Adaptation
and Adjustment – My Personal/Professional Experiences
Author: Santosh Kumar Biswa,
Sr. Teacher, Damphu CS, Tsirang, Bhutan
We genuinely alter the curriculum to best suit the interests of
our pupils while modifying resources, tasks, and assignments in the classroom.
We need specific strategies for modifying materials, tasks, and assignments so
that students are given communicative activities that motivate them to learn
when we notice students stalling in the classroom while learning (Illinois
Early Learning Project, 2022) or when the classroom is not interactive (Cohen
and Barczyk, 2015).
Based on my personal and professional experiences,
differentiation teaching through flexible grouping is my preferred method of
modifying the materials, tasks, and assignments that I deliver. I prefer it
because it would provide my kids the chance to participate in a variety of
groups based on their readiness, interests, or learning preferences. If a
student is forced to sit still and listen to a lecture, especially while
teaching literature classes, they will frequently become bored and occasionally
find it difficult to comprehend what is being taught to them. Because each student
has different needs, educational backgrounds, attention spans and interests,
language abilities, and cultural backgrounds, I must modify the teaching
materials, tasks I assign in class, and assignments I ask my students to
complete to meet each student's specific learning demands
(Chessineducation.org, 2022). I engage my pupils through inquiry learning, in
which they are separated into groups and asked to investigate utilizing any
materials accessible in the school library, computer lab, or locally, as
opposed to merely explaining the substance of any literary work. They are even
urged to socialize, engage in conversation, understand the setting, and attend
the presentation in the classroom. They are encouraged to converse with other
groups throughout the process to gather the information that will help them
deliver and comprehend their material more clearly. They are in charge of
everything, even the presentation manner. They are free to select the
presenting method, such as using a prepared chart, a self-made video clip, a
PowerPoint presentation, etc. As a learner, I participate in their discussion
as a teacher and provide my students with the required cues and clues. Student's
learning capacities can be enhanced by using a technique like this while teaching
them since it enables them to explore a wide range of skills and requirements
that fluctuate continually based on the work at hand, the goal, or even the
time of day. It gives students the chance to engage with a variety of
classmates to develop their collaboration abilities, and it enables them to
take part in various groups based on their level of preparation, interests, or
learning preferences (Mursky, 2011). I always make sure they work in a variety
of grouping arrangements and that they transfer groups as needed to accommodate
their own needs while conducting research for their group.
Sometimes when learning is slower, I ask my students for
thoughts on how they would prefer to learn so that I can modify, adapt, and/or
tailor the curriculum, resources, assignments, and/or activities to match the
different student needs in my classroom and make learning inclusive. I
frequently hear that different pupils choose to learn in various ways. I adapt
my lesson to fit their learning styles and include a variety of exercises to
keep them interested in our shared objective. As a result, my classroom now
includes activities such as literary circles, role plays, and video
assignments. I make sure that every kid has fun throughout the class in their unique
way. After they finish their task, I participate in peer review, where one
group evaluates the work of another group and offers helpful criticism and
recommendations. Because they are matched with more advanced students to
address their special needs, engaging pupils through such tactics will help
them meet their unique educational needs.
To suit the requirements of my varied student body in my
classroom, here are some ideas I have for how I may modify, construct, and/or
tailor the curriculum, materials, assignments, and/or activities:
·
I
split the class into six groups of six students each, giving each group's
members a number from 1-6. The desired content is broken up into six pieces,
and they will be expected to work on it. Each group will receive a portion of
the topic to discuss, work on, and interpret to create a written summary that
is a simplified version of the content. Once they have completed their task,
they will be regrouped and form a new group with all 1 together. Students will
similarly follow their numbers to create their separate groups. All six members
of the new group will now have six different content components assigned to
them. They will once more be required to work together and share their pieces
to comprehend the total topic. Anyone in the group who finds it difficult to
share will be urged to seek a buddy from their prior groups to explain if they
have any questions. Sharing and clarification go on until every student has a
firm grasp of the material.
·
Next,
I occasionally break the class into several small groups based on the learning
preferences of my students when teaching a short story. I ask each group to
prepare a presentation of their choice to summarize the narrative. I advise
them to get the presentation materials ready, such as the audiobook, comic,
summary writing, art book, PowerPoint presentation, tale screenplay, role play,
video, etc. They will have plenty of time to get ready. I make sure that
everyone participates in creating the presentation of their choice in their
respective group. Later, each group will be required to present their work to
the class in turn. Other groups will be instructed to take notes during
group presentations to provide feedback and suggestions that will help the
group do better the next time. Due to the similar learning styles of the group
members and the positive learning outcomes, this method has shown to be the
most effective one in my classroom.
References
Chessineducation.org. (2022). Differentiation: A
variety of teaching techniques and lesson adaptations.
https://chessineducation.org/theory-2/
Cohen, R. & Barczyk, R. (2015). Adapting materials
to meet your classroom needs [Presentation slides]. American English.
https://americanenglish.state.gov/files/ae/resource_files/webinar_15.2_-_slides_for_ae.pdf
Illinois Early Learning Project. (2022). Curriculum
Modifications: Materials Adaptation.
https://illinoisearlylearning.org/blogs/disabilities/cmod-materials/
Mursky, C. (2011). Flexible Grouping.
https://dpi.wi.gov/sites/default/files/imce/cal/pdf/flexible-grouping.pdf
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