6132 Learners in Context, Module 8, Reflection P2

         P2 Practice differentiated instruction

This principle of HOPE indicates to me the need for awareness and differences in how teachers prepare and present lessons to students who may need help in accessing the material. In my time in special education and general education every day I also see the variety of ways in which we are able to offer instruction in an assortment of ways.

Recently I was working with the 6^th grade general education class (which includes several of my ISES Intensive Social Emotional Support students). One student ‘Dean’ (who is a general education student) was able to use the book as well as listen to an audio book to help him keep pace. This proved to be a very effective strategy to keep his attention focused on the reading. Dean often has a hard time staying focused even though his reading scores are quite high. By keeping his mind as well as his eyes occupied on the text, Dean was better able to concentrate on one thing at a time rather than the distractions in the class (Medina, 2008).

Another student (‘Skyler’ who is a special education student) is a struggling reader. He is a very passive student, typically unmotivated to work hard or reach for goals (Pressley & McCormick, 2007). His teachers, including paraprofessionals, are aware of his below grade level reading and usually read information to him to help him with instructions etc. One of the ways we’re supporting his emerging reading skills is by working with him on building up his phonemic awareness. The curriculum is one that I’ve used before called Phonics for Reading (Archer, Flood, Lapp, & Lungren 2011). While other students are doing their reading curriculum, Skyler is working in the Phonics for Reading book (Archer, Flood, Lapp, & Lungren 2011).

The picture above is a sample of the Phonics for Reading workbook that we are using for Skyler (Archer, Flood, Lapp, & Lungren 2011). Because he is a struggling reader he uses the Phonics for Reading curriculum during literacy time to help build his phonemic awareness.

The evidence provided suggests an emerging competence in my ability to recognize and offer alternatives to all of the students that I work with on a daily basis.

Although I am familiar with many types of curriculum and programs, at this early point of my pre-service year I would still refer to a colleague to discuss the appropriateness of a particular material for a specific student.

I learned that the general education students often need assistance (which they may or may not be getting or asking for). All students regardless of the category or label they may have could benefit from specialized instruction. And although most students can work with the materials given, when we take the time and effort to create separate information for those students needing it, they often welcome the assistance to help them reach their peer level of academic work.

The implications are numerous for teachers having the ability to realize that many students, whether on an IEP or 504 plan, or general education, can benefit from specialized instruction. Students who don’t feel immediately overwhelmed by the material and who understand that help is available are more likely to stay focused and motivated to continue working (Medina, 2008)).

Offering differentiated instruction often means altering in some way either the format or the materials that the students interact with. This can be incredibly beneficial not only for those student’s who need help, but indeed, can help every student in the class as well. It can help clear up any confusion, (an example would be a simple modification such as making the materials ‘cleaner’ in appearance) which aids all students.

In addition to observing the many ways in which the special education and general education teachers find ways to offer differentiated instruction, I also am actively searching throughout this school year to find resources and new innovative ideas in the textbooks and journals that I read as a part of my pre-service teaching year.

References:

Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.

Pressley, M., & McCormick, C. B. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Archer, A., Flood, J., & Lapp, D., Lungren, L. (2011). Phonics for reading. Curriculum Associates LLC.

 

 

 

P2 Practice differentiated instruction/ Teacher Observation #3

P2 Practice differentiated instruction. This principle of HOPE indicates to me the need for awareness of and differences in how we approach teaching. Although the educational system has been set up like a conveyer belt through an assembly line, that doesn’t mean that it is an effective way to help students learn. Any student can benefit from having a teacher that recognize areas of concern and provide support for that student.

I observed a teacher going over a mid unit lesson which tied together a science unit (pendulums) with a writing lesson (how to create an outline).  The students had already read the first page of an article and began their outlines. Here are some highlights from that observation:

The teacher writes on the whiteboard ‘How pendulums work’ (title) then asks the students how/where to find the title and why it’s important for an article.  I thought he did a great class management technique when a student was off task and so he called on that student ‘Johnny, you have your math journal on your desk right now even though it’s reading and writing time, I noticed that your math journal is labeled ‘MATH’ – why did you label it like that? When Johnny responded (to help him find it in his desk drawer) the teacher tied it back into the lesson by saying ‘Exactly! That’s the same reason why we label our work; to help us identify it and look for it later. To know what you’re looking for, or help others find something you’ve worked on’. Many teachers tend to allow a distraction to turn into a time to pause the lesson, talk to the distracting student, then return to the lesson. This teacher after years of practice has formed an impressive style of instruction and classroom management that blends and seem effortless.

The teacher worked on creating differentiated instruction by working directly with the IEP students and having them pair up with a partner to help them get their outline finished. He also provided them with a copy of his finished outline to look at so they wouldn’t’ have problems with copying from the white board (far point gaze shifting).

 

The picture above is a sample of the pendulums made by the students earlier in the day. It is very basic and uses materials found in any classroom (pencil, tape, string, paperclip, and a penny). For the creation of the pendulums each of the IEP students were given the pendulum project in a slightly personalized way, one of our students has some fine motor skills so his pendulum already had the string tied on. One of our students gets frustrated really easily, so he was partnered with someone who follows directions and maintains an easy-going personality.

Classroom management was really effective, he managed to call on the person who was off task without embarrassing them, get them back on track, and refocus everybody back to the current issue. At one point though, he did put a stop to the lesson when there were several students who were off topic and he helped the whole group feel both responsible and like a team to help solve the problem.

(Teacher: “If you were the teacher what would you want to see students doing right now? (‘Talking at their table groups’), if you’re not talking with you’re group then you’re not helping the class. You’re working on something else and I don’t want to get to the end of this and have you not know how to write an outline. You need to work together at your table, help your table {each other}. If someone is off topic, help them focus and ask them a question”).

He also included a lot of information about the importance of helping your brain organize material by stressing the value of lining up an outline with spacing to help your brain.

This was basically a teacher presentation of material and no technology was used. I really like time I get to spend in this classroom and I think this teacher has really impressive classroom management. If I were doing this lesson I would begin by having the students read the learning target out loud, then do a turn-and-talk to discuss what they thought the lesson would be about. As well as make predictions on what they think will happen with their pendulums. Once the lesson was done, I’d ask a student to read the learning target once again and we would have a short discussion about if we met our learning target for the lesson.