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Submitted by: Alex

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While I strongly agree that teachers are indeed expected to be incorporating many tools to ensure they differentiate the curriculum as much as possible, enabling all children access and opportunities to extend or consolidate at their point of need, it is also unrealistic to expect that there will not be some times when children complete their differentiated tasks at different times. Many teachers, particularly graduates, simply seek ideas for how to manage those minutes effectively and to maximise learning opportunities. Some ideas such as quiet reading, will be an obvious choice but other choices and ideas would be very welcome. Particularly in early years classrooms of p-2, children finish their tasks (differentiated or otherwise) at widely varying times, and it is simplistic, given their early reading and writing skills, to think they could always carry on to the next section of a learning grid or project without some adult input (Bloom, Gardner, De Bono or other). Especially during Guided Reading Groups where the teacher is in a focus group, effectively managing early finishers independently of him/her is important.

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Submitted by: Sue

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Hi I totally agree with you. Differentiation should be happening in our classrooms. Having early finishers activities that are out of the ordinary and reward driven can reinforce to those students who find the work difficult that they will never succeed. Also, the early finish activity can become the motivation at the expense of quality learning. As teachers our classrooms have to allow all children to succeed at their level, while continuing to challenge them.

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