tag:blogger.com,1999:blog-7691251033406320222.post7146329449864288696..comments2024-03-26T04:19:38.862-07:00Comments on kitchen table math, the sequel: the arithematic of differentiated instructionCatherine Johnsonhttp://www.blogger.com/profile/03347093496361370174noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-7691251033406320222.post-34432586985686240542011-06-07T18:34:18.000-07:002011-06-07T18:34:18.000-07:00I agree that differentiated instruction presents a...I agree that differentiated instruction presents a tremendous challenge to the classroom teacher. I currently teach at a school that has time built in for differentiation in reading, but I've been trying to devise a plan to implement the same practices in math, but I just don't have enough instructional time in the day. When I do try to work with a small group of students, I find that the others do not engage in anything meaningful or that I can't teach the small group because I'm having to constantly intervene with the other groups. I find that my differentiation comes when I'm sitting with a couple of children at recess reteaching a concept or by keeping students in during Music or P.E. This not only keeps them from their much needed recess, but I'm often giving up my much needed planning time. If you come up with a way to make differentiated isntruction work....let us all know.Dedicated Teachernoreply@blogger.com