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Week 10: Professional conversations  with other school personnel 

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Week 10: Professional conversations  with other school personnel 

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A school professional that works at this school is Ms.Shin. She is the MLL instructor. She comes into our classroom, along with many other classrooms, every day. She pulls 2 students from my clinical class. One student speaks Spanish and the other speak Vietnamese. A lot of students already have a relationship with Ms.Shin because they had her for kindergarten. She supports the community because she helps with English development. She helps students who know 1 or more languages. When I was given the opportunity, I joined in on one of her lessons. She helped students with more 1-on-1 instruction. She helped these students with identifying the sounds specific letters make. She would have them spell out different words using magnetic letters/white boards. I learned that she really cares about her students. She believes developing relationships with the students and their families is extremely important. That is something I want to do with my students. I want to develop a level of trust with my student and their families.

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https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment
This week I focused on assessments and instruction in the classroom. I saw that students did MAP testing in the fall. They did this testing for math and reading. All students are expected to increase their scores. Every student has a score sheet attached to their desk with their fall and expected winter scores. I noticed in the intermediate and advanced reading classes have spelling pretests (diagnostic). They then learn the words and take spelling tests the following week. I saw that students take math tests (summative) on addition. They also write personal narratives. They write these every time they learn a new lesson (grammar, writing a letter, etc). Students are encouraged to do think-pair share activities during reading activities. They are able to find answers together. They also give their own input about their lives and how it relates to the reading. The CT does think-a loud during class reading. She asks students what a word might mean, if they've ever experienced what the character has gone through, etc. The students learned about addition in math. There is a lot of "we do" demonstrations. Students follow along with the teacher as she demonstrates how many tens and ones are in a number. She has the same virtual page opened like the students' math book. Students draw rods and cubes in their math books while she draws it on the board. In writing, my CT has a beginners writing/reading class. She does a lot of "we do" writing. She writes the prompt on a piece of paper which is then projected onto the screen using a projector. Students write down exactly what she wrote. They write down "how-to" steps on how to make a PB&J sandwich. Teachers and administrators use assessments to find out how much the student is understanding. They are also able to find out if something is too hard for the students. They can also see if the student needs to be challenged more. In the article I found, I saw that I can use exit slips in order to see if my students understood that day's lesson. I can also use prompts like "What I found interesting about this work was.. Today was hard because..."

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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This week I focused on the ways Stratton build community within the school. I noticed there are many ways in which they build a community. Every teacher here knows the students by name. All the second grade teachers knows each second grader, all staff members know kids by first name, and the bus drivers know the kids on their bus. For the PBIS October Incentive, everyone is reminded to keep their mask on and held accountable. Everyone is included on this because of the health concern. Kids have their art and writing displayed in the hallways. This demonstrates representation and inclusivity. Kids and teachers can admire each other’s work through this. Plus the kids have their names on their work so they can give each other compliments and credit to. Some of their pictures are displayed so you can connect a face with a name. In a time where COVID exists, this is important. It makes it more humane and personal. All members of the school are involved in creating a community. Every teacher knows the students by name. Some students have stronger relationships with different staff members. Reading teachers and ESL teachers see the same students almost every day, so some kids prefer to be with that teacher. Some bus drivers also work during lunch and recess as supervisors. They joke around with the kids during lunch and have a great time. They light up when they see a staff member they trust. Teachers and students build community in the classroom and grade-level by doing different things. Students are respectful towards one another. Students are held accountable for mistreating one another. They have a discussion with the teacher and tackle any issues head on. Everyone takes responsibility which makes for a safer environment. In the online article I found, I read that allowing for students to talk more is essential. You can do this by allowing them to give gratitude, give daily compliments, and giving them a voice are great ways on how to create a welcoming environment. Students can give gratitude to an important person in their life and why they are thankful for them. You can give daily compliments to each student. By demonstrating this, they will want to practice this skill among one another. By giving them a voice, you can find out things that bother them or need more of. It's all about creating a place of respect and understanding.

https://www.nshss.org/blog/5-strategies-for-building-community-in-the-classroom/

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National Society of High School Scholars

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5 Strategies for Building Community in the Classroom | National Society of High School Scholars

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Explore these five strategies that educators can use for building community in the classroom. Mostly, these strategies work for any age group.

