Split the Difference: Split the Difference

 
 
 
Split the Difference
Students In Action
 
 
Students In Action
 
 
 
Independent Student Learning

Split the Difference

I frequently have my students play games as part of their learning sessions. Many students only want to play the games and do not think of creating a written records of the problems they are solving or notes on their learning. I ask my students to "split the difference" and go 50/50 on playing and note-taking. It's kind of a misnomer since there really is no "difference" to split, but the strategy makes it clear that my students should be splitting their time equally between playing a game and taking notes during that game.

Strategy Resources (2)
Students In Action
 
 
 
Strategy Explanation
 
 
This is an example of a game that my students could be assigned on any day. By seeing the game, you can see what I mean about allowing my students to fully embrace that game and not have to worry about writing...for half the time. I want them to Split the Difference and spend the other half disregarding the game and writing the problems from the game into their notebook.
 
Students In Action
 
 
Strategy Explanation
 
 
This is an example of a game that my students could be assigned on any day. By seeing the game, you can see what I mean about allowing my students to fully embrace that game and not have to worry about writing...for half the time. I want them to Split the Difference and spend the other half disregarding the game and writing the problems from the game into their notebook.
Aaron Kaswell
Middle School 88 Peter Rouget
Brooklyn, NY


 

About this strategy

Prep Time:
Quick
Subject:
Math
Grades:
Sixth grade, Seventh grade, Eighth grade
Similar Strategies
Independent Student Learning
Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

 
Instructional Closings
Closing Bell

I use the Closing Bell strategy to bring my students back together as a community at the end of each class to check for understanding, debrief the class, give "grows and glows," and/or preview what we will be doing the following day. Building in this type of closing at the end of class is especially important in a blended classroom when students are spending so much time working independently or in groups. 

 
Academic Culture
Tanesha's Classroom Culture

A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Tanesha’s culture impacts student achievement!

 
 
Something went wrong. See details for more info
Nothing to upload
details
close