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Question C:

High-level practices focus on strategies that support all learners by promoting engagement, collaboration, and inclusion. They emphasize building strong relationships, creating a supportive classroom community, and using instructional approaches that meet diverse student needs.

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Question B:

This new knowledge impacts my perspective on inclusion and differentiation by showing me that these practices are not only about meeting academic needs but also about honoring each student’s identity and experiences. By creating opportunities for students to express their individuality while connecting with others, I can design lessons that allow every child to feel valued and included while also ensuring their unique needs are supported.

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Question A:

Something that I learned from the reading was that using strategies that celebrate individuality can also build community. With that being said, community-building strategies can help to foster a sense of affirmation and plant seeds of relationships because they allow students to find things that they both share in common.

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Something that I learned in my assigned readings was that cultivating relationships is very important. This can be done by affirming one another. Celebrating successes and acknowledging positives in the classroom, helps build a strong relationship between the teacher and students. Having the students praise one another after a success also creates the expectation of positive affirmations.

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This has impacted my perspective on inclusion because it has shown me that some students need additional attention. Although we may think that the classroom is inclusive, individually focusing on a student can make a significant difference. Encouraging, motivating, and praising a student one-on-one creates a more personal impact on a student, which could lead to more positive outcomes in the future. Knowing what a student needs to be successful is extremely important and crucial to learning.

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I have learned that high-level practices are intended to challenge students and get students to become interested and active learners. By allowing students to be introduced to new methods of learning, students become more interested in a topic, as opposed to being lectured.

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I learned that high-level practices are very important. Each pillar is embedded with culturally inclusive pedagogies and how they support the students. It helps build important skills like creativity, collaboration, and perseverance, which are skills that are needed in and out of the classroom.

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I always thought that it was important to see a classroom like a big family, but this knowledge expressed how important it is to do that. Having the student feel seen and heard is very helpful because they will feel like their voice matters in the class and will make them feel comfortable, which is very important to help run a smooth classroom.

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After doing the assigned reading,I learned that it is important to view the classroom as a family. The text emphasized that like a family students share both similarities and differences, what matters the most is seeing how each child needs to feel seen and valued. meaning to celebrate individuals and to cultivate relationships in the classroom

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I have learned that high-level practices have 4 domains: Collaboration, Data-Driven Planning, Instruction in Behavior and Academics, and Intensify and Intervene as Needed. HLP's are not replacing special education instruction, they are there for support. These practices also are meant to work for ALL students.

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This new knowledge will help me to make sure to address EACH student's interests. I think it is easy to generalize students, however doing so does not create an inclusive environment whatsoever. Knowing each individual student's interests helps to include everyone by basing assignments off of interests. It can also be helpful in differentiation. The class may be assigned to write a paragraph describing how to play their favorite game. They are all learning descriptive writing, but it is based off of their interests.

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During our assigned reading I learned how important it is to celebrate individuality. Each student has qualities that make them unique. It is important to discover student's passions and interests to be able to include those interests in the lessons. By celebrating and including these unique qualities/ passions, students feel comfortable and engaged in the classroom. Connecting the lessons to individual interests creates a sense of belonging for students.

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I’ve learned that high-level practices are student-focused and are meant to engage students in a meaningful way. Students should be actively engaged and challenged, rather than simply regurgitating information, for example. These practices are aimed directly at promoting student growth.

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This new knowledge impacts my view on inclusion because I realize that being included isn't always enough. For example, just because a special education student is included in a general education classroom doesn’t mean the general education students will always judge them by their character. If the classroom truly is like a family, then every student should feel like they are known and respected by their peers. The teacher is the biggest contributor in making sure each student is able to express themselves to the class.

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Something new I learned from the reading is that a classroom can function or be viewed as a family with the teacher being the head of the family. With this mindset, there are things the teacher can do to strengthen the family. One strategy I learned, and never thought of before, is asking questions during attendance that help students find similarities in each other. These questions could be as simple ans asking if students prefer cats or dogs, for example. This also allows the teacher to learn more about their students.

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High-level practices are meant to be challenging, but they are also meant to be meaningful and purposeful to the student. These practices are meant to get their "gears turning" and think about the things they are learning on a deeper level. In the long run, the hardest challenges are always the most memorable and meaningful lessons.

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After reading and writing through the various excerpts given to us, inclusion is just a simple way to better a student and make the biggest difference in their life in the classroom. Being positive for the whole class is different from being there and being possible for each student individually. Every student is unique and different in their own way. It is important to be able to have a unique relationship with each and be able to support them in their own way. I did realize it was important to be connected to your students. I did not realize how crucial it was to make sure you form a connection with everyone to be able to differentiate each relationship you have. This is important because you will know how to help each student and make each student their best self possible.

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Something new that I learned from this reading in Differentiation on the Elementary Grades was that one of many ways to build a family of learners is to allow students to help manage the classroom. Reading through the text, there were many ways to create a personal family in a classroom with students. The one state that stuck out to me and was a new concept was that "Giving students a say in developing these signals provides an opportunity for student buy-in and bonding" (pg. 11). That was something very interesting, and very new to me!

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What I’ve learned about high-level teaching is that it helps students become more involved in their own learning. Instead of just sitting and listening, students get the chance to take charge and really think about what they are learning. This makes the classroom more active and interesting because students are doing activities that help them understand better. High-level teaching encourages students to ask questions, work together, and solve problems, which makes learning more fun and meaningful.

-Malysea Flood

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The new perspective is my view of inclusion. I now see that it’s not enough just to have every student physically present in the classroom. True inclusion means actively making sure that each student feels valued and recognized for who they are. It’s about creating a space where students know their thoughts and experiences matter, where they feel heard and respectedThis shows the importance of listening carefully to students and adapting teaching ways for the students.

