In Ms. Clemens’ Integrated Algebra I class, she has given her students a task on day 1 of instruction, “Students, I want you to chart your test scores and your homework grades for the first quarter and then create a graphical analysis of your scores for individual conferences at the end of the quarter.”
For most students, who are unfamiliar with differentiated instruction, Ms. Clemens’s task promotes a diversity of questions.
“Why, do we have to do that?” Taylor asks from the back of the room. “Won’t you already have our scores,” he adds.
“Yes, Taylor, I will have your scores and your final percentage score which translates into a quarter grade,” Ms. Clemens responds with a smile.
“Ms. Clemens if you have all of that stuff, then what’s up with the extra work?” Martha, a fourteen year old 9 grader asked.
“In this class, not only will I have your grades, but you will have your grades and be able to see your strengths and weaknesses on tests, homework and on different math concepts,” Ms. Clemens said as she checked to make sure that she had a copy of Martha's IEP (Individualized Education Plan) in Martha's student folder.
“Do we get extra credit for this?” Laneisha asked flipping her cell phone.
“You get extra knowledge which translates into the areas you may need extra help on to fully understand Algebra I. Laneisha please put the cell phone away, remember the school’s no electronic policy in the classroom.”
“Oh, I’m bad,” Laneisha said laughing as she put the phone in a pocket of her backpack.
With differentiated instruction, Ms. Clemens begins her math class by having students chart their math progress and individualizing their learning progress and remediation. She lets students know that each one is responsible for their own learning and charting their academic progress in her class. For students, like Martha with an IEP, this academic ownership is crucial in helping Martha and Ms. Clemens work on gaps in Martha's academic knowledge in basic math concepts. In Part II, Ms. Clemens will show how her students have taken ownership of their academic success in her Integrated Algebra I class and how the teacher/student partnership continues to grow student’s interest and achievement in math.