Differentiation for the Adolescent Learner by Crawford Glenda Beamon; & Crawford

Author:Crawford, Glenda Beamon; & Crawford
Language: eng
Format: epub
ISBN: 1993498
Publisher: Corwin Press
Published: 2008-08-15T00:00:00+00:00

VARYING THE PHYSICAL ENVIRONMENT

Tomlinson and Eidson (2003) suggest that in planning for a differentiated learning environment, teachers consider the flexible use of classroom space, time, and materials. Could furniture be rearranged more efficiently or seating patterns be adjusted smoothly to accommodate for a variety of instructional strategies? Are there spaces to have room for both group discussion and independent concentration? How might students rearrange themselves if the furniture cannot be moved? Kaufeldt (2005) suggests that teachers think creatively as they structure alternative work areas within and out of the classroom. A chair, low bookcase, small tables, or floor cushions accommodate silent reading or groups meetings. Pairs of students working just outside the open classroom door, in a nearby commons area, or in the technology lab or media center are flexible options. She also recommends a “Take-Five” area, such as a rocker or beanbag chair, for students to take five-minute rests, no questions asked.

In selecting flexible materials, teachers consider what is needed for students to learn in preferred individual ways and as a whole class (Tomlinson & Eidsen, 2003). Some supplies are readily accessible while others may be stored. Students know which materials or supplies to use when, how these are retrieved, and about their proper care. Are cabinets and drawers labeled? Is there a color system for boxes of manipulatives or art materials? Is there a “no zone” area that only the teacher accesses? The excerpt from the following case study, “This Is Their Space … Not My Room” showcases a middle grades art teacher who puts the responsibility for retrieval and organization of individual work on the shoulders of adolescents.

Text continues on p. 99.

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