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Relax and have more fun with my kiddos!

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Are my students learning what they are supposed to be learning? Do I do a good job preparing them for the future?

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I try to determine each of my kiddos' learning styles to help them learn and succeed. Still on the search for the best Learning Style Inventory for non verbal students.

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Students should take away from K-12 their strengths and weaknesses, the ability for self-assessment, know how to deal with difficulty and failure and lastly build a growth mindset.

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Collaboration time helps with differentiation

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Genius Hour helps with learning by being relevant and engaging for learners

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Teachers don't need to reinvent their job , just beaware  if a student is struggling and then focus in on what they need . Don't make it complicated

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Ask for help when you feel you need it.

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Save and share good lesson plans.

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Each situation has potential for learning. What are students suppose to learn and how well did the teacher instruct.

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Same grade (or in my situation, program) collaboration .

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Assess during lessons to provide immediate corrections, rather than end assessments

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Us the one room school house model as a template for lesson design.

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Focus on assessment during the lesson when there is time to correct, rather as an end point

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Differentiation can be thought of as a "One-Room-School-House" way of teaching.

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Connect with students and encourage individual strengths and collective music making

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Provide time for more self-reflection during the process and product

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A few mentioned in the AHA section.

Collaborate more with peers and learn from what my colleagues are doing. To compare notes and improve what I have planed or have done.

Allow for many more opportunities for student to be independent, self reliant, and less so on me, their teacher.

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On going assessments
through out lessons and in almost all sessions there is one form of assessment to help guide instruction.

Use a variety of methods to help learning be more accessible to all the different kinds of learners in the class (visual, kinetics & auditory)

Build relationships with my students.

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I too was intrigued by the idea of learned helplessness and about the idea of tweaking the lesson slightly and not creating a whole new lesson when it comes to differentiation.  Though I'm not entirely oblivious to this, I do struggle with it and very often have multiple (3) lessons going on especially for those who struggle in literacy or numeracy. Personally, I find it's less of a challenge with Science and Social and often find I am able to tweak it slightly. My goal would be L.A and finding ways to meet all my students needs with one lesson. Hmm... I can't help but feel that this is a goal that my take several years to, hopefully, achieve.

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More collaboration and time effective feedback to students.

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Create a safe and caring space where students feel supported and are empowered to take risks.

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Vygotsky sweet spot of difficulty - Once the learner has attained some degree of mastery, ratcheting up the difficulty will help him/her stay in her 'sweet spot' of engagement, where the task is not too hard as to be frustrating and not so easy as to be boring.

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Work with same grade or same subject colleagues on planning unit or lesson plans

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Assessment happens during the learning

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Differentiation is just one of a number of factors in effective instruction. UDL a tool in planning for differentiation.

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going back to the collaboration of assessment results and to implement a plan in helping those struggle,to achieve.

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Thinking outside the generic box of how we can implement differentiation  using the two main questions.

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Allow students to empower themselves in their learning and behaviour.  They will come to class everyday knowing they are accepted and important.

Differentiate in ways that empower students and give them choice

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Using a variety of methods to make content accessible for each student.

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Using UBD to plan units and lessons.

Doing ongoing assessment throughout lessons to guide instruction.

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Every learning opportunity has the potential for each student to be successful.

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Try to assess the students better with what they are mastering...always a challenge when students cant always communicate to you what they know.

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That teachers are trying to recreate the wheel and often doing differentiation wrong! Just ask What are they learning? What are they mastering?

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Create different groups and assignments to meet students learning needs. I modify assignments to adapt to the varying learning styles and abilities.

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Get better organized at assessing learning in the moment, to keep in mind the end goals of mastery.

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That's a great band.
Remembering that the content being covered drives the choice of modality. Different topics need to be addressed differently.

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Differentiate for students by allowing students to demonstrate their learning in different ways.

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more effective and meaningful collaboration

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Build relationships and create a classroom culture where students feel safe.

Use assessment of and for learning continually to guide instruction.

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Keep focus on two big questions: What are students supposed to be learning? Are all students mastering it?

Remember one of the most important life skills for students to develop is self reliance (self-assess, know strengths and weaknesses, persevere and build a growth mindset.

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carving out more time for Grade Level collaboration.

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Differentiate in subtle ways rather than creating new assignments. Students do not feel like they are doing different work that others.

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Helping students too much can be an issue with learned helplessness. When we encourage them to try something more difficult, they are often surprised that they can succeed.

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I have gone to the PLC conference and heard the Dufours speak.  I have incorporated much of what I have learned by collaborating with my fellow grade partners. I strongly believe relationships are what helps students take risks and come out of their comfort zones, so I build them quickly.  I build a “safe “classroom so that even the students that have the most difficulty feel successful.

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TRY
Getting together with my grade partner and talking about how our students did on same assessments and collaborating to help the ones with difficulty.

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Differentiation can be overdone-we should be looking at front loading our lessons to include instruction for everyone and make sure we are not helping too much.

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Collaboration - Analyzing what students had difficulty with/misconceptions. Discuss how to teach it differently next time.

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Assessment during learning - whiteboards, exit slips, Kahoot

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Think bigger picture. Differentiation done incorrectly leads teachers down an exhausting/unproductive hole. Use your full repertoire of instructional strategies and balance your energy.