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Week 6: Learning Environments and Classroom Organization

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Week 6: Learning Environments and Classroom Organization

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This week I observed classroom environment and organization. I notice in my classroom that teacher has room for whole-group and small-group meetings. The teacher has an "invisible carpet" where kids come with their cushions and sit on the floor at the front of the class during read aloud, math, and correct classroom behaviors. Then for small-group meetings, the teacher will call the students (either individually or 2-3) over to the kidney bean table. They come here for reading assistance. I noticed that for routines, the teacher would have morning instructions on the board for the kids to read (red folder in your bookbox, backpack away, get breakfast, work on any unfinished work). The students line up for recess and lunch. They have numbered sticker dots on the floor and are assigned a number. They remember their spot when returning back from recess. Since COVID, kids must always have their mask on except when eating and playing outside. They sit in pairs in the classroom. Students have their bookbox when they transition from regular class to their reading class. They have reading activities, books, and writing notebook in their bookbox. They also have mailboxes where they place their red folders (contains homework from reading, writing, and math). Their cubbies are mini closets where they can put their backpacks, math book, and lunch. The teacher has her desk, books shelves, and cabinets/office drawers. She organizes her arts/crafts, copies, and reading books. I would like to incorporate all these things in my future classroom, but also add a reading corner. I have a carpet where my students would meet at and a separate carpet in the reading carpet. I want to have different types of reading chairs so kids can feel comfortable when reading. I want to add more culturally diverse decorations in my class. I would also like to include an organization chart. This would lists where things are so students don't have to ask me for tools. They will know where to find extra pencils, where their art supplies are, etc.
https://www.opencolleges.edu.au/informed/features/20-ways-to-better-organize-your-classroom/

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This week I focused on differentiation in classroom. I noticed my CT focuses a lot of her lessons around the students' understanding. She did this a lot during math and reading/writing. In math, I noticed that she would review how to use a hundreds chart. She would look at the patterns that existed in the chart with the students and ask them questions. Every morning she would have a 3 digit number they would focus on. She would call on students to explain how many hundreds, tens, and ones were in the number. Throughout her math lessons, she would use the students' math book and interactive online book. She would first use a projector and her math book to demonstrate what problem they were working on. If there was an addition problem, she would locate the first number (from the equation) on the chart, break up the second number into tens and ones, and use those numbers to count on the hundreds chart. Students would follow along and wrote down step-by-step instructions on what they did. They would then watch a video on the activity they just did. My CT would pause the video and asks the class what steps the video had just explained and why it was done that way. She did the activity first, then as a class, and then let the students do the next problem on their own. In reading/writing, she reviewed the sounds each letter of the alphabet makes with the students. They would chant these letters and sounds together. They took a spelling test where she would annunciate the words very clearly so the students could hear the sounds of each letter. She would meet with 1-3 students at a time at the back table. She go into more depth on letter sounds with these little groups. She also did read aloud for the students. They enjoyed listening to her and looking at the photos. She would ask them questions throughout the reading to see if they could relate to the story and check for understanding. Later, they had to revise their sentences they wrote from the previous day. They had to check for upper case letter, lower case letters, and punctuation. She would demonstrate this on the board and go step-by-step what each one looked like. Students revised independently during each step and knew where to maintain their focus. My CT would check for understanding by going around the class and seeing what the student had corrected during that given time.
This article lists different ways teachers can differentiate in their classrooms. I really liked the idea this article demonstrated of matching vocabulary words to their definitions. I would like to do this in my classroom. This will make student connect to the word better as opposed to just memorizing where the letters go in the word. This activity allows the child to interact more with the word and remember the spelling and meaning at the same time.
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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This week I focused on student engagements. I was able to focus on the student, how they engage in classroom discussions, how they engage in independent work, and how they engage with other students. I found that a lot of the same students like to engage on a bigger platform. These same students are usually the ones that have their hand up to answer the questions that the teacher is asking. Other students that don't verbally participate in class discussions usually work very well on their own. Some of these students are a bit more timid so speak but do participate in independent work. Other students that don't participate have a harder time asking for help. When I would go around and check their work, I would see some of them behind. I would ask them questions one-on-one and help them. They would usually give me the correct answers and feel better about continuing with the work. I noticed some students like to engage with their classmates in the classroom more than others. These are the students I would notice right away. They would say humorous things and talk loudly. Other students were very reserved in the class, but I would see them play and talk a lot at recess. I would be very surprised because they acted different in the class. I would like to see more engagement in math discussions. I noticed more students less engaged in math than in reading/writing. Students do math lessons out of their math book. They draw pictures and equations to represent addition/subtraction. I read an article on how making math connected to life and making it fun will result in more student engagement. The students learn about rows and columns and how to make equations of out that. I would have my students line up and demonstrate this, or use classroom chairs. A lot of my students do not like to sit down, so I feel that they would enjoy moving around and physically participating.

