I have learned and observed many adaptive instructional designs and strategies this semester as well as previous semesters. This semester I have learned a lot of different strategies because of the high number of ELL students in my class. It is important for teachers to use different strategies to accommodate different student’s needs. There are many different strategies that teachers choose to use and there are many different ways to adapt your teaching to specific learning needs; it just takes time and planning.
This semester because of the high number of ELL students in my classroom my CT gets a lot of support. We have a reading specialist, math specialist and ESOL teacher who comes into our class at different times throughout the week …show more content…
Collaboration is important because it allows students to socialize and learn how to work with others. Small groups are another effective teaching strategy I have learned more about this semester as well as previous ones. Small groups are a good opportunity for students to get more one on one work with the teacher on a certain skill that they need to improve on. Small groups should be flexible and made according to a certain need or Fountas and Pinnell level of a student. As stated by Hoffman in Flexible Grouping Strategies in the Multiage Classroom, the intent is that grouping for instruction is fluid and flexible. The break-down of small group, individual and whole group learning is not based on predetermined prescribed curriculum; it is based on the needs and interest of students. For example, my CT has small groups for every subject, but the groups are not the same for each subject and they continuously change from day to day. Using plenty of visuals is another strategy I have seen a lot of this semester because of the high number of ELL students in my classroom. Visuals are an easy way to increase student understanding and engagement. My CT uses an activity called DBQ (Document- Based Question) and this allows students to look at a picture with a …show more content…
We have learned an excessive amount of information about differentiated instruction throughout our course work. According to Teaching Tolerance (2016) Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they 've learned. Flexible grouping in small groups is the main example of differentiation I have seen in my field experience. Gradual Release is another strategy that I have learned a lot about in my course work and I have seen it implemented in every field placement I have been in. My CT shows her thinking out loud for the students during her direct instruction (I see that) so it allows students to see her thought process. Then, she incorporates the guided practice and independent practice as well. Formative assessment is another important strategy that I have been taught in my coursework then introduced to first hand in the field. One thing that we have learned about in our courses that I do not see a lot of in the classrooms is knowledge about ELL students. General education teachers have not had many strategies or knowledge on how to support ELL students in the mainstream classroom. The students receive support from their ELL teachers, but not as much from their classroom teacher. Not because the
This semester because of the high number of ELL students in my classroom my CT gets a lot of support. We have a reading specialist, math specialist and ESOL teacher who comes into our class at different times throughout the week …show more content…
Collaboration is important because it allows students to socialize and learn how to work with others. Small groups are another effective teaching strategy I have learned more about this semester as well as previous ones. Small groups are a good opportunity for students to get more one on one work with the teacher on a certain skill that they need to improve on. Small groups should be flexible and made according to a certain need or Fountas and Pinnell level of a student. As stated by Hoffman in Flexible Grouping Strategies in the Multiage Classroom, the intent is that grouping for instruction is fluid and flexible. The break-down of small group, individual and whole group learning is not based on predetermined prescribed curriculum; it is based on the needs and interest of students. For example, my CT has small groups for every subject, but the groups are not the same for each subject and they continuously change from day to day. Using plenty of visuals is another strategy I have seen a lot of this semester because of the high number of ELL students in my classroom. Visuals are an easy way to increase student understanding and engagement. My CT uses an activity called DBQ (Document- Based Question) and this allows students to look at a picture with a …show more content…
We have learned an excessive amount of information about differentiated instruction throughout our course work. According to Teaching Tolerance (2016) Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they 've learned. Flexible grouping in small groups is the main example of differentiation I have seen in my field experience. Gradual Release is another strategy that I have learned a lot about in my course work and I have seen it implemented in every field placement I have been in. My CT shows her thinking out loud for the students during her direct instruction (I see that) so it allows students to see her thought process. Then, she incorporates the guided practice and independent practice as well. Formative assessment is another important strategy that I have been taught in my coursework then introduced to first hand in the field. One thing that we have learned about in our courses that I do not see a lot of in the classrooms is knowledge about ELL students. General education teachers have not had many strategies or knowledge on how to support ELL students in the mainstream classroom. The students receive support from their ELL teachers, but not as much from their classroom teacher. Not because the