Goal 3: Adaptation for Diverse Students
Adaptation for Diverse Students
I teach from my heart each and every day and always have my students’ best interest in mind; this means I am constantly learning and trying new techniques and strategies in my classroom. Each child learns at a different pace and brings a different level of understanding with them when he/she begins school each year. My goal “is to maximize the capacity of each learner by teaching in ways that help all learners bridge gaps in understanding and skill and help each learner grow as much and as quickly as he or she can,” (Tomlinson, Carol A. & Eidson, Caroline, 2003). In order to promote children to do this, I modify my lessons to the best of my ability. Students who excel in a specific subject matter may be given more challenging assignments, extensions on assignments, or may be asked to be a peer tutor. Students who struggle academically may receive before or after school support, small group instruction, or help from peers.
One of the first steps in adapting instruction to fit the needs of each student is developing relationships with students. In my classroom I work diligently to get to know my students and their families. My research study “Parental Involvement and Mathematics Achievement and Experience” is evidence of my effort to work hand-in-hand with parents (link included on Goal 1: Philosophy page).
Mathematics
During mathematics instruction I adapt to fit the needs of many different learners in my class. One way I adapt to my students’ needs is by teaching using multiple intelligences which include: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and two new intelligences: spirituality and naturalist intelligence, (Gardner, Howard). I incorporate bodily-kinesthetic intelligence into mathematics by having my students move while we skip count. Some movements we do are elbow to knee, jumping jacks, or jump rope as we skip count. Another way I incorporate movement is by using Kagan Structures such as Quiz-Quiz-Trade or Mix-Pair-Share. Through other cooperative learning structures such as Rally Coach I am able to address other intelligences such as interpersonal, intrapersonal, and logical-mathematic as the students collaborate with their peers and explain their reasoning out loud when they solve math problems.
Another key component in adapting to different needs in my classroom, is simply understanding where my students are at academically. Whether I use informal assessments (exit cards, timed tests, observations, etc.) or formal assessments (standardized testing, unit tests, etc), I am constantly collecting data on my students’ math abilities and tailoring my instruction to fit each student’s needs. “Data plays a key role in making informed decisions about our student's education. I would agree with the first thing listed in the article, "If you're not using data to make decisions, you're flying blind," (Shorr, 2003), taken from Assignment 2 for EDMA 656.
One example of an informal assessment I have used in the past to assess my students level of problem solving is the CGI method, which I learned about during my master’s degree program. During one of my graduate courses I created a CGI board for addition and subtraction and assessed my students’ problem solving abilities in addition/subtraction by using this board. When students solve problems using Cognitively Guided Instruction they can use plastic cubes to model the problem, count on fingers, use their knowledge of number facts, or draw a picture (WCER, 2007). Then as students solve the problem or after they solve it, they are encouraged to explain their thought process and justify their answer; in Cognitively Guided Instruction students are no longer studying rote memory of mathematics, rather they are constructing meaning for math.
Another way I adapt to the many different needs in my classroom is to offer choice on assignments. For instance, when we were studying area and perimeter I created a “Take Ten” chart for students to choose assignments from. Each student had to reach a total of 10 points; they could reach ten points any way they wanted. Many of my students ended up earning more than 10 points because they were so excited to do some of the tasks. One task they really enjoyed was drawing a house with all of the dimensions.
Finally, I am able to address different cultural and social needs in my classroom by creating community problems for my students to solve. When I began my master’s degree I was a little overwhelmed with the idea of creating community problems or problems that required my students to make real world connections to mathematics in their community, however after creating a few problems and working through them with my students I learned how valuable these problems could be for my students. Here is an example of a community problem I created.
In summary, I strive to create an environment in my classroom where my students' needs are met by forming and building relationships and by using research based strategies to meet the varying needs of my students and their families'.
Resources
Gardner, Howard. (2008). Multiple Intelligences: New Horizons. Retrieved from
http://egandb.uas.alaska.edu:2081/lib/uasoutheast/docDetail.action?docID=10364618
Shorr, Pamela. (2003) 10 Things You Always Wanted to Know About Data-Driven
Decision Making. Scholastic. Retrieved on September 15, 2013 from
http://www.scholastic.com/browse/article.jsp?id=423
Tomlinson, Carol Ann & Eidson, Caroline Cunningham. (2003). Differentiation in Practice A Resource Guide
for Differentiating Curriculum. Retrieved from
http://egandb.uas.alaska.edu:2081/lib/uasoutheast/docDetail.action?
docID=10044777&p00=tomlinson
- Demonstrates and documents clear understanding of how learning is influenced by individual experiences, disabilities, prior learning, language and culture; of strategies used to provide equitable learning and mutual respect; and of developmental differences and how to seek outside resources when necessary.
