Provide materials for creating flash cards for vocab and sentence building in Spanish. Have them use them in class to create extended content or to arrange before writing. Ck progress on subsequent writing.

Games for learning.

Identify issue and attack it (softly and with love). Keeping up with assignments vs. ability to do a thing vs. motivation to do vs. essential missing skill. Partner with student on solutions. Be their biggest cheerleader, even for small improvements. Overlook the little things and tell them how great they are. They will rise to the challenge and work even harder to be a success for themselves and you.

Solution 1:

I have an abundant of materials like paper, pencils, markers, etc. free from parents and the teacher warehouse. I give to student and move on.

Student pretends that they can't do the work or rush through the work when given materials.

Solution 2:

I do a quick assessment to gage if the student doesn't understand the activity. If there is a simple error I will explain or partner the student up with a reliable student. If the student truly doesn't understand then I differentiate the assignment and have a reliable student help before its submitted.

Student doesn't care they have the materials, a helper, or easier activity, they still want do the work.

Solution 3:

I have a discussion with the student. (away from others - when there is no heated emotions) I let the student talk and explain their frustrations. I explain all I want them to do is try.

When I get them to try, for the smallest thing they do (write their name, attempt a problem, etc) I give praise and tell them they achieved a 50. If that's all they do before they shut down, fine.

I continue to praise student inside and outside the classroom. The next assignment I remind the student how easy it was to get a 50, now lets try adding 10 more points by doing another step.

I continue the process but focus on building a relationship with the student. Once I achieve a positive relationship things get easier (not perfect) and manageable.

The student then completes the class assignment more often. I still have to redirect and revisit some steps with the same student throughout the year.

Parnell

Students rush through the work

I will see this when I am going around reviewing their assignments as a class or I am reviewing their work for grades. This will let me know who needs extra help, assistance from a neighbor or help with possible pair programming activities.

Trouble taking notes

I can notice if the notes are incomplete when reviewed as walking around the room or looking at them to review the questions of the day.

I will provide prewritten notes for the students to place in their journals. I will provide extra time to write them down or give sentence strips for the students to fill in the blanks.

A mid way peer critique can redirect and help focus students.

A scoring rubric can help them work harder if they are motivated by good grades.

Reviewing work with a student gives an opportunity to point out where they can improve/ give suggestions for how to go further in depth.

1. Student Self-Reflection: Three big skills are isolated-students check a box for "I've Got It!", "Working On It/I Can Do This With Help", or "I Still Need Teacher Help". This allows me to target support for students who need it.

2. Partner Assessment: Three Big Skills + 2/3 additional skills, partners play for each other and assess each other, identifying where both partners are successful and where they both need help. I can use this info to pair students as "near-peers".

These formative assessments not only give me information about how students are progressing towards meeting standards; the assessments are formatted just like the Summative Assessment, so students are practicing taking the test before the final.

Assuming all is good. I find something to compliment. "Nice shoes. Clothes, etc." Smiles can give a lot to a child. So I tend to smile a lot and don't worry about embarrassing myself by being silly.

Sometimes start the class with "Hey! I have a goal for today. I want to _____________. What is a goal you have for this class?" Then we can hold each other accountable.

I have a gumball machine- I fill it with surprises like (extra credit, free tickets, snacks, etc.). Each class, two students are picked who did an excellent job. They get to put a coin in the machine to get a surprise.

We have check in Fridays. We take time to see where our class is (mentally) once a week. At least formally. Let's be honest. We check in on them all the time.

Students perform multiple times before we move on. They have rehearsal time (gain feedback). They perform for the class (Gain written feedback). They rehearse again (gain feedback). They perform once more for their grades. While grades are important, the experience and gaining of the knowledge we are giving is more important. Therefore, we make sure the concept is grasped before we move to something new.

We try to make even the smallest thing fun!

Whitley

Sometimes I ask the student who has understood on the table to turn to the neighbor and teach. And few times it requires me to reteach on the board in a different way, or teach using a video or Edpuzzle or Flocabulary.

I assign Zearn lessons to match with what I teach so when students do them, it makes it more clear and completes the unfinished learning. I retrieve the previous day's lesson before starting today's lesson, again revisiting the concepts.

Heeden

2. Warmups on different topics are assigned everyday for 10 minutes when students write at least 2 paragraphs in response to the prompt. Students share and edit each other’s writing. The teacher later looks over these and grades them. Students who struggle with handwriting and spelling use their chrome books to respond to these prompts.

3. After taking an assessment, the class reviews responses selected by students and they explain their reasoning and why they selected specific answers. Class discussions led by students encouraged.

Other students don't feel as confident in asking for help, they may feel pressure to "blend in" and never ask for help. Identifying these students can be easy but finding time and helpful methods of supporting them can be difficult when managing so many different learners at once.

Here are a few ways I differentiate my assignments to reach different types of learners and prepare my students for success.

1. Clear but simple instructions. Rubrics are important to use but can be hard for students to read. Including a shortened, bulleted list of the requirements of their assignment can help students understand exactly what they're being graded on without having to decode the rubric.

