Tuesday, August 2, 2011
Standard 3
Standard 3 requires mentors to support beginning teachers to know the content they teach. In each classroom, there is always a range of abilities and learning styles. As a mentor teacher, you have valuable experiences, insight, and strategies for beginning teachers. Blog your favorite ways to differentiate in the classroom. Be sure to gain new ideas from other mentor teachers' posts!
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Teacher Working Conditions: Standard 3
ReplyDeleteQuestion F. Teachers are encouraged to try new things to improve instruction.
A teacher that does not agree with this statement usually believes that they must teach for the End of Grade test or End of Course test, so they feel like for them to take a risk and try new things may be a determent to their students being prepared for the tests.
One suggestion for this teacher might be to communicate with other teachers on their team or grade level that are trying new things and having success. Then try some new things with the high end groups to see if it may work for the entire class. The techniques may have to be tweaked or modified to reach all students.
A teacher that agrees with this statement usually believes that they have enough confidence in their teaching style that trying new things keeps the material fresh and keeps them motivated and excited to continue teaching each year. One suggestion for this teacher is always do their research before trying any new method in class by preparing and knowing the studies behind the technique being implemented. That way they know going in to the new process what to expect concerning positive and negative outcomes.
Standard 3 Blog: Favorite ways to differentiate in the classroom
ReplyDeleteMy first suggestion for differentiation in the classroom is to have the physical space that provides for a flexible and dynamic setting. For example a table for a collective activity, dry-erase board or active board, flash cards, adjustable lighting, filing space, paper, student computers and other supporting materials to be able to practice differentiated instruction. Secondly, flexible grouping can be used to divide the students into groups to match their learning styles or readiness interest. Lastly, whole group instruction can be used for introducing new ideas or for sharing information by the students such as current events or book reports.
Standard 3 Blog: Favorite ways to differentiate in the classroom.
ReplyDeleteIt greatly benefits the 9th graders that I teach for me to use varied instructional approaches. We all learn differently and this age group tends to have an extremely short attention span to stay focused on one topic/activity for any length of time. My lesson planning reflects multiple instructional approaches within each lesson. I find students are best engaged when they are active participants. I also find student created assigments benefit learning as well as student led activities. We use role playing quite a bit in the classroom and create an atmosphere of competition with student-athletes to engage them on a daily basis.
Standard 3: Teachers Working Conditions Survey
ReplyDelete(F):Teachers are encouraged to try new things
There is an atmosphere at Alexander Central HS for teachers to feel empowered to try new ways of reaching students. We are supported in our efforts to present material in ways that engage students to actively be a part of the learning process. I have encouraged my mentee to be a reflective practitioner. We must constantly reflect on lessons and make worthwhile improvements even from one class block to the next in order to impact learning in a positive way. The supportive atmosphere at our school gives us confidence to attempt new ways of meeting the needs of students.
In first grade students are at a variety of levels and maturity. I use differentiation throughout the day in each subject area. Guided reading groups allow students to work on their level. Students who are struggling receive intervention in math or literacy skills as needed. Multiple Intelligences are addressed throughout the day during different activities. During our literacy block we use kinesthetics to learn spelling words. We also use music to learn new concepts in each subject area. Students are able to manipulate magnetic letters to spell or math manipulatives to solve problems. These activities help students learn key concepts at their developmental level.
ReplyDeleteMy first grade students come to me at a wide range of levels. Guided reading groups help to meet each student at their instructional level. Intervention also helps meet the needs of struggling students. During Daily 5 my students can choose from many different activities to practice their spelling words. These include magnetic letters, wikki stix, beans, markers, and blocks. We clap, stretch, etc. as we spell words. This gives students a chance to move. We use Discovery Streaming and songs to help students understand and learn new concepts.
ReplyDeleteI use many different methods to teach each group of students. The type of differentiation depends upon who and what I am teaching. Presently, I teach a standard environmental science class that has five students who need a more challenging curriculum. I am using tiered assignments for these students. They are required to know the same content as the other students; however, they learn the material differentially. In that same class I have four students who struggle to understand the concepts. They are visual learners so I incorporate different visual prompts and activities. I also carefully place each of these students in a unique peer learning group. For all students, I use multiple teaching strategies and a wide variety of activities, labs, worksheets etc. I also use peer critiquing for all students because when they critique each others work, they use higher-level thinking skills and increase their learning.
ReplyDeleteTeachers Working Conditions Survey. I definitely feel like teachers are encouraged to try new ideas, strategies, etc. here at ACHS. Anytime I have asked for material that is prevalent to student learning, I am supported by my school family. The ability to reflect upon a lesson, make adjustments, and then incorporate the modified lesson is essential to becoming an accomplished teacher. Therefore, students benefit when teachers are encouraged to try new things to improve instruction.
ReplyDeleteData Survey: Teachers use assessment data to inform their instruction.
ReplyDeleteIf a BT answered this question with Strongly Disagree, I would have to ask her why she thought that. Then I would explain that not all students learn the same way and that she has multiple intelligences to work with. A good teacher must use data from assessments to know whether to reteach certain skills or move on. She would also need to determine interventions to support the learning all those students having difficulty with certain skills. If a BT Strongly Agrees, I would assume that she is already using that data to drive her instruction. If she is unsure of where to get those results, I would show her or find someone who is knowledgeable to do so. In our school, she would have to become familiar with RTI to help meet the needs of her students.
Favorite ways to differentiate:
ReplyDeleteFirst of all, assessments need to be completed for specific skills. As a reading teacher, I begin the year by getting input from teachers and the previous year’s data. Then if a student appears to need remediation, I assess him individually and analyze his test. I use these results to determine what skills he is deficit in and place him in either an ability group or individual time slot. Throughout the grading period, I do formative assessments to see if he is showing any progress. From these results, I can determine if we need to decrease or increase interventions.
Working Conditions Survey:
ReplyDeleteQuestion:Teachers are assigned classes that maximize their liklihood of success with students.
If a BT answered this questions with "strongly disagree," I would want to remind this teacher that ALL students are capable of learning and may need various modes by which to retain, distinguish, process, and even produce information. Rather than the challenge lying in the student's lack of understanding, it should be the teacher's role in determining how best to meet that student's specific need. I would also want this teacher to think of and list ways that he/she meets the needs of all students...some reflection here may prove differently, as he/she may see ways that can show improvement or that praise what he/she is already doing in the classroom.
If my BT strongly agrees, I would ask him/her to list/discuss some examples of how he/she fosters an environment where all studnets are successful- and have the opportunity to be successful...how does the mentee support this type of environment?
In teaching inclusion for a few years now, my favorite way to differentiate in the classroom is to offer CHOICE....I like the tiered assignments that motivate my higher-level students while other activities help my inclusion students to feel both pushed and yet successful. I also give my students a learning styles inventory within the first week of class each semester. Then, I use the data to form learning groups which balance student strengths...this works well in standard, inclusion ,and honors courses...I alos think it is good for the students to know their strengths and weaknesses. :)
ReplyDeleteTeachers Working Conditions Survey.
