s/o Tracking
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Anonymous
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You do realize this is what every classroom at Yu Ying looks like, right? The kids are all in varied levels in English, Math and Chinese with every imaginable differentiation. BUT YET this (plus the other interventions) was not enough for some of the kids. Therefore, this laundry list of tools is not enough to make a student successful. It might be that those kids simply need the same number of days of instruction in English as kids at any other school. UGH, back to Yu Ying again. I know Yu Ying is trying hard. They are trying the differentiation, but they are still young and learning. They should trust in their methods, get some more professional development for their teachers, and keep up the good work. Oh, and they should integrate those students back into a heterogeneous classroom ASAP, stop obsessing about standardized test scores and realize that their mission will work for all of the students. |
Anonymous
| For all of you tracking opponents: when students are divided into groups of different ability in the same classroom in your differentiated instruction scenario, and certain students always end up in a low ability group, do you think it escapes them that they are placed in a low ability group? Don't you think they notice that peers next to them can read and write Chinese fluently while they struggle? I guess I don't get why you think that kids who are having trouble with Chinese are in the dark about exactly where they are in the achievement range. |
Anonymous
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I'm sure they are all having trouble with Chinese is it is not the mother tongue of many in DC. Differentiation means that there are NOT low abilities groupings.
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Anonymous
I think you are arguing semantics. When one group of kids inside the same classroom reads Shakespear and the other is looking at flash cards, do you think it escapes anyone why they are doing it? Do you think anyone inside that classroom misses who is who? |
Anonymous
| It means the teaching methods need drastic improving and experts should be brought in. |