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I utilize multiple methods to engage struggling learners from confidence boosters, paired learning, small group learning, different learning modalities - visual, hands-on, etc.; chunking, and so on. Instruction is tailored to meet the individuals needs but.

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I select readings that are relevant to their lives

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I regularly take note of how each students is doing, by looking at grades, but also by our interactions. My interventions are regular and can be individual or with groups. Bottom line is that I think about it, in advance of instruction, as well as during and after.

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I write many of the writing assignments that I assign my students. This allows me to see where I struggle and predict areas where students will struggle. I model each step of the writing process and share my models with students, co-teachers, parents and resources room teachers.

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I use spiral teaching, multiple level practice to differentiate instruction.

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I started doing reflective writing for every unit. It was a great way to see what students understand and what interventions I need to use to address misconceptions.

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Providing instructions in different modes to accommodate varied learning styles and to provide students with an outside of class resource.

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Lunch time work/study

Student collaboration

Small Groups

Self paced lessons

Lesson Modification

One on one instruction

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Differentiated instruction.

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Small groups that need to refocus on misunderstood topics. Can have student leaders help from within the class or teacher led while others do enrichments.

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Modeling instruction. Students discover chemistry rather learn about it!

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Reteaching, chunking information, small group instruction, cooperative pairings, checking for understanding and feedback.

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I use purposeful pairing in my seating chart (for extensive pair and group work) by matching students' strengths and weaknesses to promote peer collaboration and support withing cooperative groups. I also use alternative projects for mastery make up assignments to help students show me they can practice and demonstrate their knowledge of the content in a different way.

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Keep regular "office hours" and invite students to see me for help.

Confer with students individually - this is built into lessons.

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Student leaders, reteaching, mastery learning, use a wide variety of teaching strategies to reach all different students.

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I use whiteboards a lot to check for understanding, and then do small group re-teaching if necessary

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Ross Dunbar: I use lots of analytical writing. For more on this see:  SHARE

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Ross Dunbar: I use lots of analytical writing. For more on this see:  SHARE

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http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/

For writing rubrics and strategies see:

http://www.analyticalwriting.org

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Assist with identification and collaboration of students with unique learning styles and needs.

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Mastery, Reteaching/Frequent Check-In/Cooperative Learning

. Increased access to online resources.

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I walk around checking for understanding when they are doing activities or labs. I spend time during lunch and after school reteaching. I have mixed ability groups and ask students to learn and help others learn

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Make a daily journal to reteach, introduce and collect strategies and summaries for each student.

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I use frequent checks for understanding with all students to identify what students are in the lowest performing quartile.

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Mastery Learning and re-teaching; student groups that include mentors/leaders; I practice a variety of teaching strategies to try to reach learners of all different styles;

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Student Mentors ( TY Laurie Hochrein!)

RELATIONSHIP BUILDING:

-Journaling back and forth

-lunch together

-meet at a coffee shop to work

-afterschool help

START CLASS WITH:

Ask individually, "What problem do you want to solve today?" (Sylvia Aston-Warner's TEACHER - great booK!!!)

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As a co-teacher, I have the opportunity to use several strategies. I can and do: parallel teach, instruct in small groups, use differentiated materials, work on individual skill needs in small groups. All of these strategies lead to building relationships and, hopefully, mastery.

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We have student leaders that are available to help the lower performing students. I also sit students based on strengths and weaknesses so that they can all help each other. I also help higher performing students pair up with lower performing students so that they can act as mentors. I have lots of music theory practice links on my website so that all students can practice the skills at home.