ReplyDeleteI certainly feel like teachers are encouraged to try new ideas, strategies, and methods at West. I am currently participating in an institute with App State researching science teaching in middle school. I feel my principal and the staff at West are very supportive of trying new things, especially when teachers have considered the process to be tested. We are also currently trying a literacy class through all teachers. I feel like our staff is really trying to make a difference and support the language arts teachers in improving literacy skills here. Students will benefit simply from the staff pulling together and trying something new and our willingness encourages continued reflection and improvement in teaching.
Standard 3 Blog: Favorite ways to differentiate in the classroom.
ReplyDeleteOne suggestion for differentiation in the classroom is to think about the various learning styles and make it a routine in planning to use as many as possible in a unit. For example, I try to use several grouping methods in each unit, always have something for them to do with their hands, bring in the active board and technology, and give students choices about how they learn. I have some students who research and share with Prezi, PowerPoint, sing, or share a video; whatever they choose. I also try to use many of these in daily lessons as well as tactile activities. I would also at some point students need to work on learning styles in which they are not as well adapted as at some point they may not have as many choices in their learning styles.
Differentiating instruction improves both learning and discipline in the classroom. By varying our instructional approach, we keep students actively engaged and cooperative. I give quizzes every day to gage student readiness and understanding of daily concepts. I use the ActivBoard to teach, but students still enjoy working problems on the white board – by themselves or with a partner. A lot of learning occurs through the use of games and activities - alone, in small groups, or as a competition.
ReplyDeleteIn my first grade class I differentiate alot during the day. I use Guided Reading groups. I do Intervention with struggling students 2 times a week in Math & Literacy. I use songs to teach new concepts. For kinestic learners we use manipulatives during Work Work. I also use many hands on activities during the day from Daily 5 to Math Tubs.
ReplyDeleteNIKKI ICARD
ReplyDeleteFrom the Working Conditions Survey:
Teachers are assigned classes that maximize their likelihood of success with students.
Though teachers don't always realize it, they are typically placed in a classroom where they can most effectively help the students to be successful. In the beginning, teachers may be placed in different classes (especially in high school) to see where they are most comfortable and helpful. some teachers work well with honors classes and some do better with inclusion classes. Each teacher's abilities are utilized and chosen to run effective classrooms.
Differentiating instruction is a must-have in the classroom now. I teach inclusion classes each year, and it is impossible to not differentiate. Though all students are responsible for learning the same material, they ways in which they best learn it varies. Teachers must realize this and build on it. Having different assignments for students but on the same material is a wonderful way differentiate.
The number one priority of differentiated instruction is knowing your students. As an EC teacher, I find myself differentiating instruction without even realizing what it is I’m doing. This reflection was difficult for me because I have not really ever stepped back to analyze what I differentiate in the classroom. Knowing your students is important when planning for differentiation. One of the first things I do with students is a “get to know you” activity. I share about myself as well and build a rapport that makes differentiation flow naturally. Another important aspect of differentiation is to allow the students choices in some aspect of the lesson (work in partner, alone or group; work using the book or the computer; write answers on the board or on paper). This not only allows differentiation, but also ownership in the lesson.I have found that these things work both in the self-contained classroom as well as the inclusion classroom.
ReplyDeleteNot sure who to give credit to for this post. Please let me know! :)
DeleteOops! ~Erin Lewis, ACHS
DeleteI use all I can get my hands on!! I use books, overheads, short videos, television shows, manipulatives, role play and ME. I have noticed that however I present a concept to the students has an impact on how they react to it and how they learn it. I have to use enthusiasm, facial expressions and big movements to maintain attention and interest. Differentiation goes beyond physical materials...main goal is reaching the students. Use whatever it takes.
ReplyDeleteAs a first grade teacher I am always differentiating. I implemented Daily 5 this year. Students have book boxes with their level of books in them. They also can use different manipulatives to practice their spelling words and students are placed in spelling groups based on their level in Letterland. I also do interventions for struggling students.I also do Guided Reading groups. I incorporate lots of hands-on activities in math and am getting ready to start math groups where kids are working on their instrucional level.
ReplyDeleteI love to differentiate in the classroom! I use the Daily Five model for literacy, where each student is reading on his/her own level and I am able to work with individuals and groups of students. I track each student's success by assessment data and conferencing with students. I use the Words Their Way program for spelling, where students are working with spelling words on their instructional level. I incorporate a variety of learning styles, by using hands-on materials, visuals and technology. Differentiation is so important to meet each child's needs!
ReplyDeleteMy favorite way to differentiate instruction in the classroom is to use peer instruction/tutoring. I often use this technique to review for a chapter test. I have even convinced most students that if you can “teach” (when really they are just reviewing) a topic to a fellow classmate, then they know the material well enough to be successful at the assessment. Of course, another method that I use in especially my standard level courses is leveled assignments and/or quizzes.
ReplyDelete-Allyson Barnes
One of my favorite ways to differentiate instruction is to use my students to teach. After checking homework, quizzes, or tests I group or couple my students based on their performance. The groups are made up of one student who understood the assignment and/or skill and no more than two students who did not. This student then teaches the other student(s)the concept. During this time I am circulating the room to check for understanding with each student group. I will give a different assignment for either classwork or homework for those students who did not understand to check for understanding.
ReplyDeleteThere are many ways that I use differentiation in my classrom to meet student needs. I always use EC modifications to help those students who have already been identified with a problem. Many of these modifications also work well for regular education students. Extended time, modified assignments, and various grouping and partnering strategies have proven beneficial. However, my favorite is using peer tutoring. This allows students who have a strength to feel important and develop a stronger sense of self esteem. It also provides those who are struggling with a new way of having a concept explained that is more on their level of understanding. Often these roles are reversed as students find concepts and subject areas in which they excel or struggle. For example, a strong reader may struggle with a math concept and vice versa.
ReplyDeleteTeacher Working Conditions Survey:
ReplyDeleteQuestion: Teachers are encouraged to try new things to improve instruction.
A BT who disagrees with this statement may feel compelled to teach using only the textbooks in the classroom. I would encourage the BT to observe other teachers in the grade-level to get some lesson ideas. Any instructional method he/she uses should be research-based. I would encourage a BT who agrees with this statement to reflect upon his/her lessons to determine the effectiveness of the lessons. Together we could discuss what was good and what needs to be improved.
Differentiation:
One of the ways I use differentiation in my classroom is during Guided Reading groups. I have three different literature circles going at one time, each on a different reading level. I also like to use a lot of graphic organizers. The students keep the graphic organizers in their literacy notebooks and math notebooks so they can refer back to them throughout the year. I use Words Their Way for my spelling.
Working Conditions Survey: (Question h) Teachers have autonomy to make decisions about instructional delivery.
