ork in Progress: Differentiation
One aspect of running a presentation focused class that we have not quite figured out yet is how to differentiate the class well enough so that all students are working at their learning edge. We have a good sense of how to do this is inquiry based classes where the focus is on group work and whole class discussions. In her blog "Inquiry is Differentiation" Chrissi summarizes some of the structures in a group setting that allow for wide differentiation of pace, tools, scaffolding, encouragement, extension questions, etc.
When our focus was on presentations, it seemed that the whole class is for much of the time focused simultaneously on one particular presentation by one particular presenter. While all students are expected to have prepared the material themselves, it is our observation that there will be variation in the depth, tools, representations, and other dimensions of their preparation. Some students seemed overwhelmed or lost in some presentations (busily copying down the presenter's notes). For others the material in some presentations was so clear that they looked like they could recite the argument along with the presenter. What could we do in this presentation focused format to provide both groups with more learning opportunities at their learning edge?