Next, we will focus on how we provide intervention supports in the classroom to students who have deficits in their learning.. Here we will use our time to reflect on how we use our instructional block to intervene for students who struggle. This component of instruction is called Guided Learning.
Description
Once the bell ringer hooks kids into learning for the day, and the focus lesson has modeled what learning looks like for the class, students are now ready to interact with new content through activities that involve guided learning or collaborative learning (Week 4 Topic). In guided learning, students can be gathered in need-based groups based on performance data. “The groups consist of students who share a common instructional need that the teacher can address.” (Fisher, Frey. 2008) To be effective, guided learning provides struggling students the opportunity to follow the teacher as he or she scaffolds the learning objective in smaller chunks that are easier for the students to grasp. In other words, guided instruction breaks down learning for struggling students in ways that the focus lesson did not.
Guided learning lessons begin with prerequisite skills that students should already know and have under control independently. Without focusing on skills already mastered, guiding students to learning lacks a comfortable starting point for kids. Furthermore, to lead students to complex levels of cognitive thinking, teachers must understand that in most cases students will have to scaffold learning by beginning with low level questions (knowledge or comprehension).
Guided learning lessons begin with prerequisite skills that students should already know and have under control independently. Without focusing on skills already mastered, guiding students to learning lacks a comfortable starting point for kids. Furthermore, to lead students to complex levels of cognitive thinking, teachers must understand that in most cases students will have to scaffold learning by beginning with low level questions (knowledge or comprehension).
Activities in guided learning require complex thinking for all students and “the teacher should provide suitable scaffolding and challenges for students to explain their thinking” (Danielson 2013, p 66). In successful guided learning lessons, teachers differentiate learning by varying either the content, the process or the student product. Differentiating learning in a guided learning lesson is essential to lead each student to overcome their instructional deficit, and great teachers know how to individualize and personalize learning for each student.
To create the environment for guided learning to work effectively and efficiently, the teacher engages the rest of the class in meaningful work with specific procedures that hold all kids accountable. Successful teachers leverage strong classroom routines and procedures as well as relationships with the kids to set the expectation that all students must work hard in whatever task they are given. This will be addressed in Weeks 4 & 5.
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Engagement Activity
|
Description
| Questions | Content |
| How are challenging questions provided and responded to? | What content is addressed? | ||
| Guiding Learning | Intervention activity that allows the teacher to remediate a small group of students who share a common instructional deficit. | Provided by the teacher to scaffold learning beginning with knowledge & comprehension level. | Prerequisite and grade level skills that have not been mastered which also includes processing standards. |
Judy Reyes, here. Second grade reading teacher (with inclusion ESL). After identifying students who are having trouble with a particular concept, usually by missing it on a practice page or on a test, I pull them back to the teacher table. Usually we go over the particular item first. Sometimes, they volunteer that they didn't understand vocabulary in the reading or explain how they misunderstood the directions. (Yesterday a student didn't understand "every other one," thinking it meant all of them after the first instead of an AB pattern.) Usually we can go back to the text to locate information needed to answer the question. When they feel comfortable with understanding, I give another practice text and question to check for understanding allowing them to talk it through with me, if needed.
ReplyDeleteVery good explanation of how to use guided learning to break down the causes of student failure.
Delete"Talk it through with me" is ideal! GREAT small group strategy that affords you the ability to see what they are thinking! AWESOME!
DeleteA normal lesson in my classroom is usually set up in an I do, We do, You do. When it is time for the You do, I have them work a question without any help from peers and show me their answer as I walk around the class. That way I can identify which students "got it" and which ones need another example or missed a step. Those students will get a little extra help on the next problem and some one on one if they need it, while others continue to work on the rest of the practice problems.
ReplyDeleteLove this!!!
DeleteIn a class as large as band, this is probably where we struggle the most. How do we reach those students that are struggling while still keeping the vast majority (60+ kids) engaged.
ReplyDeleteThis is what we've come up with that works within the confines of our situation.