ReplyDeleteAlthough, we work within general departmental pacing guides, each individual teacher is free to make decisions as to what instructional practices he/she will use in order to deliver instruction. The use of technology is encouraged in order to help keep our students engaged as well as to better equip them with 21st Century Skills. We are also encouraged to use a variety of practices, strategies, and activities with the understanding that a ninety minute lecture does not suit the learning styles of most teenagers. I feel that my mentee would strongly agree with this statement because she is constantly looking for ways to keep her students engaged. However, if my mentee disagreed with this statement, we would work together to determine how she could take more ownership of her instructional delivery.
One of my favorite ways of differentiating classroom instruction is to use a variety of problem-solving strategies. In math classes, most students do not enjoy word problems. However, if I can transform word problems so they are more closely related to real-world situations or experiences, most are more willing to find a solution. In class, we also discuss multiple strategies for finding solutions (especially using the graphing calculator). I try to help my students develop several strategies they might use to solve a particular problem and encourage them to find the strategy they like best and “makes most sense” to them. (We also discuss the need to check the rationality of their solution.) Then, I encourage them to take ownership of their strategy to solve future problems in an effort to improve their accuracy, efficiency, and confidence.
Elisabeth Turner
From the Working Conditions Survey:
ReplyDeleteTeachers are encouraged to try new things to improve instruction.
I am thrilled to work at a school where teachers are definitely encouraged, even expected to try new things in the classroom to improve instruction. We are reaching an ever decreasing population of students with traditional methods. I believe we will have to be extremely creative and proactive to turn public education around. Professional development funds are extremely limited, but with the availability of the internet, researched based methods and innovative strategies are just a mouse-click away. I have also had the privilege of participating in a weekly math department professional learning community. We meet over lunch every Monday to brain storm as a team to create remediation strategies, enrichment opportunities, and more informative and effective assessments for our students. I would guess that my mentee would say it is somewhat intimidating to be expected to try new things in the classroom while at the same time being held to strict compliance with the NCSCOC. But my mentee is creative and open minded. He is receptive to feedback and functions well in a collaborative environment. I know he will become a valuable asset to our interactive and innovative ACHS staff.
Standard 3 Reflection:
The role of a mentor in helping a beginning teacher create lessons that consider 21st century skills, differentiation, and the curriculum content.
The explosion of technology over the last several decades is placing tools at our disposal that are historically unprecedented. While some of the technologies have made it harder to reach our goal of student achievement—I am thinking primarily of television and video games, these same technologies and others open up vast horizons for creativity in the classroom. Such creativity and innovation will, I believe, be absolutely necessary to buy the successive generations of students into the concept of life long learning both in the classroom and out. The availability of the new technology and media can definitely assist us as educators in differentiating and individualizing instruction as well. This is a huge challenge; no individual educator could possibly keep pace alone. That is why I am excited about the current emphasis in education on the collaborative process. When we, as a team, innovate, present to our students, practice, assess, reflect, and continually modify and improve our educational strategies, I truly believe that overall progress in public education is possible. I know my mentee shares my optimism in that regard.
Respectfully,
Dennis
Data Survey: Teachers use assessment data to inform their instruction.
ReplyDeleteIf a BT answered strongly disagree, I would have them discuss the different kinds of assessments used in their classroom. Most likely they are using assessment data to drive their instruction and just may not know it. If not, I would show the BT how to assess students effectively so that data can be gathered and the students will benefit.
If a BT answered strongly agree, I would also have them look at the assessments that they give the students in their classroom and evaluate how they use the data from those assessments.
I differentiate in my classroom on a daily basis. In our 4th grade classes we use leveled spelling groups and reading groups to allow students to learn and grow on their level. This meets students where they are and helps to prevent gaps in their learning. Throughout the day I also use technology and manipulatives, while incorporating kinesthetic, visual, and auditory aspects into my lessons. Students also work in groups, partners, or individually. Many times students are able to choose how they will work or accomplish a task. This also allows students to gain ownership of the task at hand.
In order to provide a rich learning environment for our broad range of children, teachers must have a wide range of materials to accommodate each student’s unique readiness, interests, and learning styles. Our preschool children come to us with different home experiences, cultural backgrounds, interests, and readiness skills so our teachers are constantly modifying their classroom environments and lessons to meet the unique needs of their children. Differentiated instruction is integral to developmentally appropriate practices in our preschool classrooms. One way our preschool teachers at Head Start differentiate instruction is by having flexible small learning groups of 1-5 children with similar skill levels. The size of the group varies depending on the needs of the children involved and the particular activity. One-on-one and very small groups are used for children who are easily distracted, have minimal English proficiency, or have special learning needs. Learning centers are essential in the preschool classroom and our teachers differentiate by putting careful thought in planning and selecting materials for each center keeping in mind the interests and needs of their students.
ReplyDeleteAs a CTE teacher I am a firm believer in “hands on instruction”. I typically introduce topics and key components within the classroom and then allow students the opportunity to practice skills within a shop type setting. One of the ways I try to reach the broad range of learning styles and abilities is to group students together for activities that require each student to communicate to each other. In doing so, I find students communicating and asking questions to benefit each other in finding solutions to problems. I also try to find something of an interest or a commonality in each student so I can relate subject matter to a particular student’s interest. We as teachers may know our content and subject matter but that task is making it relate to the student’s we teach.
ReplyDeleteScottie Cook- ACHS
Lindsay Cox
ReplyDeleteFrom teacher survey: Teachers use assessment data to inform their instruction. I think most of my mentees have done a great job with this but if they strongly disagreed I would help them create assessments that fairly measured student knowledge and then teach them different ways to use their data to better their instruction. One of the most helpful ways is to keep a tally of missed problems on an assessment so you can spot problem areas either with the assessment, gap in student knowledge, or gap in teaching during the lesson.
One of my favorite ways to differentiate instruction is to use movement to learn vocabulary. I will have students work individually and/or with partner to use their bodies to create vocabulary words. I also use this method to have them learn angle types on a transversal by having them step into the angles I call out on a large transversal on the floor. Besides this I also enjoy using different types of interactive flipchart pages on my ActivBoard during the lessons to gets kids moving and working in creative ways on the lesson.
Lindsay Cox
I totally agree that the most important element necessary for successful differentiation is knowledge of your students. Not until you understand the strengths and weaknesses of your students can you begin to meet their needs. I also try to incorporate diverse learning opportunities in my lessons. This allows me to reach students with varied learning styles. Allowing students to self select assignments is a great way to meet their needs, as well. This is a modified contract where students can select from a menu of assignment choices.
ReplyDeleteI use a lot of "think-pair-share" in my classes. When students finish an assignment they are to go to another student and compare answers to see if they agree. Any quesions they do not agree on, both students are to rework the porblems and try to get the correct answer. This process encourages students to analyze their own work as well as work with someone else effectively.