https://resilienteducator.com/classroom-resources/5-elementary-math-lessons-that-get-students-engaged/

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This week I observed students and their interactions with each other and the teacher. I was able to notice which students are more talkative and interactive than the others. I noticed some students are more comfortable talking to students that match their energy. The more social students would talk and joke with each other. The quieter students tend to talk to each other, or their table buddies. The teacher has a good method of making sure every student is included in class activities. She will call randomly on each student to get their input. Everyone gives their opinion or answer. I also like how the teacher is able to joke around a lot with her students. It creates a welcoming and relaxed environment. An idea I saw online is to involve more of my students' interests in the class. They like being able to relate to their own experiences. This will engage everyone. Also, if students are able to share with a partner, they all have a chance to interact and share their ideas. This is less stressful for the student. They don't feel the pressure of having all eyes on them. I would include more pair share activities in my teaching.

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This week I focused on the process of observing children. The hardest part was starting and recording my observations. I found that having a chart/checklist helped me a lot. This helped organize my thoughts and divert my attention on specific items. Each child's development is different. This is why I tried my best to notice how they learn. There were only a few students who liked participating in group discussions. Otherwise, the teacher will randomly call on them and then they are forced to answer. When walking around, I would notice that some kids worked best independently. They did not like waiting and wanted to advance on their own. They would either move onto the next math problem in their book or already have the answers written. Those same students would get creative during writing time and have a lot of ideas to write down. I noticed there was not a lot of opportunities for them to have small group discussions. The time that they did have a chance, I noticed a lot of interactions. They were asked to share their personal narrative to a friend. The friend had to actively listen and either retell their partner's story or tell their own to the class. I would reinforce the idea of pride in each student I helped. I would show them my excitement when they would understand a problem, know how to read a sentence, or spelling. I would tell them "you should be very proud of yourself" and they were able to recognize that. They were able to evaluate their progress. One thing I would want to include in my classroom is more opportunity to work with partners. This allows for more critical thinking to occur and sharing life experiences with one another. It allows for the ball to get rolling in their thinking process. They can also help each other more since everyone thinks differently.

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This week I focused on funds of knowledge throughout my second grade class. I noticed the ways the students talked was much different than what I was used to. First of all, I noticed the big "Black Lives Matter" poster when I walked throughout the school. A big portion of the school's demographics is African-American and they want their students to know that they care. A lot of these students have/will face some sort of injustice and that poster is their as social awareness. I also noticed that the student's language played a big part in their communication and learning. The classroom consisted of some kids knowing English, Spanish, Q'anjob'al, Viatnamese, and Tagalog. Learning in their native language is easier for them but must learn in English. Some kids are pulled out for ESL development. Kids also know a lot of pop culture and vocabulary. They say things like "that's cringe, gucci slides, yeet, and we have a squad." They know how to use their chromebooks proficiently (demonstrates their knowledge of technology). During class they learned about Colonial school and were asked to compare/contrast it to their schooling. This demonstrates their funds of knowledge because they are reflecting on what school is like for them. They said that they have to wear masks and are able to use computers in today's world. Their funds of knowledge is much different than when I was in school at their age.