Inform students that for the next few minutes, they will need to pretend they are sick. Pass out picture ailment cards. (I used sore throat, sore feet, earache, stomach ache, sore back, and headache.)
Have students with the same ailment cards gather in a group.
Give them a minute or two to discuss what they think the doctor would do for them if they went a doctor's office.
Ask each group to share their answers.
Ask tallest one in group to collect the cards and have everyone else return to their seats.
Inform them that they have all gone to the doctor. The doctor gave them all a cough drop. Ask how they feel. Ask them, "Is this Fair?" Emphasize that Fair is not always Equal
Discuss with students how they are probably mad because the doctor is giving them all the same thing. They are not what getting what they need to get better.
Explain that teachers are like doctors. If they did the exact same thing with everyone in the class, some students would not be getting what they needed in order to learn.
Tell them that's why teachers put you in different groups and have you do different things because they are trying to help everyone learn. Ask them if this is fair. Remind them that Fair is not always Equal.
Go back to the doctor example. Ask students how would a doctor know what ailment you have?" Discuss.
Compare teachers and doctors again. Tell students that teachers have to find out what "ailments" you have in school so they can help you get better.
One way teachers can do this is by having students do the "Most Difficult First." Ask them if they would be willing to try this.
Explain that you will first teach a short lesson. During the lesson they should pay close attention.
Teach lesson. No more than 10-15 minutes.
After teaching the lesson, tell them that if they think they fully understand the concepts, they can use the first few minutes of practice time to try the most difficult problems on the practice sheet. If they don't think they fully understand, they should stay with the teacher for more guided practice.
Remind them that if they choose to do the most difficult first, they must work alone, without help from the teacher or any other student. The problems must be finished in the time period set by the teacher.
If they get done before the teacher has announced who the checker will be for today, take your paper to the teacher for correction. If they are the first to demonstrate that have no more than one wrong, the student may serve as the checker for the rest of the time. Here are the checker's rules:
1. You can only be a checker once a week. On other days, you are to work on extension activities if you meet the requirements for Most Difficult First.
2. As the checker, you may not provide any help to students whose papers you are checking. You may not return to any studnet more than once.
3. If a student's paper has one or none wrong, you take their paper. If a student's paper has more than wrong say, "You have more than one wrong. Please start at the beginning."
4. Never discuss any information about students' correct or incorrect answers. You must keep that information strickly confidential.
5. Give all papers you collect to the teacher when time is over for Most Difficult First.
If the checker has been named, tell students to raise their hands when they are ready to have their work checked. Emphasize they have only one chance to show that they already understand the material being taught. If students have more than one item wrong, that means they need more practice, and they should start at the beginning of the practice sheet and do all of the problems.
Students who get at least 4/5 correct may work on extension activities for the rest of the period. Here are the 5 essential rules for these students:
1. Don't bother anyone else while you are working. If you need help, ask another student who is also working on extensions. If all four of you can't figure it out, then you can ask the teacher.
2. Do not call attention to yourself or to the fact that you are working on extension activities.
3. Work on the task you have selected until the end of the period.
4. Keep accurate records of your extension activities in your Daily Log according to directions.
5. You may work alone on a self-selected task, or you may work with another student. You must keep your own records in your Daily Log. For every day that you follow these rules, you may work on an extension. If you cannot follow the rules, you will re-join the class for direct instruction.