ReplyDeleteI tend to modify assignments and tests based on my student's ability levels. I also do quite a big of peer tutoring by pairing a higher level student with a lower level student. I try to use a variety of teaching/literacy strategies that appeal to different styles of learning. My projector and Activboard are important tools which aid in the differentiation process.
ReplyDelete- Just like in our PowerPoint for this module, I like to do a multiple intelligences survey at the beginning of each semester. My new students find out for themselves and then show me how they best learn. I take that info and try to plan activities for each class (3 blocks = possibly 3 different plans). For example, if I know a group of students has a high rate of Musical/Rhythmic, then I would teach the poem "La Guitarra" accompanied by the video of the song "While My Guitar Gently Weeps" - the sound will help us talk about mood, tone, repetition, and diction in poetry.
ReplyDelete- I also like to give students options (sometimes based on Multiple Intelligences again) for projects at the end of the unit. One student might draw a comic book/graphic novel, another might do a soundtrack with liner notes, another might create a visual from what we read BUT all students are showing me learning.
- I like to play games that allow students to use their different strengths to learn the same materials. We can use movement, team work/discussion, repetition to review our weekly vocabulary words just from playing "trashketball!" Some students might be a bit more introverted, so we might also do quiet work like individually writing out sentences that use the vocab. in context. We can easily do both of those activities in one week with one set of vocab.
- It's trite, but I try to use the modifications laid out for ESL or EC students. I figure that people smarter than me came up with those, and if I have new students every semester it is best to hit the ground running with the modifications that they are familiar with.
Some of my favorite ways are: On-going assessment, Varied instructional approaches, Utilize graphic organizers, Multiple resources are used to deliver instruction, Students are actively engaged (labs), Product-based assessments, Cooperative Groups, Use of rubrics and Formative assessment.
ReplyDeleteFinding out students strengths is an important part of a teacher's role in helping to facilitate learning for that student. Watching students during free time is always a great way to find out their interests and having conversations and being a good listener will often point a teacher toward an appropriate learning style or technique.
ReplyDeleteKindergarten students come to us with such a varied degree of readiness that it is absolutely necessary to differentiate and meet each learning style. In my classroom I use guided reading groups, tiered activities in learning centers, math workshops and small group activities to try to reach each student on their instructional level. I also use a lot of movement and music in my lessons.
ReplyDeleteI have used modified spelling lists and other assignments. Learning contracts where the amount of information varies depending on the student. We level reading groups for part of the year. In math, I use Math Super Stars for some students whil others practice problem solving skills in Blast Off. I don't mind to differentiate as long as the groups do not become rigid but allow students to move in and out of groups depending on their level of interest and/or ability for a topic.
ReplyDeleteI have had some success with choice assignments-Either a choice board assignment or a tic-tac-toe board. I have even gone as far as to put in detail what I expected for each letter grade from A-D. I feel the students like the idea of choice both in assignemtns and in the grade they receive.
ReplyDeleteFinding out important strengths that each student bring to the table is essential. Challenging the students with rewarding lessons and hands on approaches to learning will aid in allowing all students to find their potential and grow as an individual in your classroom. Giving students their choice while teaching on assignments can help them to have more student buy in to the activity at hand. In the past I have used rubrics and still do in many instances to allow students the opportunity to know exactly what is expected of them. I feel they will always enjoy the concept of being given a choice in their assignments. Coupled with that choice, the rubric provides them the chance to work toward the grade they are getting.
ReplyDeleteI try to use a multitude of activities that I try to use throughout the year, and I am always searching for more. I like for my students to use discovery to help them comprehend a topic. This takes some higher level thinking, but with hands-on materials and guidance depending on the ability of the individual group, my students get the idea. I like to use small groups, whole group, and individuals. I try to always use audio with a visual and as many tactiles as I possibly can. I can always use help with kinestetic learners. Another way that I try to differentiate is with technology. I try to find videos and music that will enhance the lesson along with flipcharts through the many resources that are available. We just can't be afraid to try something different. Sometimes it will be great and we will use it again, and sometimes it flops. We can throw that away and try again. Just like I tell my kids, don't be afraid to get something wrong as long as you learn from it.
ReplyDeleteI have been a mentor for many years, but have yet to be with anyone in my subject area. I am a counselor, but once taught history, sociology ,etc. My mentee ins an EC teacher. If I do not know the answer I will get it. I think this is not helpful for my mentee, but we do the best we can.
ReplyDeleteI like Donna, do not metor within my field. Its hard to come up with answers for specifics for my mentee. I encourage her and anyother teacher to get to know the students you are working with well enough to know how to respond to different learning styles. You have to vary your teaching styles to meet the needs of all students and give them the tools to be successful.
ReplyDeleteHaving started teaching inclusion classes this year I have really had to work on differentiating in the classroom. EC students have a variety ways in which they express themselves best. One of my favorite ways to do this is to allow the student to draw a picture of what they are trying to express. I have been amazed at some of the depth the students are capable of. Even if they cannot express their answer in words, it is very obvious they understand the content.
ReplyDeleteWhen I came to ACHS I had never seen a standard class, and I have to admit I was shocked at what a standard class looked like. In the time since I have taught honors, standard, and inclusion. Without a doubt I think diffentiating instruction has been one of my greatest challenges, but because I that I think I am able to help my mentees because I realize how hard it can be for someone to do. One of my favorite strategies is to offer multiple ways for students to present information that they have learned. I like giving them the choice of doing something visual, acting something out, writing, or finding a more creative way to show an understanding of information. The challenge with doing this is preparing them in advance for this and giving them adequate time to complete this task.
ReplyDeleteEd Wills
In my class room, I use many different techniques and teaching tools. I am not a teacher that is "my way is the only way". I use hands on learning, especially in the kitchen, in the class, video clips, puzzles, games, i.e. jeopardy, and now i have a "smart" board which offers a wide range of tools.
ReplyDeleteAccessing the students to see what works best for each is invaluable, and i keep a close eye and evaluate and make changes as needed. I also have a lot of exceptional students and I use other students to assist them, and this team method benefits both.
DIFFERENTIATING!!! WOW...this is sometimes a struggle in my classroom. I have to work to touch on all the different learning styles. Because I only see students for 40 minutes per week (if that!!) it is very difficult to get a good grasp on their best learning style! On the other hand, because I see most of my students from Kindergarten through 5th grade, I can have a basic understanding for them. I try to incoroprate as many styles as possible in one lesson without taking away from the objective. I have found that in some cases using partners helps or many times just presenting the informaion differently. If I'm sumped on how to meet the needs of a particular student I ask the classroom teacher for assistance.
