For each subject I teach, we always have class discussions where we may clear up any misunderstandings, develop new approaches to solve problems that might be simpler than instructing, identify stages that students need to take and exhibit effort while finishing a problem, or even discuss viewing a picture. As an illustration, I showed a digital image of a Civil War artwork during our unit on the Civil War that contained a phrase about the cruelty of war. I requested the students to look at the image for a moment before our class discussion. When they examined the image, we discussed the Civil War’s causes, the generals who led either side, the dates it took place, and the reasons my students thought it was necessary for them to fight. I adore using inquiry, therefore I urge my kids to do the same. “I See I Think I Wonder” encourages students to think critically about many ideas, occurrences, and people in addition to just observing them.
As a result, in other intellectually differentiated instruction methods, I am utilizing a range of tools, from visuals to practical tasks, to differentiate intellectually. I’m bringing technology into my lesson plans by using a Google slideshow and a digitized copy of an artwork from the American Civil War. Students will fill in the spaces in interactive notebooks as part of a hands-on activity by seeing the Google Slides as a visual aid and listening to me go through the slides. Students will also have the chance to utilize the history textbook as we read aloud together or I’ll read aloud to them and then use their Chromebooks to take a quiz. We will continue our conversation of the Civil Wars lesson as a class and in small groups at their tables to increase their level of collaboration.