation to support our current and future students.
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