ReplyDeleteo In my opinion, differentiating in the art classroom is a very natural process. Our subject requires us to really get to know our students on a personal level and link their interests to the subject matter. Therefore we differentiate on a case-by-case basis. Overall, we differentiate while teaching basic 2-D and 3-D art techniques along with the elements and principles of design. We can reiterate our curriculum concepts with projects specifically geared to allow the students to reflect on who they are and what they find appealing. Another way we differentiate is in the methods we use to instruct the students. I like to keep aspects of my class similar to core subjects because that’s what they’re used to on a daily basis. We learn a lot of vocabulary, we take notes on art history, and we jot down steps for completing works. However, in many ways I like to keep things fresh and open for exploration. Some examples of how we do this is by watching youtube videos of current art practices, learning from peers that excel with certain media, listening to music linked to an art movement, and of course taking in as much as we can with our eyes and processing it physically with our hands. In the era of testing, it’s important that differentiated learning is also used to reiterate enduring understandings across curricula. I feel art is an important subject in and of itself, however it is also a great subject to tie in core concepts like geometry, history, reading comprehension through analyzing artworks, and elaborating on an idea/theme.
ReplyDeleteMy favorite way to reach all my students is to work in small groups. I try to have one other adult in the classroom at that time to instruct a group as well. I am able to better understand the needs of the students and differ my instruction based upon those needs. I was afraid that moving to 5th grade meant that I would be unable to use small groups. I have found that older students are able to remain on task even better than the younger students.
ReplyDeleteJennifer M.
Every class, every year is different. You may have to differentiate even more than planned depending on the situation. Having worked with inclusion for years, I learned that groups are great to take the stress off of a lower academic child however, sometimes these students are not challenged by their peers, they are intimidated and take a back seat. We have to be very observant and monitor changing groups as needed. Collaboration among students and teachers is a must. Learning to love what I teach and share that love with my grade level teachers makes for easy sharing,planning and differentiation.
ReplyDeleteDifferentiation of content by ability and interest are all important to keep students involved and highly engaged. Hardly any students can keep their attention focused on one thing for very long. Also, most of today's students multitask more than their predecessors. Group work, hands-on practices, real life situations and open ended questions can all be used to give students different methods of learning. It is hard enough to get students interested, but to keep their interest for an entire class or over an entire unit is even tougher. Do students want to learn about our subject? If not, how can we make it where they will buy-in.
ReplyDeleteAs a second grade teacher students come into my classroom at various levels. To start off the year I spend a week finding where each student is academically in all subjects and find their interest so I can teach in a manner that suits them best. I implement parts of the Daily 5 and differentiate all subjects whether I have them grouped based on their reading level or spelling level. Some students have different groups in different subject areas depending on their strengths and weaknesses.
ReplyDeleteAll research shows that students learn best at their own instructional level. The trick is finding each students level and then finding a way to group them as you do not have time to teach each individual individually. Guided reading and the Daily 5 offer good ideas for differentiation. Using centers and grouping students according their strengths and needs provides excellent opportunities to differentiate. Differentiation will encourage teachers to allow students to work collaboratively and independently which are both skills that students need to develop.
ReplyDeleteIn an EC classroom the teacher differentiates all day! Insanity is stated as, doing the same thing over and over again, with no change in the end result. If a student isn't getting a concept by lecture, then try an activeboard activity. If they aren't learning facts or words with flashcards, use music as an alternative strategy. Play around with what works for your kids. Do they like to use their hands and manipulatives to learn, or do they get the most out of paper/pencil lassignemnts. Use the computer as a learning tool for students who have very short attention spans and set up centers that let students have choices. The most important thing is to teach each child on their instructional level, and know that they can learn! Showing progress is the key motivator for our students. Use charts and graphs to help them see these results!
ReplyDeleteSmall groups! Small groups! Small groups! I can't express the importance of small groups. I have a small classroom this year with high needs. There is not way that i can get to every child every day unless I differentiate through small groups. I have six spelling groups with five reading groups and small groups in Math. while appearing to be chaotic at times, it provides children with the attention that they need. I am also available to provide immediate feedback on concepts. Latest research shows that if you teach whole group, you loose 75% of students. :)
ReplyDeleteStandard 3: Favorite Ways to Differentiate in the Classroom
ReplyDeleteDifferentiation in the classroom can be accomplished in many different ways. First of all, providing a positive and flexible environment where students can work independently or in groups is extremely important. Having varied instructional methods is also important when trying to meet the needs of all students. Constant review whenever possible is also a great way to differentiate. Most importantly, teachers need to be flexible and open to different ways to assess students.
I feel that first you must get to know each individual student and their needs before you can truly differentiate. Since I teach in a self-contained classroom I forced to differentiate in all subjects every day. I use a variety of methods such as the active board, role play, manipulatives, and the biggest thing I use is their iPads. Each students iPad is set up just for them. They are apps downloaded just for their needs and they are able to work on what they need help with the most. I feel that technology is a great tool for differentiation. Mandy Barriger
ReplyDeleteMy favorite way to differentiate is through small groups. Reading 3D has given us as K-3 teachers the information needed to be able to put children in reading small groups based on the certain skill they are struggling with. This year in math I have been able to do more small grouping as well which has always been a challenge for me. I am very proud to see the small groups my mentees are using on a daily basis. The smaller the group the more one on one attention each child recieves.
ReplyDeleteI differentiate by using different modalities in presenting material. I write what I say, I give examples of what I explain and use tactile learning when possible. I also use peer tutors and small group learning. With some of the more advanced students, I occasionally give extended assignments related to the material being taught to challenge them. The lower level students get assigned an easier project. We also use Differentiation Grids which allow students a choice of what project/assignment they want to complete. The choices vary from ability levels and easy to advanced. We also have leveled reading groups each morning for 70 minutes. These intervention groups work on individual reading skills. Students are grouped by ability levels within the grade level. We are using more project based learning with rubrics which lists what is required to make a passing grade. We feel this gives students awareness of what is expected and students are clear about directions.
ReplyDeleteI differentiate by using many different methods in presenting material to my students. I write what I say, I give lots of examples when I explain something, and I plan hands on lessons whenever possible. I use whole group, small group and peer teachers to help teach and reinforce my lessons.I use tier plannining so that my more advanced students have assignments that are more challenging while my struggling students have projects more appropriate to their ability level. I use tic-tac-toe boards which allow students to pick from a variety of assignments based on their abilities. In reading I use leveled readers and reading groups, and I also use a leveled spelling program. In my science and social studies class i use project based learning and rubrics which allow them to choose the level of difficulty they need to work at.
ReplyDeleteI differentiate in many ways depending on the activities, but my favorite is tier assignments/ projects where the students have a list of objectives or goals to choose from. This allows students to challenge themselves, or for those that struggle a chance to choose something they can make a success. After reading other blogs, I'm really interested in the tic-tac-toe boards! That sounds like a great way to take tier assignments to the next creative level.
