In this chapter, the authors describe 4 different lessons that are differentiated with different purposes. Since I can't get through all of chapter 7 today, I'll just review the first lesson and continue with the other lessons tomorrow.
The first lesson is a linear relationship lesson for seventh grade, which was differentiated for efficiency. Because there were time constraints for this lesson (6 class periods to cover 5 new concepts towards the end of the year), the author used a modified jigsaw format, in which each group completed a different investigation (the class had completed a related investigation prior to this lesson). After their group investigation, groups presented to the class in the form of a report/minilesson. Each group had a group leader that was chosen based on their skill level and interest in the particular investigations. Students were assigned to groups based on their working compatibility with other group members and on the number of problems in the investigation. Because students were learning about the particular topics more independently (to simply become familiar rather than master the material), the teacher gave each group a folder with key information from the teacher’s guide. Students were assigned roles: timekeeper, materials monitor, recorder, reporter, and facilitator-pacer (leader).
The students had 2+ class periods to work on their investigation and prepare their report/minilesson. In the following 2 class periods, each group had to present for approximately 30 minutes; their presentation was to include one problem for the class to complete. The next class period was a jigsaw quiz, where students worked in new groups that had at least one member from each investigation group.
The launch part of this lesson was the explanation of the groups’ tasks and time to get started.
The exploration section was the group work time, during which the teacher met with each group to coach, question, monitor, otherwise support support the students.
The summary part of the lesson includes the group reporting and problem solving as well as the jigsaw quiz period. The procedure for the jigsaw quiz is for group members to work individually for 15 minutes, during which time they should scan the whole quiz. Then students discuss and compare their answers and complete the quiz. Each student does complete his or her own quiz.
I have never used the jigsaw quiz idea - I'd definitely like to try that.
More chapter 7 tomorrow!