2. Allow them to connect to the assignment with something they care about. Include a visual element, movement, or music-related element that students can easily connect to their work. (ex. find a song that uses this word, make up movement/act out this process). Not all students will take this option, but it can really motivate some. I've seen BINGO card assignments where students pick 2-3 options to complete which offer different methods of presenting their knowledge.

3. Be hands-on during their process. walk around and ask "what do you have so far?" Read, watch, and give immediate feedback that they can work on. You can catch students who need help understanding the assignment, and where you can tell those fast workers to "add this" to make their assignment more complex/interesting instead of just doing the bare minimum.

Students tend to thrive on collaborative learning since they can work together. For students who struggle, they can lean on their classmates and learn from them in a way that can sometimes be easier than with a teacher. This intervention and learning strategy enables students to learn from each other and work together on a task. I tend to implement this strategy in project form and check its effectiveness by observing student interactions, conversations, and the outcome of their work.

2) Enrichment Activities

Students engage in projects/assignments geared toward their interests and provide an added layer of involvement and investment in their learning. I try to use this for project-based assignments that supplement and reinforce the specific curriculum content they are learning. Students become more self-directed and take ownership of their final product.

3) Acceleration and Advanced Supplementary Reading Materials

Students use a curriculum that incorporates open-ended essential questions, varied texts, and the flexibility for me to choose what sections of the unit to magnify. Alongside the curriculum, I introduce supplemental reading materials that will strengthen and reinforce the essential question within the unit alongside creative approaches to analysis. This strategy enables more student interest and engagement and also encourages higher-level thinking. I have used this practice in every unit and make the necessary adjustments based on student progress, discussions, and responses.

If a student has an idea but is having trouble connecting it to the learning goal, I am actively part of the brainstorming process to help the student create a clear plan to follow.

I provide multiple opportunities for students to make changes and/or improve their work before turning it in. Students also complete a reflection that includes a space for them to contemplate if there was anything that would have done differently or would do differently next time.

Find real student life applications for the concepts. Allow students to see how the math is relevant to them. Allow students to create their own visual or graphic organizer to help them remember concepts.

One on One coaching:

Schedule time to meet with each student as a means to allow questioning and share progress in a less threatening environment.

Peer coaching/teaching

Have students who are proficient in a particular concept help others who are not so confident in their skill base.

Partnering with each other:

When students are partnered, they take responsibility to remind each other to complete assignments.

• I check in on students frequently to see how they are doing emotionally and mentally. I check in more often when I see a student who may be upset. Good way to monitor progress through the year.

Seating accommodations

• I move the seats of students who are struggling in my class so they can be more successful. Moving seats is more than just for had behavior. I use this as a way to keep students surrounded by people who will encourage them to do their work.

Parent contact

• usually used to keep clear communication on behavior issues, I also write home about good things the students have done to balance good and bad messages. Parents seem supportive of this. I use class dojo because it is quick and easy.

Peer/Peer learning. Have another student in class teaching them a concept. Students sometimes learn better from a peer (speak their language).

Moving seating to where the student can concentrate better (less distractions) or sitting with a higher learner.

Contact parent/guardian to see what may work at home and share what works in the classroom.

Tutoring (teacher or peer/peer)

Talk with team to see if studentmay need to be placed in a different academic setting to help push them academically.

1. Small Group Instruction: Provide targeted instruction to small groups of students based on their specific needs and skill levels. This allows for more personalized attention and tailored instruction to address individual learning gaps.

2. Use of Manipulatives: Incorporate hands-on manipulatives such as blocks, counters, or geometric shapes to help students visualize mathematical concepts and problem-solving strategies. Manipulatives can make abstract concepts more concrete and accessible to students.

3. Peer Tutoring/Discussion: Implement a peer tutoring program where students work in pairs or small groups to teach and learn from each other. Peer tutoring not only reinforces understanding of mathematical concepts but also fosters collaboration and communication skills among students.

LTaylor

Peer support-encouraging collaborative learning by pairing students with peers who do better in the subject. Fostering an environment where students can help each other.

Clear communication-using visual aids, demonstrations and real life examples to enhance understanding.

Flexible assessment methods-various assessment methods, including practical demonstrations, projects etc.

Steps to take:

Parental involvement: keep parents/guardians informed about students progress and involve them in creating a supportive learning environment at home.

Professional Development: stay updated on the latest teaching strategies and attend professional development workshops to enhance one's ability to support diverse learners effectively.

I do this with labs, projects, group assignments, analyzing documents and paired assessments. It allows students to bounce ideas off each other and to collaborate to acquire knowledge when information is unsure.

2.       Tiered Learning

I use this method to incorporate more challenge/difficulty into different parts of the assignment (proficient (entry level), advance (slightly above), and extension (more is needed). I mainly use this with projects.

3.       Current Events

I use current events to allow students to explore contemporary topics in science. This also gives them opportunities to analyze and evaluate current issues and how they impact their society.

For students who rush through work especially reading, break up the reading into sections and the related tasks. Then give them out in chunks so students have to take time to process what they have read and learned.

The idea for a "book tasting " has been discussed