Students are required to pass off music that we are playing. We encourage students to attempt the pass off even if the musid is far from perfect. Many students won't even try because they aren't perfect, and we are trying to teach them that we just need to hear them play so we can help them get closer to perfect. Some students choose to play for a director. This is great in that we can offer immediate feedback and guide their practice to improve the parts they are struggling to learn. We can break down rhythms or note patterns and apply it to knowledge they already have. Students may also choose to pass off by turning in a recording through google classroom. With these recordings we are able to group students that are having similar learning problems and we can seperate them out during class time based on those groupings. We usually do this 2-3 times a week for 10-15 minutes in order to guide their practice goals and then check understanding.
Excellent use of Google Classroom as an assessment to later group students in guided learning groups by common deficit!!!
DeleteIn Algebra 2 we use IXL to identify both gaps in learning and advanced learners. The program gives us real time data, so we can quickly identify who is "stumped" on the skills we are learning that day. The program shows the steps on how to solve the problem. Many times the student will discover their mistake. As the teacher is walking around the room, we work with students who have low scores or questions on the topic. Students also ask their peers for help. The program will gradually increase in skill set, so the advanced learners will be challenged with higher order thinking questions.
ReplyDeleteGreat job and considering how to extend proficient learners while you remediate struggling students!
DeleteI try to teach a new lesson one day and let the students work on that lesson the next day. They usually work in groups and like having the ability to ask questions.
ReplyDeleteYou are right! Working in groups gives students a platform to ask questions they might otherwise not ask.
DeleteAs a dyslexia teacher, I find the modeling and working together before they are independent helps. It's the I do, we do, you do- and it worked in my classrooms when I taught younger grades as well. It allows them to watch me model, then we work together as a team to make mistakes, learn from others, and to teach others. After that, I feel like they are ready to perform independently.
ReplyDeleteWe must take time to model what is expected. I like your thinking......I do, We do, You do!
Delete-Pam Walker
DeleteIn my science class, we have student led stations in which students at each table are working on the same skills but with a different learning style. There are up to 6 stations each day and students may be researching, reading a passage, illustrating, watching a video or exploring the concept with manipulatives. While students are working in each, group, I monitor conversations to check understanding and correct any misconceptions.
ReplyDelete-Amanda Myers
Love the way you facilitate the learning along with addressing different learning styles.
DeleteGuided instruction with small groups in reading can provide high-quality literacy opportunities which gets students back on track so they can benefit from whole classroom instruction. I feel the goal is to give kids the boost they need to read at the same level as their peers. This approach could work in math class as well.
ReplyDeleteQuizlet is a great program for both identifying deficiencies, and for guided practice. It has 8 different modes. It also has the "live" game version which allows students to collaberate.
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DeleteMy students absolutely love Quizlet! I am always asked if I am going to create a Quizlet set for whatever Unit we are learning sometimes on the day we begin the unit.
DeleteIn first grade, we use the DRA (Developmental Reading Assessment) to assess a students reading level. This helps me determine my reading groups. I am able to pull students with similar reading levels back to my table to work together in a guided reading group. They use the skills they've previously learned in our phonics lessons to decode words. We have discussions on the different parts of the story (characters, setting, plot, conflict, and resolution) to make sure each student is comprehending what they are reading.
ReplyDeleteGreat thought! Guided learning works best when students are grouped by common deficit to receive scaffolded instruction from the teacher.
DeleteUsing guided, small group instruction allows the teacher to focus remediation on specific skills or students at various levels. I use table groups that I move around to in 7th grade because the students seem to interact more if I move to them instead of them coming to a horseshoe table. It’s what works for us.
ReplyDeleteKey words are “focused remediation on specific skills”!
DeleteSmall group instruction and hands on activities that focus on specific skills are beneficial for students in CTE classes.
ReplyDeleteC. DePriest
Hands on helps kinesthetic learners.
DeleteThese are just some ideas from a nurse/parent view point.
ReplyDeleteTeaching 25 students at varying levels in one classroom is equivalent to trying to herd seventy cats through a car wash. We’re not going to hit every mark. Every kid is not going to meet every standard, but can every student show some sign of improvement? Yes, that’s the goal! The +10 is a great strategy. Students try harder if they have a goal set, with a reward at the end of completing their goal.
