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ANCHOR CHARTS, Sentence Starters, use of Visuals, Vocabulary cards and picture books to demonstrate sentence structures--I LOVE ERIC CARLE boardbooks.

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ANCHOR CHARTS, Sentence Starters, use of Visuals, Vocabulary cards and picture books to demonstrate sentence structures--I LOVE ERIC CARLE boardbooks.

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Self-pacing

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Meeting the needs of all students

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Providing multiple creative options for students to demonstrate their learning as a summative. Some might write an essay, while others create a podcast or a picture book!

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Lecture videos so kids can go thru new material at their own pace.

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Lecture videos so kids can go thru new material at their own pace.

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Copies of notes, video recordings of lessons/labs with instructions and examples. Sentence stems. Self pacing. choice of activities. Corrections.

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Especially in the beginning of the school year, I do not receive IEPs until a month or two later.

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Especially in the beginning of the school year, I do not receive IEPs until a month or two later.

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Sometimes IEPs are being updated OR the student is still being tested for Spec. Ed.

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Provide models of what work should look like.

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Provide models of what work should look like.

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Keeping the rigor high but meeting students where they are at , especially if you need to be teaching multiple grade levels within a class due to multilingual learners and students with special needs

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Universal Design for Learning (CC, Audio, screen readers, etc.)

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Universal Design for Learning (CC, Audio, screen readers, etc.)

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Mastery may look different for different learners

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Intentionally working with content teachers to co-plan and provide UDL supports that help students who are both SPED and ELL.

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Having the videos available to re-watch when needed.

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Choice of ways to demonstrate learning or skills

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Choice of ways to demonstrate learning or skills

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Differentiation is so important, but it also takes a lot of time and investment.

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Knowing what students work best within the learning environment

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Seeing them graduate! This year, one of my students was Salutatorian.

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Seeing them graduate! This year, one of my students was Salutatorian.

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providing L1 resources for newcomers, providing chunked text with questions immediately after, giving annotated readings to help students know where to focus.

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Having time to work with students in small groups.

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Sentence stems, acknowledgment of all answers, growth mindset, word walls, vocabulary. Lots of visual reminders.

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Providing opportunities to demonstrate learning in various ways.

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Providing opportunities to demonstrate learning in various ways.

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Written, visual, oral.

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Offering lots of opportunities to move around the room, physically act out learning, take physical breaks as needed.

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I find this helps with less fluent readers or ELLs

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seeing a room full of activity, with multiple different activities going on at the same time, and students naturally collaborating in authentic ways

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seeing a room full of activity, with multiple different activities going on at the same time, and students naturally collaborating in authentic ways

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Graphic organizers, google Translate with soft copies of worksheets has allowed students feel successful

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Setting aside time for the all kids to share any background knowledge they have.

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Setting aside time for the all kids to share any background knowledge they have.

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Personalized learning days were often planned for my kids and I met them in small groups or one-on-one to provide feedback on independent tasks. This was very successful so I could reteach content and also push my kiddos to make sure I meet them where they are.

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Using materials that capture everyone's interest

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Using materials that capture everyone's interest

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scaffolding for complex problems solving procedures.

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Offering more than one way to assess student learning taps into different learning styles and increases engagement. Offering choice increases student voice and agency!

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Not being familiar with the home language (something other than English or Spanish)

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I am fully online so it is really challenging to do checks. I miss being able to look over a students shoulder and see their work.

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I'm struggling with applying this to Kindergarten. We never know what is coming into the classroom as it is a first for many.

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I'm struggling with applying this to Kindergarten. We never know what is coming into the classroom as it is a first for many.

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Motivation from both me and students sometimes

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Motivation from both me and students sometimes

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Having enough time in a given period to help the students who need it the most. In some classes that could be 8-10 students.  

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Having enough time in a given period to help the students who need it the most. In some classes that could be 8-10 students.  

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Planning extension activities to challenge advanced learners on the present content (or related skills) without moving onto higher grade level content.

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Guided/teacher notes, videos for instruction, station activities

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Students work at different paces when you provide whole instruction

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Where can I find resources in various language?

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Where can I find resources in various language?

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Finding the time to really understand what each student needs! EIP's, 504's or ELL's and everybody else

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Keeping all students engaged while addressing student needs

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Keeping all students engaged while addressing student needs

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I use a lot of visuals to help clarify meaning especially with vocab and auditory listening along with a text

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Sentence frames, starters, visuals of what you are actually saying so that ELs can have context, examples

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Sentence frames, starters, visuals of what you are actually saying so that ELs can have context, examples

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Accommodating and adjusting instruction to meet all student learners.

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Accommodating and adjusting instruction to meet all student learners.

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I work to make sure the materials we have in class the students see themselves as well as others represented...that takes planning, a lot of looking, or often having to create myself, but so worth it!

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A 50 minute period with close to 190 students a day

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How do I help kids develop intrinsic motivation? 

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How do I help kids develop intrinsic motivation? 

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Seems there isn't enough time to plan for all students' needs. No collaborative planning time.

