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I believe I've done a good job in regards to differentiating my power points and handouts in order to meet the Tier 1-3 student needs. For example, breaking down word meaning, using synonyms and wordify.com to simplify the text, color coding sentences to read on the board (red=beginning, yellow=developing, green/blue = secure), and reading response with sentence stems and check list.

However, time is quickly approaching to take the state exams, therefore I aim to push the students towards being familiar and comfortable with academic language, now that they understand the practice of the skill. For example, instead of "Today we will be able to examine a text by Shirley Chisholm..." to "Today we will be able to analyze textual evidence...". The difference will also include no direct prompting to lead students to the definition. Instead they will also be able to use their learning environment and class "cheat sheets" to understand the task.

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Liz Haela                           Goal Setting:  This semester I want master scaffolding without enabling my students by doing all of the cognitive work for them. I want them to rise to the occasion and show that they can cultivate their own ideas and initiate thoughts and efforts for their work without doing a majority of the thinking for them via scaffolding in prompting. As of now a lot of my differentiation is based in purposeful grouping and visual modifications in the form of basic graphic design adjustments in Word or PowerPoint however I really want them to take ownership for their learning and exhibit higher level thinking regardless of their learning disability or behavioral disposition. 

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Liz Haela                           Goal Setting:  This semester I want master scaffolding without enabling my students by doing all of the cognitive work for them. I want them to rise to the occasion and show that they can cultivate their own ideas and initiate thoughts and efforts for their work without doing a majority of the thinking for them via scaffolding in prompting. As of now a lot of my differentiation is based in purposeful grouping and visual modifications in the form of basic graphic design adjustments in Word or PowerPoint however I really want them to take ownership for their learning and exhibit higher level thinking regardless of their learning disability or behavioral disposition. 

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My main goal for my students this semester is for them to be able to use context clues to find the meaning of unfamiliar words. For some of my students I will use a map graphic organizer and for others I will use different color highlighters in order for them to be able to highlight where the meaning may be found in the article.

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I need to learn about differentiating for diverse students efficiently. I need to figure out how to make content accessible to all through multiple points of entry. I need to learn how to do this, addressing different student needs simultaneously. This will positively affect student growth because they all will be learning and understanding the content so we all can be on the same page. I also want to learn this because I'm presently planning 35 lessons a week and don't have the bandwidth to differentiate in a meaningful way.

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Differentiation Goal - Jesthine Disla Vasquez

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Differentiation Goal - Jesthine Disla Vasquez

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This semester I am hoping to learn how to strategically differentiate for all my students in my ICT classroom and in order to do so I must keep track of their needs.
More specifically I would like to focus on properly differentiating for students who have difficulty reading and writing for I have noticed now that as I am intergrating more analytical writing assingnments I get more

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This semester I want to be more focused on how to break down a problem. Sometimes I get frustrated because I can't think of another way to say something or teach something to one of my students, which makes me feel like I am failing them. I also want to focus on helping my high kids feel challenged in class as well.
In order to do this I need to learn how to take the same topic and explain it on several different levels using different examples and materials.
This will positively impact my students by challenging those that are doing well in the class while also empowering my kids that may not completely understand the topic.

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An issue that I have come across is creating lessons that will benefit both the high and low learners in the classroom while still trying to push them to become more autonomous learners. Another goal would be to better assist my students who are ELLs. i have struggled to help one of my students who is both Sped and a English Language Learner. She is super bright but her language barrier makes it hard for her to comprehend.

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This semester I want to focus on specific tools and techniques of differentiation I can utilize to support learners with reading comprehension deficits. In high school it becomes very difficult for learners who struggle with reading to stay at the same pace as students who are proficient in that area. I would like to learn new methods and avenues to create for students to be able to read and understand what they have read. I need to learn how to adequately differentiate mandated "grade level" readings for students with low reading levels and give students the opportunity to read at their specific reading level.

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In order to differentiate appropriately for the diverse learners of my 3 classes, I think I need to learn how to find different access points of the same content and objective so that each student is still on the same page. Also, a lot of times, my paras do not help academically, so I find myself bouncing from group to group and it is very tiresome and inefficient. My goal is to get my paras on the same page as me so that I may have groups and provide differentiated instructed. Furthermore, time management in planning is essential and I have not yet mastered that.

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My main focus this semester will be parallel teaching. Parallel teaching will meet the needs of all my students because it will allow me to produce lessons that are at different levels and utilize different 🤬 to meet my low achieving students where they are academically. This will also allow my co teacher to focus on students who are capable to do higher level work and expand their thinking.

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When thinking about how best to meet the individual needs of my students my focus as a Trig teacher is the rigor of the problems. I find that often times I allow for my co-teacher to create problems expecting that all students in the class can solve them. For this semester I would like to create tiered problems to address the learning needs and speeds for students in our class. In order to ensure that this will be successful I feel like I should know when making changes are appropriate. Achieving this goal will give students choice as to what problems. It will allow for differentiation without students having a negative stigma attached to having different problems.

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Think about your students and the classes that you currently teach. Set a goal for this semester with a focus on differentiating to meet the individual needs of your students. What do you feel you need to learn about differentiation in order to achieve this goal? How will achieving this goal positively impact student learning in your classroom? Post your goal and responses to the above here!