ReplyDeleteAmanda Miller
I differentiate many different ways in my classroom and as a grade level. I think project based learning is a great way to differentiate with any age group of students. We design various project choices for the students according to the content they were taught or even before the content is taught as a way to teach content. Students with various learning styles and abilities choose the project that best fits their style and ability. This also gives them some ownership and choice in what they are doing so they actually enjoy the project they are doing. We have a rubric for each project so the expectations are clear to the student. we also use flexible grouping with reading and math in 5th grade. Students are assessed and placed in groups in the beginning of the year and can move throughout the year dpending on growth. These groups are very effective especially with our lower level students because they are small groups and the students are not as intimidated and feel more comfortable in class with other students that are on the same level as themselves. This also gives students a chance to be a leader in classess in which they usually are not. We meet with these groups four times a week in math and reading.
ReplyDeleteI agree with Robbin in that I think differentiation within not just an art class, but in music classes as well occurs naturally. I have such a variation of students in my room and because I see almost all of them for three years, I can get to know them and understand what they need in order to learn. My favorite way to differentiate is to provide an enviornment where they are comfortable enough to ask questions if they don't understand. When this happens, they open up and I can listen until I find out what exactly they don't understand and then go from there. Then the drawing it out on the board, acting it out, moving to the music, etc. happens. Other favorites are whiteboards, small groups, and giving them CHOICES so they feel they have ownership in how they are showing me they understand certain concepts.
ReplyDeleteDanielle Stocks
Differentiating is so important because of differing abilities as well as learning styles being so diverse all while trying to keep the attention of students. Hand-on activities,partner pairing and bringing real life into lessons for discussions helps me in the classroom appeal to students. Terminology may be tough to remember but if you can relate that terminology with a real life situation it is easier to recall and relate to other situations. I also love visuals. I do know that every activity does not work with every group so if I see that it is not working I change it up to make it fit that particular groups learning styles and needs. I have changed the entire way of presenting the same prep if needed.
ReplyDeleteI differentiate a lot throughout my day. My students participate in guided reading groups, leveled spelling groups, and leveled math groups. I have a big class this year with a lot of different needs and this is one way to help ensure that I am meeting those needs. Students are also manipulating things during these small group times to help them learn. Differentiation is very important and must be done in the classroom!
ReplyDeleteI think that there are many opportunities for a mentor and mentee to learn from each other as part of the mentor-mentee relationship. The mentor can provide valuable guidance on differentiation in the classroom based on past experience in the classroom. My mentee has his students complete a modified multiple intelligence survey at the beginning of each 9 weeks (his students rotate each quarter). He is able to get a quick understanding of how his students learn best from that survey. He then uses that information as he creates his daily lesson plans. His lesson plans reflect different approaches to reach all of his students.
ReplyDeleteMy favorite way to differentiate is through literature circles. The students love discussing books with their classmates and sharing their thoughts with each other. Sometimes I will make groups with various levels so that they can help each other. I often group the students by their level so I can tailor the book to meet their specific needs. The students can work on the same concepts while working on levels of depth within the text. They can create their own questions, foldables, graphic organizers, and artwork, and projects. The reading 3D data has been helpful in creating fluency groups as well as comprehension groups this year.
ReplyDeletec. Teachers use assessment data to inform their instruction. It is important mentees understand the correlation between assessment data and instruction. As a teacher, you don't just teach, test, record, move on. There has to be reflection on assessment data to ensure that learning is achieved. If all your students fail an assessment, there is a problem. Could be with the subject matter, could be with the delivery, etc., but there is a definite disconnect that must be addressed. Analyzing assessment data and using it to inform your teaching (and reteaching if necessary) is an essential way to help teachers ensure they are reaching all students.
ReplyDeleteMentees should also be encouraged to use assessment data as they differentiate instruction for students. One way that I have done this is by creating grammar groups based on assessment data for several grammar activities and quizzes. Students worked in these cooperative groups as they completed weekly grammar activities.
Additionally, I differentiate on tests by allowing students to omit a certain number of questions (for example, they might be able to exempt 2 questions on a 12 question short answer quiz). This way they can focus their efforts on answering questions that will show their strengths.
Furthermore, I ask questions on assessments that allow students a choice in how to respond. For example, an analysis of a short story might include a question that asks students to discuss the mood in a section of the text of their choice by discussing how imagery and details of that section contribute to the atmosphere created. Students can choose a section of text to best demonstrate their understanding of the concept of mood.
~Beth Duncan
Students in kindergarten enter on many different academic levels from knowing consonant-vowel-consonant words to being unable to recognize a letter or letter sound. Therefore, small group instruction is imperative to meet the needs of all students. At BES, we administer Daily 5 instruction. Students are placed in a guided reading group which focuses on their instruction level. I also use Math Tubs. Students are taught in a small math group to learn the math skills. Some students are reviewing numbers 1-10. The other group may be learning about the teen numbers. All students are engaged and learning through small group instruction.
ReplyDeleteTeacher Working Conditions Survey:
ReplyDeleteTeachers use assessment data to inform their instruction.
If the beginning teacher strongly disagreed with this statement, we would discuss all the ways we do use data. We have data meetings twice a month with our principal and discuss each child. Each teacher keeps a data notebook on their students. We use Reading 3D to provide us with reading data to drive our reading instruction. We have reading intervention each morning and each group is working on their independent reading level. Reading A to Z provides us with most of our leveled reading activities. We use the Math Investigations for our math instruction, but supplement with various other activities depending on the students understanding of the concept.
Favorite ways to differentiate in the classroom:
I present the material in a variety of ways. Students are given materials on their level. Materials are available for hands on activities. I use the Words Their Way spelling inventory to develop my spelling groups. They have a spelling contract and choose an activity to complete each night. Students are grouped for reading intervention based on their Reading 3D independent reading level. Students are provided rubrics for assignments and projects. Just to name a few...
My favorite ways of differentiating- I like having students create visual things. I teach history, which is a subject mastered by literacy. This is often a problem for visual/spatial learners, or for those who have difficulty with the written word. I find that the creation of graphic organizers, powerpoints, posters, and the like are a good way to reach those who struggle with what to them is a veritable “wall of text”. While the efforts made are of often indifferent quality- not everyone is a gifted artist- the point is for the student to shape the information into a form easily comprehended at a look. Grading for these can be a bit of a problem- which is where the use of a rubric is handy. Incidentally, you should always share the rubric with the students- they will succeed better if you make sure they know precisely what needs to be done to do so. Never assume they know.
ReplyDeleteMy favorite way to teach this year is Math Workshop. I implemented it for the first time this year. My students have rotations to go through each day. Math Workshop allows me to meet with my students in small groups and work on skills they need to be successful.
ReplyDeleteI also did weekly or bi-weekly assessments. This allowed me to see what areas my students needed to work on and it provided evidence for me to show parents during conferences.
You would think that as an AIG teacher, I wouldn't have to differentiate but that is far from true. My favorite way to differentiate this year has been to use our benchmark and CBM tests to create small groups based on what students have missed an create groups to reteach those concepts in mini-lesson format. While my students are very smart, they often have a hole in their knowledge that hinders their learning and this method of teaching small groups has proven very effective to let the class move quickly while filling in those holes.