I think that those struggling mainly lose focus because they are handed too much at a time. Maybe, if you break it up, it won’t look like so much work to them.
Some kids don’t like to raise their hand to ask a question when they don’t know the answer. Putting something on their desk that shows you they need help is a way that isn’t as obvious as raising their hand and those who are timid use this method more so than raising their hand.
Giving these students study guides helps them not feel so overwhelmed cause they have a hard time answering 20 plus questions in a chapter book. That big book just gives them anxiety. Make them work in small groups to answer the questions to the study guide, but also give them a study guide typed up. They don’t always have the best hand writing and parents can’t help them if they don’t know what is written on the paper.
Providing opportunities for “stretch breaks” can refresh mental energy. Maybe have a set time they can do this, that way they don’t have to ask and everyone isn’t doing it all throughout the period distracting others.
Struggling students are usually not the most attentive.
If you orally give directions once at the beginning of class, chances are they will have no idea what they need to do. Writing instructions on the board is an idea.
Some students are visual learners; get up and be active around the room. Don’t just sit at the desk every day and teach your lesson. Wake those kids up!
Small group instruction is great!
Quizlet is a great tool for learning! I wish every teacher used this app! It is much easier on the parents as well.
Lots of great thoughts here! Thank you for sharing!
DeleteIn first grade we do small group lessons each day based on their reading skill level. We focus on reading skills for that particular group. We reinforce skills needed to read their book whether it be CVCe words, tricky vocabulary, vowel teams or help with understanding the text. We use a variety of manipulative to reteach these particular skills. Plastic letters, white boards and markers, highlighters to highlight particular chunks are a few things we use. We try to make each child feel like a successful reader. During reading groups we can emphasis skills in other subjects we teach so that we are taking advantage of every moment during that time.
ReplyDeleteTaking advantage of every moment is key to a "bell to bell" mentality. Mrs. Wedgeworth does just that!
DeleteExcellent points. Successful Small groups have focused skills and differentiated strategies to remediate!
DeleteI enjoy watching the MANY activities you do during your guided reading time! I appreciate how the activities change with each group...the instruction is truly differentiated!
DeleteYou are so right Evie! Making them feel successful is the key. If they believe they can.... they will!
DeleteAfter a bit of homework or some daily work, it becomes pretty clear who has caught the concept and who hasn't. To help those who are struggling, I like to engineer some 'random' groups to work on a concept. I have tables instead of desks in my room, so grouping is logistically easy. I use playing cards to create groups. For my struggling babies, I keep a pre-selected card on the back of the deck. When I get to one of them, I draw from the back and everyone ends up where they need to be. For the challenge problem, those kids get a scaffolded version of the problem while everyone else has fewer supports. Then I hover near the table to hear what's going on with them. My students work collaboratively a lot, so they're used to talking things out. When I hear the sound of uncertainty, I pull up a chair and join them. It allows me to be part of the group instead of the source of the answers. I like to pose leading questions to get them all talking and thinking. Then I leave and wander the room while keeping my eye on them so that I can be available when they need me.
ReplyDeleteI really appreciate the "hover" method. It doesn't intimidate the students, and you glean information about them that they can't express to you directly.
DeleteI like how you equated guided learning to collaborative learning with the teacher!
DeleteIn 8th grade Social Studies I try to vary my activities and teaching methods so that not just one or two of the learning styles are used, but 3 or 4. I also have set up and offered my students the ability to use other options like Quizlet and Khan Academy when they need that extra help or to study for tests.
ReplyDeleteSmall group instruction happens in my Kindergarten classroom everyday. During this time my kids are in learning stations. My stations include computers, ipads/osmos, writing station, ABC station, word building station, math station and science station. My kids rotate through the stations over a 2 week period. While the kids are working independently in their station I pull kids to my reading table. The kids are divided into small groups based on their reading level. During this time we work on skills such as letter recognition, sound identification, rhyming, beginning sounds, ending sounds, word blending, etc. I also read with them each day on a book that is at the appropriate level for that group. This is my FAVORITE time of the day because I feel this is the time I get to really meet the needs of each student in my classroom.
