First Steps: Terms II & III (Fall 2015)
In the fall, Term II provided the opportunity to uncover and analyze--through a series of formative assessments--how one particular student learned, and how applying this information could benefit her in the future. Following Term II, above all else, I gained a deep appreciation for the importance of formative assessment in establishing an effective learning environment. This experience led me to question how I could provide a similar level of attention to an entire class. I began to wonder how small group instruction—coupled with formative assessment—could be used to differentiate instruction throughout a classroom.
During Term III, I wrote, taught, and reflected on four small group lessons: one for literacy, one for math, one for science and one for social studies.
Gardner’s theory was not far from my mind as I wrote and taught my Term III lessons. For each lesson, I attempted to incorporate a variety of modes of instruction. I employed visuals, graphic organizers, and manipulatives whenever possible. I sought to provide options for the students.
My overarching goal was to supplement/compliment what the students had been learning in class. This took different forms for each subject.
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I developed my literacy lesson to reinforce a concept that the classroom teacher had recently introduced.
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As with literacy, my social studies lesson was written for a broad cross-section of students.
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I planned my math lesson to provide additional exposure to and practice with the concept for a small group of students I had been supporting in the classroom.
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My science lesson in particular was planned to supplement the curriculum, by allowing a group of students—who had demonstrated a high level of ability and interest—to engage in a deeper exploration the concepts being covered in the classroom.
Differentiating my lessons in this way provided much for me to analyze. Reflecting on my experiences confirmed my original belief that small group instruction may enable appropriate differentiation within a larger classroom.
Making Inferences
Writing and Interpreting Story Problems
Designing, Building, Testing, and Analyzing Water Fliters
Addressing Homelessness
Click here to proceed to a deeper analysis of my Term III Science lesson.