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Motivating students.

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When your classroom has 9th grade EL learners and 12th graders who are taking multiple AP-level courses.

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When your classroom has 9th grade EL learners and 12th graders who are taking multiple AP-level courses.

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accommodating the wide variety of opportunities for students. 

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accommodating the wide variety of opportunities for students. 

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Creating different ways of doing a lesson or multiple lessons. Being able to see connection between the learner, their data and their style of learning through a lesson design that fits them.

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allowing opportunities for students to share from their areas of special interest or skill

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allowing opportunities for students to share from their areas of special interest or skill

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Core knowledge is demonstrated one way like must do, Application knowledge is another way like should do, and critical thinking application is aspire too.

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Teambuilding to offer opportunity for collaboration right away, sharing and learning from one another...

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Teambuilding to offer opportunity for collaboration right away, sharing and learning from one another...

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Getting kids interventions Tier 3 interventions outside of interventions in the classroom. I always feel it is a LOT of red tape and not enough help due to staff shortages.

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I am looking for ideas around one on one support for students when they are online and ideas for getting kids to actually work together in online break out rooms

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Rarely felt I had time to really reflect on the needs of individual students and then plan accordingly.
Also, never enough time to meet with small groups as often as needed.

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(or at least in my classes and the typical AP and college exams) is very oriented towards timed written tests. I've included oral questions as well starting last year but I still feel like I need to look more broadly

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Sentence frames, graphic organizers, vocabulary - frayer model, rubrics, tools to empower students like read&write extension to help students be more independent when reading.

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When a student who was previously peer led, leads a peer of their own in the topic.

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It is impossible to plan for or imagine every challenge our students bring into the classroom.

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Using current materials that resonate with my students.

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Using current materials that resonate with my students.

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When your Co-teacher doesn't collaborate....

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When your Co-teacher doesn't collaborate....

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Providing academic choice and varying types of activities.

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Students working with partners, hands on materials, and visual resources

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Students working with partners, hands on materials, and visual resources

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Some learners perfer a lecture style lesson with the discussion while others prefer to be completely self-paced. How does modern classroom, which is basically virtual-teaching with a standby teacher deal with this diversity? 

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Some learners perfer a lecture style lesson with the discussion while others prefer to be completely self-paced. How does modern classroom, which is basically virtual-teaching with a standby teacher deal with this diversity? 

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Not knowing their needs to begin with. Time to meet with individuals or small groups for intervention.

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Pairing students up with friends or a student who you have identified as being helpful.

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Pairing students up with friends or a student who you have identified as being helpful.

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Choice, allowing revision/reattempts, allowing lectures to be seen again, having paras that can translate.

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Choice, allowing revision/reattempts, allowing lectures to be seen again, having paras that can translate.

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Self-paced lessons and units, writing conferences (these make the BIGGEST difference!)

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Self-paced lessons and units, writing conferences (these make the BIGGEST difference!)

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What are others doing with motivating the unmotivated?  What successes or failures are you having?

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What are others doing with motivating the unmotivated?  What successes or failures are you having?

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This is really a focus because I get off track with what I want to do in a lesson (activity) vs. focus on what kids need to know and be able to do when it is all said and done.

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Providing appropriate options to assess student learning 

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Providing appropriate options to assess student learning 

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Enough time to do so adequately and consistently.

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How is it feasible to plan for multiple language abilities and IEPs in a classroom without any additional planning time or support in the classroom.

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Thinking about what makes something engaging for the student. Hands on, interactive, allows for movement, allows for peer interaction, etc. 

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Thinking about what makes something engaging for the student. Hands on, interactive, allows for movement, allows for peer interaction, etc. 

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It can be overwhelming when trying to accommodate many different learning styles and sometimes it can be really challenging to fit certain learning styles to a skill.

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Planning for the top, bottom and middle; making things too easy or too hard for certain student groups

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What are good scaffolds to stick with that work for EL & Sped students?

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What are good scaffolds to stick with that work for EL & Sped students?

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Just being patient! It's tough when you have 35 different brains.

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Just being patient! It's tough when you have 35 different brains.

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when you have to modify and upload multiple points throughout the day or year.

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challenges when planning for diverse learners' needs

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challenges when planning for diverse learners' needs

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making students believe in themselves enough to push their own expectation limits

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some of my students seems to struggle with learned helplessness

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some of my students seems to struggle with learned helplessness

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How do I make everything manageable in my 1:1 ipad environment for students who don't have ipad access per IEP/504s or English Learning Plans?

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How do I make everything manageable in my 1:1 ipad environment for students who don't have ipad access per IEP/504s or English Learning Plans?

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block schedule - I only see students 2-3 times a week for 80 min. For unmotivated students, retention is especially challenging.

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block schedule - I only see students 2-3 times a week for 80 min. For unmotivated students, retention is especially challenging.

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I have attended ESL PDs and even studying to get my ESL certificate soon....however, helping students who don't speak much English understand academic Science vocabulary.....of course, I have thoughts. :)