ReplyDeleteMeeting the needs of each student - that's why we are here!
DeleteAfter some assessing of students reading ability, I group my reading groups based on the students' levels. We start the group with a review of a skill such as sight words or letters. Then we move into reading simple books based on the groups ability. While working with my different groups, the rest of the students are divided into 8 different centers which review previously taught items.
ReplyDeleteI like how the guided learning group begins with a review of skills on their level before the remediation begins. That is very important.
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ReplyDeleteIn first grade we do small group instruction every day. Groups are formed according to reading level. Our instruction is geared towards specific reading needs. We focus on decoding, fluency and comprehension. We usually do 2 readers a week. One leveled reading and one book that goes along with our phonics series. I have about 5 students in each small group. While I am doing small group guided reading, other students are being pulled for Title and some students are working in learning centers. Small group is beneficial in many ways. We are able to consistently practice and use reading strategies each day. In small groups, the students feel valued and most of the time work very hard.
ReplyDeleteMaking our students feel valued helps drive their love of learning!
DeleteGuided reading time provides a great opportunity for students to practice the reading strategies that they've learned. It's also the perfect time to check students' comprehension of the text and fluency. Good classroom management allows for smooth transitions from centers to guided reading. Your classroom management is super!
DeleteWe are lucky in science when it comes to guided learning. Lab investigations lend themselves very easily to differentiating instruction. Lots of time, I groups kids so that different levels are in the same group. They seem to like helping each other out during the course of the lab. Mr. Baysinger always said science has it easy when it comes to different learning styles!!
ReplyDeleteJmyers
In my 7th grade ELA-R classroom, guided practice begins with a whole class question and answer discussion, and then, I move around the room and discuss problems that students may be having with the questions. As I visit with those varied groups, I encourage interaction from everyone in the small group. It always inspires me, how the students can learn from each other--listening to how their peers think through the questions and verbalize how they derive the answers, often gives even the student that is struggling the most an insight as to "how to think through the question to get the answers." In the final analysis, guided practice is the learning level that gives my students the confidence to answer their independent practice with an assurance that they are going to be successful.
ReplyDeleteDuring small group/guided learning, we focus mainly on reading skills and concepts. The groups are based on their reading levels/abilities which changes throughout the school year. Each time the groups change they sit with each other to come up with their group name. This gives them ownership and they love trying to all agree on a group name. Their names are so funny as they are 5-6 years old, names such as Power Rangers, Dynomite, Owls, and a favorite “Jesus”. In these small groups, we discuss reading skills such as rhyming, blending, beginning, middle, and ending of words, comprehension, phonic’s secret stories and read a leveled reader. They are eager to come to the horseshoe table to read. I love pushing them a little out of their reading comfort zone on harder books for them to find those blends, sight words, or secret stories to decode the words. When those lightbulbs come on it is the most rewarding and fantastic experience for them and me.
ReplyDeleteI strongly believe that pushing the students slightly out of their comfort zone is an important part of learning. I also love the idea of the kids having ownership in their group name!
DeleteIn my 3rd grade Reading class, I use the data from tests to help drive my instruction and groups. I enjoy small group instruction because it allows me to understand my students thinking a bit more, is more personal, allows me to help guide their thinking in the right direction, and it also affords an opportunity to help reinforce strategies previously taught. To help hold the students attention, I also give them highlighters to use as we go back in our passages to prove answers. This strategy adds a little color, which they like, and also is a way to get them to go back and reread needed information.
ReplyDeleteYou are exactly right. Small group allows the teacher to see the thinking behind the work!
DeleteI have watched you in action during small group time! Guiding the thinking of struggling learners is so important! Targeted instruction is a must! GREAT job!
DeleteAt Carthage Primary our teachers do a fantastic job of guided learning, especially in Reading. They divide their students into groups based on their DRA (Developmental Reading Assessment) levels and choose books and skills to target that are appropriate for each group. Teachers plan other activities to engage the rest of the students so that the teacher can focus on the guided reading groups.
