![]() |
"Geologists don't take Schist from anyone!" |
As far as differentiating instruction, we continued the same practice that we have been using successfully for the entire unit. We have a group that requires more instruction and extra time each week to finish the mineral testing. What Arlette and I have been doing is as soon as we have given the entire class the instruction and released the kids to their stations, we immediately check in with the three groups we anticipate may require some guidance to get going. Usually all they need is for us to break down the instructions again and then they are on their way. We also check on these groups more frequently just so any issues that may come up are solved right away.
We have also been diligent about having mineral readings on hand for the groups who finish ahead of the others. Further, to help our students who have fine motor issues, on the vocabulary sheets Arlette and I filled in the definition, leaving them to fill in the word. It is a practice suggested by their teacher that seems to work well.
I really enjoyed my time at the S.R. I learned a lot and I hope our kids did too. It was a great way to get some exposure to teaching and science.