- Skilled sensitivity to apply knowledge of differentiation for student needs and create a classroom atmosphere conducive to respect and acceptance is documented and demonstrated.
Adaptation for Diverse Students
I teach from my heart each and every day and always have my students’ best interest in mind; this means I am constantly learning and trying new techniques and strategies in my classroom. Each child learns at a different pace and brings a different level of understanding with them when he/she begins school each year. My goal “is to maximize the capacity of each learner by teaching in ways that help all learners bridge gaps in understanding and skill and help each learner grow as much and as quickly as he or she can,” (Tomlinson, Carol A. & Eidson, Caroline, 2003). In order to promote children to do this, I modify my lessons to the best of my ability. Students who excel in a specific subject matter may be given more challenging assignments, extensions on assignments, or may be asked to be a peer tutor. Students who struggle academically may receive before or after school support, small group instruction, or help from peers.
One of the first steps in adapting instruction to fit the needs of each student is developing relationships with students. In my classroom I work diligently to get to know my students and their families. My research study “Parental Involvement and Mathematics Achievement and Experience” is evidence of my effort to work hand-in-hand with parents (link included on Goal 1: Philosophy page).
Mathematics
During mathematics instruction I adapt to fit the needs of many different learners in my class. One way I adapt to my students’ needs is by teaching using multiple intelligences which include: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and two new intelligences: spirituality and naturalist intelligence, (Gardner, Howard). I incorporate bodily-kinesthetic intelligence into mathematics by having my students move while we skip count. Some movements we do are elbow to knee, jumping jacks, or jump rope as we skip count. Another way I incorporate movement is by using Kagan Structures such as Quiz-Quiz-Trade or Mix-Pair-Share. Through other cooperative learning structures such as Rally Coach I am able to address other intelligences such as interpersonal, intrapersonal, and logical-mathematic as the students collaborate with their peers and explain their reasoning out loud when they solve math problems.
Another key component in adapting to different needs in my classroom, is simply understanding where my students are at academically. Whether I use informal assessments (exit cards, timed tests, observations, etc.) or formal assessments (standardized testing, unit tests, etc), I am constantly collecting data on my students’ math abilities and tailoring my instruction to fit each student’s needs. “Data plays a key role in making informed decisions about our student's education. I would agree with the first thing listed in the article, "If you're not using data to make decisions, you're flying blind," (Shorr, 2003), taken from Assignment 2 for EDMA 656.
One example of an informal assessment I have used in the past to assess my students level of problem solving is the CGI method, which I learned about during my master’s degree program. During one of my graduate courses I created a CGI board for addition and subtraction and assessed my students’ problem solving abilities in addition/subtraction by using this board. When students solve problems using Cognitively Guided Instruction they can use plastic cubes to model the problem, count on fingers, use their knowledge of number facts, or draw a picture (WCER, 2007). Then as students solve the problem or after they solve it, they are encouraged to explain their thought process and justify their answer; in Cognitively Guided Instruction students are no longer studying rote memory of mathematics, rather they are constructing meaning for math.
Another way I adapt to the many different needs in my classroom is to offer choice on assignments. For instance, when we were studying area and perimeter I created a “Take Ten” chart for students to choose assignments from. Each student had to reach a total of 10 points; they could reach ten points any way they wanted. Many of my students ended up earning more than 10 points because they were so excited to do some of the tasks. One task they really enjoyed was drawing a house with all of the dimensions.
Finally, I am able to address different cultural and social needs in my classroom by creating community problems for my students to solve. When I began my master’s degree I was a little overwhelmed with the idea of creating community problems or problems that required my students to make real world connections to mathematics in their community, however after creating a few problems and working through them with my students I learned how valuable these problems could be for my students. Here is an example of a community problem I created.
In summary, I strive to create an environment in my classroom where my students' needs are met by forming and building relationships and by using research based strategies to meet the varying needs of my students and their families'.
Resources
Gardner, Howard. (2008). Multiple Intelligences: New Horizons. Retrieved from
http://egandb.uas.alaska.edu:2081/lib/uasoutheast/docDetail.action?docID=10364618
Shorr, Pamela. (2003) 10 Things You Always Wanted to Know About Data-Driven
Decision Making. Scholastic. Retrieved on September 15, 2013 from
http://www.scholastic.com/browse/article.jsp?id=423
Tomlinson, Carol Ann & Eidson, Caroline Cunningham. (2003). Differentiation in Practice A Resource Guide
for Differentiating Curriculum. Retrieved from
http://egandb.uas.alaska.edu:2081/lib/uasoutheast/docDetail.action?
docID=10044777&p00=tomlinson