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In my classroom this would look like varied methods of instruction based on student's preferred learning styles. Additionally, touching back with students after whole class instruction that you know will need further support in specific areas to ensure that all students will reach the same end point. 

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In my classroom this would look like varied methods of instruction based on student's preferred learning styles. Additionally, touching back with students after whole class instruction that you know will need further support in specific areas to ensure that all students will reach the same end point. 

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For geography and mapping, students at Watershed could create a map of their favorite ski trails around the area. For units such as science, where we might be addressing weather and climate, students could connect the impact of climate change into their own life, calculate their carbon footprint, and use the information they gather to predict how their favorite winter sports may look different if climate change continues on its current trajectory. 

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For geography and mapping, students at Watershed could create a map of their favorite ski trails around the area. For units such as science, where we might be addressing weather and climate, students could connect the impact of climate change into their own life, calculate their carbon footprint, and use the information they gather to predict how their favorite winter sports may look different if climate change continues on its current trajectory. 

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The ebb and flow of instruction and physical movement is prioritized for our third grader learners to have breaks and then be able to focus.  

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The ebb and flow of instruction and physical movement is prioritized for our third grader learners to have breaks and then be able to focus.  

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Listening and telling of personal stories and experiences that connect to each other and our content.

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Listening and telling of personal stories and experiences that connect to each other and our content.

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My mentor does really well with this in our classroom. She does this by grouping the students in the same or close to the same level of learning and we do our rotations. We also have breaks after each lesson that helps students relax/refresh their brains before the next lesson.

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My mentor does really well with this in our classroom. She does this by grouping the students in the same or close to the same level of learning and we do our rotations. We also have breaks after each lesson that helps students relax/refresh their brains before the next lesson.

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Teacher candidate came up with a series of instructional slides that directly connected to how we get our food in fairbanks using an item, the small box, the larger box, the pallet, the shipping container that it came to Alaska on. The kids loved it.

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Designing lessons or activities that connect with students' personal experiences.

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Designing lessons or activities that connect with students' personal experiences.

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Students studying can track the local weather over a period of time, recording information about temperature, humidity, precipitation, and air pressure. This information could be formed into graphs.

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This would look like one, knowing the students, the methods and environment in which they work best, and taking that into consideration when planning a lesson. For our active 6th graders, this looks like knowing how long you can expect them to focus on a certain task, before needing a brain break, or a varying method of instruction. It also looks like knowing the strengths and weaknesses of students to be able to clarify and support where necessary. 

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This would look like one, knowing the students, the methods and environment in which they work best, and taking that into consideration when planning a lesson. For our active 6th graders, this looks like knowing how long you can expect them to focus on a certain task, before needing a brain break, or a varying method of instruction. It also looks like knowing the strengths and weaknesses of students to be able to clarify and support where necessary. 

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My mentor does "thematic storytime" everyday and uses topics that connect to the lives of our students. For example, we did a whole unit on human bodies and the students loved it. 

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My mentor does "thematic storytime" everyday and uses topics that connect to the lives of our students. For example, we did a whole unit on human bodies and the students loved it. 

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1st: Determine what is developmentally appropriate using the text/curriculum/standards provided.
2nd: Use data from previous lessons to determine who is working above, at or below grade level.
3rd: Consider what you know about students to anticipate student need in any area: academic, SEL, physical, behavioral.
4th: Continued observation will reveal patterns in academics, behavior...

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This can take several different forms in our classroom such as: extension or challenge work for early finishers, individual or small group reteaching with an instructor, individual check-ins for clarifying questions or peer tutoring.  

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This can take several different forms in our classroom such as: extension or challenge work for early finishers, individual or small group reteaching with an instructor, individual check-ins for clarifying questions or peer tutoring.  

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In our classroom this would look like content that connects to place primarily. For example when addressing topics such as heat transfer, we include this into a unit about designing in the subarctic, and how heat transfer plays into the different types of structures we may build to live in. 

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In our classroom this would look like content that connects to place primarily. For example when addressing topics such as heat transfer, we include this into a unit about designing in the subarctic, and how heat transfer plays into the different types of structures we may build to live in. 

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We had a guest speaker from the Alaska Legislature come talk to the students about what it is like to be in government and how it connects to their lives.

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For mathematics, connecting the concepts and formula of volume through visible thinking routines like boxed food at Costco.

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Substitute student names for names in story problems or books to make it real for students.
Connect happenings in the curriculum to things that have really happened in the classroom.

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For word problems in math, our students often get bogged down with the words and how to solve them.  We use Singapore Math and do a lot of bar modeling to draw out the problems.  For example, store A uses 3,478 lights to light their building.  Store B uses 1,986 lights to light their building.  How many more lights does store A use to light the building than store b?  Continued....

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For word problems in math, our students often get bogged down with the words and how to solve them.  We use Singapore Math and do a lot of bar modeling to draw out the problems.  For example, store A uses 3,478 lights to light their building.  Store B uses 1,986 lights to light their building.  How many more lights does store A use to light the building than store b?  Continued....

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Students will draw out the two bars to compare the numbers and some realize that they need to find the difference between the numbers through subtraction, but others are just overwhelmed.  When we cross out the "huge" numbers and use single digit numbers it helps a lot of the struggling mathematicians actually see whether subtraction or addition makes more sense to find the answer to the problem.

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Students will draw out the two bars to compare the numbers and some realize that they need to find the difference between the numbers through subtraction, but others are just overwhelmed.  When we cross out the "huge" numbers and use single digit numbers it helps a lot of the struggling mathematicians actually see whether subtraction or addition makes more sense to find the answer to the problem.

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Differentiated worksheets for students who need more help understanding concepts.

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Students could write what they know about their family history as a writing journal exercise, possibly with a short presentation afterward.

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Our school is an arts integrated place-based trauma informed title one school. (Woah a mouthful!) We are able to integrate science and social studies into reading and math to create place based integrated lessons. During a math lesson recently we were able to, while co-teach teaching, teach the students how to count to 10 in different languages. Using our local language and incorporating other languages we know.

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For our struggling readers, we make sure we support them by reading directions in all content areas.

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We use learning centers to differentiate reading instruction for our students.

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We use learning centers to differentiate reading instruction for our students.

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My intern explains how the content being taught will be used in daily life-- like calculating the cost of gas, thinking about how many gallons of berries to pick, jobs here in our town that need people with skills/knowledge.

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Learning about maps by mapping their own communities!

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We use rotating groups and have students split into three groups based currently on ability. This makes for smaller groups to work with allowing us to tailor the content to their level.

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Creating math problems using student names and local activities. "Weston caught 8 salmon and a bear took 2 away, how many salmon does Weston have left?"

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Creating math problems using student names and local activities. "Weston caught 8 salmon and a bear took 2 away, how many salmon does Weston have left?"

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We graphed plants for our bar graph and picture graph unit. We are measuring them weekly.

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We graphed plants for our bar graph and picture graph unit. We are measuring them weekly.

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My intern definitely builds on background knowledge. Our class is very active in our subsistence lifestyle, so she talks about places/hunting/fishing/berry picking. We relate things we read or learn to our surroundings.

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Tracking weather patterns during calendar time.

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Tracking weather patterns during calendar time.

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Worksheets and providing differentiated materials, plus one-on-one with a small group reteaching a skill.