I am a big enthusiast of applying differentiated learning techniques in my classrooms. Students have unique learning styles and capacities. Differentiated learning techniques help them to grasp the concepts in effective ways. The model also provides choices to the students for team and/or individual projects. Differences in how students learn have significant impact on their achievements. Needless to say, students feel more engaged and valued with differentiated instruction.
I have been experimenting with alternative major team project for one of my courses to scaffold content, skills and learning outcomes in a variety of ways. It is crucial to capture students’ voice and choice, both in terms of what students deliver as a project and how they use their time and other resources. Throughout the major team project, students reflect on their individual work and setting goals for further learning. This is a great opportunity for them to set personalized learning/skill goals and teacher provides support to achieve them their desired goals.
I shared students’ feedback, their success and engagement with my fellow colleagues. Three other colleagues experimented in their respective class for the same course. There is essential evidence that this alternate approach is equally significant in delivering the learning outcome.
The next steps are:
1) Working with Centre of Teaching and Learning to establish points of comparisons through the qualitative data: a) students’ feedback and b) reflective essay.
2) Including ‘a comparable project’ clause in the course outline so that students have choices
Here are the few team projects students have delivered to demonstrate management functions-planning, organizing, leading and controlling:
1) Basketball Shootout
2) Food drive for three consecutive days
3) Bake Sale for two consecutive days
4) Game shows –‘Minute to win it’ and ‘Family Feud’
5) Silent Auction Sale
6) Promoting diversity through Cultural Exhibition
7) Creating awareness about Environmental Concerns
Happy Learning !