ReplyDeleteI also use novel studies and book clubs to level the reading my students are doing and the length of their reading assignments.
Math is more difficult for me to level because I only have 3 days. We have to move quickly to get every concept taught.
As a first grade teacher, I have discovered Guided Reading groups and R & E activities have been the best way to differentiate with my students. All first grade students have a reading teacher they meet with for 30 minutes to read, discuss vocabulary and MClass comprehension questions. Students also work on a reading skill through an activity. There is never "busy" work to keep students engaged, but instead meaningful lessons taught in small group settings that engage students in active learning. R & E is focused on skills students have not mastered in reading and math by using games and activities that are both fun and educational.
ReplyDeleteIt is very important for beginning teachers to understand how to differentiate their instruction. We do a lot of this in foreign language. We play games, sing songs, use art, culture, listening, reading, writing, speaking, and projects. We always make sure the content is real world relevant and authentic. We strive to incorporate something to reach all learning styles daily.
ReplyDeleteDifferentiating instruction requires practice and experience, along with taking the time to know your students. Many times, my lesson will change from the one originally planned because I see that my students are not grasping a concept quickly enough and I need to spend more time on it to make sure that they do. On the other hand, the lesson could be skipped altogether because my students are already proficient in a concept. My mentees have both done a great job preparing for their students and the possible road blocks or challenges that may appear. They are cognizant of the students who need more time, information, practice, etc. and accommodate them accordingly.
ReplyDeleteMy favorite way to differentiate is to work in cooperative learning groups. I was blessed with 5 adults (2 teachers and 3 assistants) (on most days) in one of my math classes. The class consisted of students who were 1-3 years behind their peers in their math knowledge. I was able to form small groups, allowing each adult to focus in on each student's needs. This included one-on-one for two students and working with technology.
Some of my favorite ways to differentiate in my classroom are through guided reading groups, tic-tac-toe menus that allow the learner to choose how they will show what they know, peer tutors, and hands-on learning. Though differentiating is often more work initially on the teacher it is well worth it when the students are actively engaged in what they are learning. Students feel more confident and successful because it is on their level or utilizes their learning styles.
ReplyDeleteBeing the parent of a special needs child has made me understand more and more the importance of differentiation in the classroom. Although all students need to become knowledgeable and understand the same curriculum content, each student processes this knowledge differently. During the first 2 days of classroom, I use an activity to help me determine the learning styles of each of my students. Throughout each unit, I provide many choices and options for students to demonstrate their mastery of concepts. I use class discussions, group work, videos, music, art, hands-on activities, games, web activities, etc. to ensure differentiation occurs with each lesson. When students feel confident in their learning, they will be successful and learning becomes more fun for them and you.:)
ReplyDeleteAs a special education teacher I must offer specialized instruction to each one of my students. How do I differentiate to students on the autism spectrum? All lessons are designed and implemented in a way that is understandable and appropriate for each student. If a student has difficulties with fine motor or writing tasks- then I teach an alternate method of writing (i.e. using a keyboard, or allowing a student to point to answers on some assignments). If a student does not understand where to begin or end an activity, I will highlight the beginning in a green marker and use a red mark to indicate where to stop. Velcro numbers might also be used to indicate how much a student is expected to do. As each lesson is finished, the student is taught to pull off the number as a way to keep him/her organized and 'on track'. I have several students that need picture schedules used as a way to help transition him/her successfully through our day. We use many 'hands-on' activities in the classroom and visuals help with oral comprehension as well. I feel it is critical that ALL teachers be willing to differentiate for their students! Teachers must be ever-mindful NOT to become rigid and inflexible. - we must always strive to meet our students' where they are!
ReplyDeleteOne of the best ways to differentiate in reading is via guided reading groups. Tic Tac Toe boards afford students the opportunity to pick and choose which assignments best suit them and gives them some control.
ReplyDeleteVisual aids are also wonderful ways to ensure that visual students needs are being met.
Small group learning allows everyone to pair and share but there are a few that would rather do things on their own and so those students are allowed to do so in my room.
Centers and rotations allow all children various ways to learn and grow in math and reading. This can be via games, manipulative use, videos, computer games etc. Flash cards are also used quite frequently to reach learners.
These are a few ways to help ensure all students are successful.
How Do I Differentiate?
ReplyDeleteStudents are given ongoing assessments to check their improvements and needs to decide what groups they should go in for Guided Reading and this year for Math as well. We work to vary instruction with teacher instruction, guided practice, independent practice, and centers. We use cooperative grouping often. I modify spelling homework by giving each student a tic tac toe board for the 9 weeks so they can choose their assignments. Also, for reading homework we send home their guided reading books so it's on their level and they can practice their reading on their level.
When differentiating in my classroom I always try to be mindful of a child's self-esteem. I want students to learn at a level they are comfortable with, but I also want to be very careful that I don't make an individual feel they are incapable of advancing to a higher level because they have had so many academic failures in the past. I have had too many students enter my classroom with a defeatist attitude, and I had to find ways to "build them back up" before any serious learning took place. I try using various methods to encourage struggling learners, such as entering their writing or art pieces in different contests (you would be surprised at how many students that may struggle academically in math or reading are actually quite creative). I try to find some area that my struggling students are actually talented in and allow them to be a "room floater" to mentor fellow classmates or students from another class. I incorporate a lot of hands-on activities whenever I can, but I always try to balance it out. If I incorporate an art activity with my higher reading group, then I may do a cooking project with my lower students. When doing group collaborative work, I try to monitor to make sure that everybody gets an opportunity to voice their opinion and is respected. Differentiation is certainly necessary, but my major concern is making sure it is done with students gaining confidence in themselves.
ReplyDeleteDifferentiating begins by getting to know your students and his/her needs academically and behaviorally. Academically--I use my assessments but also classroom observations. When a child does not get something I work with them until they get it. I use guided reading groups, spelling groups, center activities, and small groups.
ReplyDeleteAs a parent of a student with a learning disability, it is my goal in my classroom to get to know each student, their learning styles and what they feel successful with. Too often differentiating is seen as challenging students for AIG or modifying to make to make "passing" easier to achieve. I believe true differentiation is teaching in different methods to meet the student's needs whether it is group/peer learning to self-expression assessment. If we differentiate to meet their needs also should build their self-esteem and self-confidence as a student. It should also encourage students to want to continue learning beyond the given instruction.
ReplyDeleteBDula
ReplyDeleteTechnology today is ever changing. The lecture has been replaced with videos and electronic response systems. The "new" teacher comes with great ideas in the use of technology in the classroom. However, students still need different methods of learning. The active learner will not gain much instruction sitting in the front of a computer screen or tablet. Teachers should incorporate various teaching styles that include a wide variety of instructional methods.
