Uncovering Content For all

One of the greatest burdens a teacher has is the task of educating every student they have the privilege of working with.  When I say the word burden I do not intend it to take an adverse connotation, just that it is a great task we undertake.  When we look at the content and contemplate the students that we have been asked to educate we must consider their needs and abilities while preparing our lessons and material.  Does this mean we take the class and write 10-35 different lessons for the students?  Any teacher who attempts such an undertaking will not be successful in their lesson and the class will fail.  So what can we do?

The first thing that we need to focus on is the students and curriculum.  We need to determine the significant topics and contemplate what the students know, what they need to know, and how best to provide the content for the students.  When we look at a lesson keeping this in mind we are able to uncover what is essential for the students to learn.  The next thing we must determine is the best format to present the lesson.  This is where an experienced teacher pulls from their bag of tricks to engage the students and provide an appropriate level of assistance to ensure all the students are successful.  Providing the class with content that is geared to allow every one of the students in a classroom to succeed it the goal.

How do we uncover the content for ever student?  This may be daunting but becomes easier as you prepare your materials.  First think about what the students can do.  Is this an activity that every student is capable of completing?  If you have concerns then you need to appropriately determine if the activity may be adjusted for some of the students or is their an alternative for the student or students to complete that is as educational and informative but better suited for some of your students.  This doesn't mean we scrap the lesson because some of the students can not complete the task, rather its adjusting to include all based upon their ability.  A good example is if you are a P.E. teacher and are having the students time their attempts at running a mile.  You would not require a physically challenged student to run the mile but would adjust their distance, or requirements based upon their abilities.  I watched as a student who has to run with the use of leg braces got out on the track at a local Middle School and made his way around the track finishing after only one lap.  His peers were with him the entire way and cheered him in.  Did he complete the mile run? No but he did complete what was appropriate and still challenging for him.  Having assistance from the class this task was difficult but not impossible.  This was not adjusting for the class nor was the task removed and replaced for the class, rather it was adjusted for one and the same level of experience was felt by all.