The modes through which we teach in our classroom are a natural outgrowth of our beliefs about how teaching and learning should occur.  A very strong belief that permeates my classroom is the idea of differentiation:  that not all people learn in the same way or time frame.  Differentiation can take the form of Problem Based Learning and hands-on activities that engage students in the mode of learning that is most appropriate for and useful to them. 

Sometimes students have a choice concerning which project they would like to work on, and other times they are grouped according to ability.  Providing students with choices insures almost full engagement in the activity, as does creating an environment where all children are challenged.  Immerging students in activities that are meaningful for them, or from which they are able to choose, tends to lessen potential classroom management problems.

For example, when we study ancient Egypt, many students come in with prior knowledge of this civilization.  In concordance with the technology teacher, I create different project choices for the students to work on in areas where there is little or no prior knowledge.  Students then are to believe they are on a journey through this ancient civilization.  There are a certain number of tour stops students make along their journey, and these stops are different for various groups of students.  During their first tour stop, students have a choice to work with embalmers learning the process of mummification, or they may chose to become gods and goddesses for the week.  At any one time during these tour stops, students are working on different projects according to teacher or self-selected projects; differentiation is evident and purposeful.

A bi-product of differentiation is the emergence of student independence and responsibility which is essential for success in sixth grade.  When various projects are occurring simultaneously in the classroom, it is natural for more responsibility to fall on the shoulders of students.  Students must learn to allot their time accordingly in order to accomplish the task, whatever that may be, in the time frame given. It is also important for a teacher to set clear expectations which help to keep students on track, guiding them on requirements for their project even when the teacher can not be continuously at their side. 

In order to differentiate, we often put children into groups, however, we neglect to teach students how to work in groups.  I believe in teaching them the skills they need to effectively work together. As part of my Social Studies classes, I have found that the only way to help students be truly successful in group situations is to teach them how to communicate and problem solve.  Teaching social skills to my students not only allows for differentiation and collaboration within the classroom, but it also empowers my students.  It forces them to be responsible for their actions and their words.  

The benefits I see from differentiation and social skills activities are amazing.   Creating independence and responsibility, as well as giving students skills for working with others is evidence that I have done my job to the fullest:  preparing children for seventh grade while building needed life skills.