Before differentiation begins, the teacher must know and build relationships with their students. The teacher must learn students’ strengths and weaknesses and discover the students’ learning styles. I would refer a beginning teacher to employ Marzano and Stronge’s research-based best instructional strategies. Differentiation should not be employed for sake of differentiation or to check off a box. The teacher must find strategies that engage each student. Instructional strategies that have worked for me are teacher-led instruction, student-led instruction, technology-based instruction, cooperative learning, and other strategies. However, Stronge suggests that teacher “care” is one of the greatest factors affecting student learning and achievement. Veteran teachers know that many students will attempt to jump through fire if they the teacher cares for them and has great expectations.
ReplyDeleteEric Walker
One of the best ways to help a BT with this standard is to make sure he/she is aware of the different learning styles and how to address those learning styles. Observing other teachers can also help in this area. Once a teacher knows her students and how the students in class learn, lessons can be made to meet the needs of each student. Every students can be working on a given skill but the final product be entirely different. Use assessments to group students. Meet individually with those still needing extra help in a certain skill.
ReplyDeleteKindergarten students enter school performing on a variety of levels. I strive to use differentiation in all subject areas. I am implementing Daily 5 literacy centers as well as guided reading groups. I also use different types of interventions to help students who need targeted skills in certain areas. I try to use as many hands-on activities and manipulatives as possible. I also love to use music to introduce or reinforce different topics.
ReplyDeleteEmily Schwandt
I think that it is essential that students know that the teacher cares about them and their education. Students do not learn well if they are treated as a "number" or if they sense the teacher is only in the classroom to draw breath and a paycheck. I can gratefully say that the students at ACHS are fully aware of that the teachers genuinely care about them as people. I would advise a beginning teacher to be aware that building a relationship with their students is a process and it is definitely not becoming the teir best friend. it does not mean that the students will always like you or agree with you (you must sometimes make unpopular judgement calls) and that the beginning teacher must develop a thick skin to avoid taking criticism personally. If students understand that the teacher is concerned for their educational well being, they will definitelyperform better.
ReplyDeleteWorking Conditions Survey #3
ReplyDeleteIf a teacher chose "Strongly Disagree" on this question I would be very concerned with what he/she was using to drive the instruction. We would meet weekly to discuss what data had been collected for the week. I would help the teacher create groups based remediation/enrichment needs and discuss how to carry them out.
Differentiation:
As an ELA teacher, differentiation is crucial in meeting the needs of all learners. Reading 3D and Easy CBM data is used from the prior year when beginning a new school year. In addition, when time and support is provided, I conduct an Informal Reading Inventory on each student to determine their independent, instructional, and frustrational reading levels and groups are created accordingly. Much of the instruction is planned around their instructional level. For exaample, all groups may be working on main idea, but each groups text would be for their appropriate level.
Other ways I differentiate is by giving students choice when completing projects and always try to provide at least one or more choices to implement technology because I know students generally like using technology. I also use rubrics, letting students know exactly what the expectations are. The ways I carry out instruction may differ from year to year, depending upon which students I teach. Preferential seating is provided and depending upon a students needs pre-printed notes may be provided. Students work in learning teams. At times I may choose the groups and at times students are allowed to choose their groups.
As an Exceptional Children's teacher, my classroom is centralized around differentiation. The most effective way of differentiation is to use what you know about your students. I use my students' data in order to determine how to differentiate learning. Other methods of differentiation I use are cooperative learning, technology, and hands on learning. As educators, we should strive to reach our students in whatever means necessary to help them be successful. C. Kerley
ReplyDeleteAs mentioned above, all of the different ways to teach will not matter if students do not believe that you are genuinely concerned about them. With that being said, I feel like differentiation in the classroom is essential to student learning as a group. In the science classroom there can be many complex and sometimes abstract ideas. I try to incorporate at least three different ways of getting the information across to the students for each topic. Many times I will use a technology based activity to introduce a lesson, clarify it during a teacher led lesson, and then allow the students to model the process with a hands on activity. There are also many opportunities for students to create posters, digital presentations, and models for the more visual learners. Since I began teaching AP classes, I have had to extend differentiation to the higher achieving students. I have had to shift to a more student led, teacher facilitated approach to nurture their critical thinking skills and continue to challenge them on a daily basis.
ReplyDeleteJosh Williamson
As mentioned above, all of the different ways to teach will not matter if students do not believe that you are genuinely concerned about them. With that being said, I feel like differentiation in the classroom is essential to student learning as a group. In the science classroom there can be many complex and sometimes abstract ideas. I try to incorporate at least three different ways of getting the information across to the students for each topic. Many times I will use a technology based activity to introduce a lesson, clarify it during a teacher led lesson, and then allow the students to model the process with a hands on activity. There are also many opportunities for students to create posters, digital presentations, and models for the more visual learners. Since I began teaching AP classes, I have had to extend differentiation to the higher achieving students. I have had to shift to a more student led, teacher facilitated approach to nurture their critical thinking skills and continue to challenge them on a daily basis.
ReplyDeleteJosh Williamson
Working with students with a learning disability, it is my goal in my classroom to get to know each student, their learning styles and what they feel successful with. Being a EC teacher it is important that I review each students IEP to make sure they are making progress on their individual goals. In the inclusion setting working as a co-teacher in the classroom it is vital that both teachers are aware of each students special needs.
ReplyDeleteIn my first grade classroom guided reading groups are used for differentiation. I also use Daily 5 Workstations for ELA and Math. We use Letterland for phonic instruction and allows for differentiated spelling lists of students. Our schedule also has established times for focused intervention and enrichment.
ReplyDeleteThe key to a teacher being able to successfully differentiate for their students rests in them knowing what their students need. I have started using the first few classroom days incorporating mini-lessons on enabling students to recognize their own learning styles. This concludes with students completing a Learning Styles inventory. Students are then able to share with me what works and what doesn't work for them to learn in my classroom. Since no 2 children are the same, no 2 classes can be instructed the same; the basis of differentiation. Some may need more focus on hands-on and lecture, some visual and auditory emphasis, some tactile and demonstration. Regardless of what I may want to do for a lesson, it cannot be successful without tailoring it to the students in that particular classroom. I have found it beneficial to my students’ success in other classes as well because they become cognizant of how best to learn and study for themselves, taking ownership in their education as an active participant.
ReplyDelete- Anita Whitehurst
As a teacher I have to know my students and their learning preferences, as well as their abilities. That may take a little time. I start with initial activities to get to know my students. I also have access to records from previous years. I find the best way to know my students is to simply spend time with them. Differentiation happens in my classroom daily, with choice activities for homework, practice quizzes, second chances on all assignments, one on one assistance, modified assignments for students who cannot keep up with grade level work, and collaboration with an inclusion teacher. I have a non-English speaking student so we took the time to label the room for her this year at the beginning. I also model written work for her to copy and modify her testing procedures. Some of these same strategies are used for lower level students who struggle. I also do a LOT of cooperative and buddy learning, so students can learn from each other. This gives higher students opportunities to lead and organize, while other students learn from these peers.
ReplyDelete