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 1.How do you introduce a new concept to your students?

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 1.How do you introduce a new concept to your students?

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I simply tell the students we are moving on to a new concept they’ll be learning. I might say, “We are moving on now to the next big idea that we will be learning. That idea is a concept called _________.”

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 2. What strategies do you put in place when teaching a new concept? 

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 2. What strategies do you put in place when teaching a new concept? 

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I build background knowledge by reminding them of what they may already know about a subject.  A good example is figurative language. If I start teaching similies and metaphors, I will remind them of common similes and metaphors they use frequently.  Then we dive into how they’re used, why they’re used and how to recognize them in the articles they read.

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3.How does this concept vary when working with English learners?

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3.How does this concept vary when working with English learners?

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We might discuss how that certain concept is used in different cultures. Once I give examples, the students will usually recognize and share similar examples from their own language or culture.

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4. How do you assess student attainment of new concepts?

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4. How do you assess student attainment of new concepts?

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The Weekly Assessment book that is provided by McGraw-Hall has assessments that are very similar to the CAASPP.  I use those for summative assessments.  For formative assessments, I will use worksheets that I commonly use each year to support the curriculum from MH.

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5. How do you modify your strategies based on students’ needs?

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5. How do you modify your strategies based on students’ needs?

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Usually, during our AR reading time, I will pull small groups of struggling readers.  We will practice reading the latest articles we are working on which helps them understand the material they will be tested on better.  When there is time, I will pull a small group and we will read small readers that are more at their level to help them practice the phonics skills they are missing.

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6. What do you do when you observe a student’s inability to learn a concept? What steps would you take to fill in this learning gap?

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6. What do you do when you observe a student’s inability to learn a concept? What steps would you take to fill in this learning gap?

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I will take time in the mornings, right after the Golden 20 time period, to either pull small groups to work on a certain concept. Sometimes will put problems on the board, pair struggling students with higher students, then have them solve those problems together on the board. Many times, struggling readers will learn better from their peers than when they are sitting listening to me. When they’re lost, they just let their minds wonder. When they are standing, working with a partner, they have to show what they know and don’t know.

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1. Clarity in Concept Introduction: Starting a lesson by clearly stating what students will be learning helps them understand the purpose and focus of the lesson.

2. Connecting to Prior Knowledge: Building on what students already know, especially through familiar examples, can make abstract concepts more tangible and engaging.

3. Culturally Relevant Teaching: Including students' backgrounds and languages as part of the lesson can enrich the learning experience and make it more meaningful for them.

4. Use of Formative and Summative Assessments: Balancing both types of assessments allows for ongoing tracking of student progress and immediate feedback, which is crucial for adapting teaching strategies.

5. Differentiated Instruction: The small group approach is a powerful way to cater to different learning needs and provide targeted support to struggling students.

6. Peer Collaboration as a Learning Tool: Students often learn better from each other than from direct instruction alone, especially when they can work together and explain concepts in their own words.

Intentional Use of Extra Time for Reinforcement: Taking the initiative to address learning gaps during extra time or outside of regular class activities shows a commitment to student success.

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1. How do you track the effectiveness of the small group interventions over time?
It would be interesting to know how the teacher measures whether the small group strategies are leading to improvements in student understanding.

2. What specific techniques do you use to ensure that English learners feel confident sharing their cultural examples?
While cultural connections are mentioned, it would be valuable to explore how the teacher creates an environment where students feel comfortable sharing their perspectives.

3. How do you differentiate your assessments for students with varying levels of understanding or skill?
The use of formative assessments is mentioned, but how do these assessments vary for students who are significantly behind or ahead of grade level?

4. What strategies do you use to keep the students engaged when you're working with smaller groups?
Given the reliance on small group work, how does the teacher maintain engagement and participation from all students, especially those who might be more reluctant to speak up or contribute?

5. How do you integrate technology or other resources into your lessons?
While not mentioned in the interview, it would be useful to understand if the teacher uses any digital tools, apps, or resources to support learning and if these tools are accessible to all students.

6. How do you ensure that peer collaboration is effective for both the stronger and struggling students?
Peer learning is mentioned, but it would be helpful to know how the teacher ensures that both the more advanced students and those who are struggling benefit from the interaction.