Joe Montisano—We saw your increase in diagnostic scores…How do you TARGET students in the FCAT danger zone? What system for strategy groups do you have in place?
From Lynn Patterson & Lindsay Hoffman
Thankfully, I have a job at Chets Creek where we use a wonderful diagnostic test that helps teachers categorize students into groups based on their strengths and weaknesses. Before teaching a specific unit I go back and look at the diagnostic profile sheet, which allows me to gain an understanding of what to expect in the upcoming unit and anticipate possible struggles. I prefer to start the unit knowing which students came to my class with a limited amount of prior knowledge on a specific unit.
During the work period I focus much of my time conferring with individuals or tables of students improving their skills on particular strategies that the students can be confident in, successful with, and rely on.
Mrs. Tsengas has been a wonderful addition to our team this year. She has done a wonderful job in assisting me with the strategy groups. She pulls the students who struggle in particular areas to her clubhouse, located in the bookroom. At times, students looked forward to going with her to her “cool” club house, rather than stay in the classroom with me. She is a natural at making students feel comfortable.
Furthermore, all students who are in the FCAT danger zone have been invited to tutoring on Tuesday and Thursday mornings. I focus my tutoring lessons on individual student weaknesses. I spend this time revisiting concepts from past investigations and units utilizing teacher made story problems.
Joe Montisano
Showing posts with label differentiating. Show all posts
Showing posts with label differentiating. Show all posts
Saturday, February 16, 2008
Wednesday, January 30, 2008
Differentiating Instruction (Randi Timmons)
Randi,
How do you reach all students with the wide range of abilities in your classroom?
Love,
Carrie
Carrie,
WOW!?! Mannnnnny factors play into answering this question. I began thinking and decided an enormous number of components work together for the greater good, when teaching in a classroom that is saturated with learning diversity. Well, YOU know how “chatty” I can be so I decided to make a list hoping to alleviate a bit of my “long windedness”. Here we go!
Co-teaching: an amazing way to reach every child through differentiated instruction
Parallel teaching: splitting students into two heterogeneous groups in order for each teacher to deliver identical lessons in two separate learning areas in the room; this allows for prescriptive and tailored instruction to take place even within a mini lesson; student to teacher ratio is significantly more effective
Planning time: setting aside a time to sit down with your co-teacher(s) every single week and bounce creative ideas off one another, two heads are always better than one! Planning not only mini lessons but small group time as well. Make this a priority!!!
Work Period: both teachers are pulling a small group that has been strategically chosen after looking at data, writing samples, past small groups, etc. No one is ever doing “homeroom” kind of work while the children are in the classroom (ex. newsletter, paperwork, lesson plans)
Professional Reading and Development: recognizing that the resources available in professional literature compounded with collegial relationships and resources around you are priceless; stepping out of my comfort zone and asking for help through fellow teachers and coaches, reading blogspots, asking questions on a forum, and just good ol’ fashioned reading have provided me and my co-teacher with invaluable information
Positive Discipline: sometimes reaching every child requires variance within behavioral instruction, not just academic direction; finding a way to unconditionally love and advocate for every child is of utmost importance; pairing an intensive positive side to the flip side of your discipline system is an incredibly powerful tool. There isn’t a child alive who doesn’t glow in the light of your sincere verbal/nonverbal praise.
The path I dream of taking is one entrenched in learning and cultural diversity. I make it a focus to never be too busy or feel too overwhelmed to listen even when there are only screams, to hug even if I’m only being hurt, and to say "I love you" even when nasty words are all I hear. I always remember this may be the only chance I get with these children and I will make it all it can be.
P.S. Oh and when I get it all figured out… I’ll let you know!
Love, Randi
How do you reach all students with the wide range of abilities in your classroom?
Love,
Carrie
Carrie,
WOW!?! Mannnnnny factors play into answering this question. I began thinking and decided an enormous number of components work together for the greater good, when teaching in a classroom that is saturated with learning diversity. Well, YOU know how “chatty” I can be so I decided to make a list hoping to alleviate a bit of my “long windedness”. Here we go!
Co-teaching: an amazing way to reach every child through differentiated instruction
Parallel teaching: splitting students into two heterogeneous groups in order for each teacher to deliver identical lessons in two separate learning areas in the room; this allows for prescriptive and tailored instruction to take place even within a mini lesson; student to teacher ratio is significantly more effective
Planning time: setting aside a time to sit down with your co-teacher(s) every single week and bounce creative ideas off one another, two heads are always better than one! Planning not only mini lessons but small group time as well. Make this a priority!!!
Work Period: both teachers are pulling a small group that has been strategically chosen after looking at data, writing samples, past small groups, etc. No one is ever doing “homeroom” kind of work while the children are in the classroom (ex. newsletter, paperwork, lesson plans)
Professional Reading and Development: recognizing that the resources available in professional literature compounded with collegial relationships and resources around you are priceless; stepping out of my comfort zone and asking for help through fellow teachers and coaches, reading blogspots, asking questions on a forum, and just good ol’ fashioned reading have provided me and my co-teacher with invaluable information
Positive Discipline: sometimes reaching every child requires variance within behavioral instruction, not just academic direction; finding a way to unconditionally love and advocate for every child is of utmost importance; pairing an intensive positive side to the flip side of your discipline system is an incredibly powerful tool. There isn’t a child alive who doesn’t glow in the light of your sincere verbal/nonverbal praise.
The path I dream of taking is one entrenched in learning and cultural diversity. I make it a focus to never be too busy or feel too overwhelmed to listen even when there are only screams, to hug even if I’m only being hurt, and to say "I love you" even when nasty words are all I hear. I always remember this may be the only chance I get with these children and I will make it all it can be.
P.S. Oh and when I get it all figured out… I’ll let you know!
Love, Randi
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