-Malysea Flood

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In the reading, I thought something that I learned and thought was very interesting was that I like to think of the classroom as a kind of family, where the teacher acts as a guide and leader. Building real, genuine relationships is also essential because learning happens best when students feel connected and supported by their teacher and classmates. At the same time, it’s important to create an environment where every student knows they are accepted just as they are, while also being encouraged to grow and develop their abilities. This balance of acceptance and high expectations helps students feel both safe and motivated to reach their full potential.

-Malysea Flood

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Question. C

I've learned that high-level practice is about pushing students to think deeply, not just get the right answer. It helps them build a stronger understanding and confidence in solving problems in different ways. -Aiamyia Dudley

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Question.B

This new understanding has shown me that differentiation is more than just using various teaching techniques—it's about building a classroom environment where all students feel respected and encouraged. Inclusion isn't only about providing access to material; it's about making sure every student feels confident in their abilities, supported in their growth, and inspired to succeed. -Aiamyia Dudley

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Question.A

One way to strengthen the sense of community in the classroom is by being intentional with how students are grouped. This can mean mixing things up—placing students in smaller groups, rotating group members more often, or pairing students who don’t usually work together. It’s also powerful to create groups that bring together students from different backgrounds or cultures. Doing this helps everyone build new connections, break down social barriers, and feel like they belong to one supportive classroom family. -Aiamyia Dudley

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I have learned that high-level practices are purposeful, challenging, and meaningful to ensure the students are empowered through their education. Opportunities are given to students based on engagement, interest, and capabilities that encourage students' motivation for their own growth.

-Zoe Belcik

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This new knowledge impacted my perspective on inclusion by understanding how little actions can change the entirety of my classroom. Inclusion has always been about understanding and appreciating all students in the classroom, but I have always wondered how to complete that. Small actions such as purposefully calling students by name and short questions help uncover students backgrounds and interests are examples that were outlined in the chapter. This information then gets put into the classroom for all students to appreciate. When students are brought together by common interests, tighter bonds are formed. Small acts can have such large impacts on how inclusive my classroom will be.

-Zoe Belcik

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In the reading, something new I learned is when classroom groups are "static", it tends to send messages to students that are often unsaid or unwritten. Students can begin to make inferences about themselves and their peers, basing judgement on how the teaching puts them together. This can lead to both good and or bad assumptions and questions from students. Students may even end up questioning that a teacher feels one way towards a groups ability or education in the classroom, which can ultimately affect their academic growth. Flexible grouping ensures that students are brought together adequately enough that they don't get "stuck" in a learning rut with the same peers. This approach helps to nourish the classroom "family" and a growth mindset for students.

-Zoe Belcik

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High-level practices are meant to challenge students and encourage them to be actively engaged in the practice. It gives the students more opportunities to grow. This way, the students will not just be sitting and gathering information, but actually grasping the information on a deeper level.

-Parker Henthorne

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This has impacted my perspective on inclusion by showing how I can better include each student. By simply telling the whole classroom how well they did on an activity, the students individually are not being celebrated. I can make sure to let each student know individually what they did well, which will motivate them and will show the other students how to celebrate each other.

-Parker Henthorne

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I have never viewed a classroom as one big family with the teacher being the head of the household. I think this is a very cool way of looking at it. As the "head" of the family, the teacher has three primary goals.

1. To celebrate individuals

2. To cultivate relationships

3. To send the message that all students are accepted exactly as they are - yet are also expected to grow.

-Parker Henthorne

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How do educators effectively balance differentiation with the requirements of standardized curricula and pacing guides, particularly in classrooms with a significant number of students? Additionally, how can these strategies be adapted for larger classrooms or institutions with limited resources without compromising the quality of education?

~Cassandra Felekey

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They create learning experiences responsive to students’ readiness, interests, and profiles through flexible grouping, ongoing assessment, and fostering a growth mindset. High-level differentiation combines instructional rigor with attention to individual needs and classroom culture. It’s about creating equitable learning experiences that empower all students to thrive.

~Cassandra Felekey

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This new perspective emphasizes that differentiation is not just a collection of strategies for bridging learning gaps; it is also essential for cultivating an inclusive and supportive classroom culture. Recognizing that building relationships and promoting a growth mindset are key components of differentiation underscores that inclusion goes beyond mere access to content. It also involves ensuring that students feel valued, capable, and motivated.

~Cassandra Felekey

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In the reading, the author argues that differentiation goes beyond merely adjusting content or tasks; it also involves cultivating relationships and fostering a growth mindset among students. This approach encourages students to perceive challenges as opportunities for growth, which can enhance their engagement and motivation. While I am familiar with differentiation, I hadn't considered it from this perspective before.

~Cassandra Felekey

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I’ve learned that high-level practices are about getting students really engaged and taking ownership of their learning. They make the classroom more interactive and meaningful.

-BobbiJo Emmett

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This impacted my perspective on inclusion by showing me inclusion isn't just about having everyone there but it's also about making the students feel valued and heard.

-BobbiJo Emmett

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I knew that cultivating relationship are important in the classroom. In this reading I learned how to cultivate relationships in the classroom. I learned that having the students help create the signals used when transitioning in the classroom.

-BobbiJo Emmett

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High level practices engage the students and really challenge them instead of just handing them a worksheet and saying, "do it." It includes both hands on, verbal, written and social-emotional experiences.

-Haylee Mook

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It is definitely impacting my perspective on inclusion because I did not necessarily think of putting students together that normally don't pick each other. This makes the students that might feel left out more wanted and a part of the social group.

-Haylee Mook

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How to strengthen classroom family bonds by grouping. Such as, putting students in different groups than normal, putting them into smaller groups, and bring different cultures or students together that normally don't pick each other in group settings.

-Haylee Mook