Description
This week we read Chapter 9:
Grouping, Differentiation, and Technology (Slavin, 2015). It was
interesting to learn about different ways to group my students and to
differentiate within that grouping. Teaching in the co-taught environment
reaching different levels of learners. I have a mixture of students from up to
three years below grade level to one to two years above. Groups are my best
friend.
One of the issues I deal with is
differentiating for my lower learners while still exposing them to the current
material, when they are not developmentally ready to grasp all of the
requirements.
Analyze
The first thing that struck me
was page 214 (Slavin, 2015) where Carroll’s Model of School learning is
discussed. Just like I said last week, many of my students come to me with
gaps. Some are several years’ worth and some are just here or there. The “A” in
the QAIT Model stands for “Appropriate levels of instruction”. This means that
the teacher makes sure that the student has the necessary skills and knowledge
to learn the new material he/she is presenting. This is where problems arise.
When I teach multiplication, I need students that have a firm grasp on
addition. When I teach adjectives, students must be able to confidently
identify nouns.
Page 220 discusses in class
grouping (Slavin, 2015). This works extremely well. I love using groups within
my class. Teacher led, it allows me to reach my students on their level and
meet their individual needs. Peer led, it allows the students to drive their
own instruction. They can peer teach such as in math. They can research in
science and social studies, they can explore science and discuss their
findings. In reading they can co-read (Slavin, 2015, pg. 221-223). My students
love to take control of their own learning. They often work even harder than I
expect them to.
Any child can succeed in school.
Any child can fail (Slavin, 2015, pg. 225) Students need a helping hand,
especially if they are struggling. Being part of a Title One school, I found
this section especially interesting. We do all of the things discussed;
compensatory education, early intervention programs, and special education
(Slavin, 2015, pgs. 225-227). We use title one funds to pay a few title one
teachers. This reduces class size and allows for pull out services.
Additionally, we use funds to pay for our Intervention Specialist who meets
with students, administrators, teachers, and parents to help struggling
students close gaps or receive testing for special education placement. We also
used our funds last year to roll out a new reading program. This year we will
use funds to fully implement it in our school. I am extremely grateful for the
additional funds to help my babies reach success.
Reflection
Understanding that students are
not cut from the same cloth. They all are weak and strong in different areas.
If you are challenging your students, even your strongest student will struggle
and need a helping hand at some point. Identifying this and not just passing it
off as a fluke is where the true teaching starts for this student.
It is also important to remember
that even though administrators and school boards are all about the data, it is
important to make sure that the students have the time, materials, and help to
fully grasp the material before they are assessed. Pacing helps with this, but
knowing your audience when creating lessons are equally important. I teach in a
high-poverty, rural school and in a co-taught classroom. My students are
generally struggling more than others. I think it is important that when
teaching I am bringing in lessons that reach different learning styles and
allow for differentiation where the students are exposed to the grade level
standards, but they are working at a level that enables them to be successful
at the end of the day.
Slavin, R. E. (2015). Educational
Psychology: Theory and practice (12th ed.). New Jersey: Pearson
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