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Differentiation in Sewing

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by

Regina Schmidt

on 1 May 2013

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Transcript of Differentiation in Sewing

Lincoln Middle School Students choose their own sewing projects, but are instructed to consider a few project options NEXT STEP:
TEACHER-STUDENT CONFERENCE
Based on student's preferred project options and sewing assessment by teacher... We Differentiate
Through Product,
but also tailor the teaching environment to meet the individual needs of each
student (process). teacher and student discuss and together select the best project choice(s). Besides skill level, motivation is also considered. In addition a possible action plan is discussed for problems that may arise if choosing a project possibly above their ability. Tailoring the teaching environment and practices to meet the individual needs of the students. Differentiation
in Sewing First, all students learn and practice basic sewng skills,
. more complex projects for the more skilled sewing students- more advanced skills will be learned and applied through this type of project And then we offer less complex projects for the less skilled. less challenging project more challenging project Do you think this sewing practice sheet is an example of a more skilled or less skilled sewing student? example of more skilled student As text books have text structure, so has sewing instructions. Using the clues from the structure of the text, students highlight important parts. Some students can immediately highlight correctly, yet others need more instruction or "different" instruction. Long term goal is set for the class: All (non-clothing) projects should be completed 3 weeks before end of trimester,
As student progress is monitored, some students may need weekly or daily goals to meet this expectation. SETTING A GOAL Monitoring Progess FINISHED PROJECTS Once the projects are started, the teacher checks students' pinning and stitching, until there is evidence these skills are mastered. Some students take longer than others to master these skill. The "checking" process is longer for those students. GROUPING - Students may be grouped and/or have the freedom to collaborate with other students making the same projects. All students choose an article of clothing as well. sample completed projects SUMMARY
Differentiation Strategies that are used in Sewing but can be used in other subject areas

1. (Students) Choose projects (teacher-student conference and skills assessment - before final choice)
2. Groupings - by interest
3. Monitor
- Set goals (long/short)
- check for mastery
4. Add visual aids including demonstrations To check for understanding, help starts with asking the student questions, - What do you think you should be doing at this step? What piece do you need? What side of the fabric do you see in the picture, Show me, where you are to sew. Sometimes the instructions just need to be read out loud. Tell ME (teach me) what to do. Students informally evaluate their own work as well. They can easily "SEE" how they are progressing. The End Result

- The individual needs of
each student are met
- Students take responsibility
for own learning
-Students enjoy learning
-Students are successful
in sewing All projects are self-evaluated then teacher evaluated. Creativity is encouraged! At some point, ALL students need help with their project. In my opionion, one of the MOST significant components to our differentiation is the addition of a wide variety of visual aids available for the students- such as sample projects and hard copy of written instructions with visual diagrams of the skills at every sewing machine (packet). Video demonstrations have been our newest addition, and have been particularly helpful, and encourages autonomy! Monitor for Mastery of Skills But sometimes, students understand the directions and especially diagrams a bit differently then intended.
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