ReplyDelete~JENNIFER REGISTER~
Thank you for sharing what you see as a systemic approach to guided learning!
DeleteIn Kindergarten I base my guiding instruction by reading levels that change many times throughout the year. I like to start my reading group with a quick phonemic awareness lesson. After the mini lesson we either dive into a book or word work. During word work, we manipulate plastic letters to make words, build chunks to teach a new phonics rule. When we read a new book, we activate prior knowledge of what we are reading, discuss vocabulary, and talk about any phonics rules we might see in that particular text. The other students that are not at my table are in learning stations during the time of guided instruction.
ReplyDeleteI love watching your small groups do word work...This is a great way to start your guided reading lesson. I am always amazed at all the phonics rules the students know!
DeleteI utilize our weekly spiral reviews to identify which skills students are still struggling to comprehend. Once the students and skills are identified, it’s one on one intervention. If the majority of the class has missed the same problem, it’s a whole class intervention session. My students have to always justify how they get their answers. If they can explain the skill concept, I know that the student fully understands that particular skill. Daily review helps the student remember better and reinforce the skills they truly understand!
ReplyDeleteNatalie Brewster
Great reminder to have students justify their thinking and work!
DeleteSpiral reviews are a great tool to use when identifying concepts not yet mastered. I have see lots of one-on-one intervention in your classroom! Great job!
DeleteI have small group reading instruction daily in my Kindergarten class . I determine my small groups based on the DRA level. I provide a text that students can read with support, coaching the learners as they use problem-solving strategies to read the text. While in small groups my title aide is also working with a small group and my other students are working independently in learning stations.
ReplyDeleteYou do a great job of teaching your students reading strategies to use when they reach a point of difficulty within a text! I appreciate that you push your kids with challenging text so they can put those strategies to work!
DeleteI love getting your kids because they always know how to do learning centers and complete the recording pages in centers. It shows that you have modeled and taught them how to use learning centers as reinforcement of skills. All of our kinder teachers are fabulous!
DeleteIn my Life Skills class, I have so many different levels that I present the material in different ways. For example, if we are doing a lesson on a president, I give them a picture of the president, read some facts about the president, then go around the room and have each student tell me something they learned about that president. Then we watch a couple of videos and I go around again, and have each one tell me something they learned. After that, we do two-word searches together on the overhead, one really easy one, and then one that's more difficult. They include words that have to do with that president and before we start, I go over the word bank and explain what each word has to do with that president. I have the students find a word, then let each of them come up and show the class where the word is. Last, but not least, we do a cloze worksheet together. I go around the room and have the students who can read, do so, and give the answer, the ones who cannot, I read it and they fill in the blank. This allows me to be sure that each student is getting the information in different ways, and make sure they understand it.
ReplyDeleteI use small group guided reading instruction daily in my Kindergarten classroom. I determine my small groups at the beginning of the year based on the children's knowledge of letters and sounds. Then as the year progresses and we begin reading more I determine my small groups based on their DRA level. Generally as each group comes to my table we will review star words, at the beginning of the year do some sort of activity that focuses on our letter of the week, some type of phonemic awareness activity and ultimately read an instructional level book. During my small group instruction time I also have groups that will work with my title aide. For those children who are not working with my title aide or myself they will work independently in learning stations.
ReplyDeleteThe post above was published by me...Shayne Thames :)
DeleteI love how you mentioned grouping your kids prior to having DRA scores. Since this assessment is given for the first time in December/January for Kindergarten, you have to rely on other pieces of data to ability group your students!
DeleteWhen guiding 7th graders in the writing process, the revision step can be particularly challenging. I find that if I group them by specific need (redundancy, generalizations rather than specifics, bland wording), they are able to share and help one another improve their expressions of ideas. Students are not aware that I have grouped them in a hierarchy of abilities; they are simply working with a group of students on the same revising strategy. The result is that strong writers are able to take their essays to the next level with more vivid wording and the use of figurative language, while struggling writers give each other feedback as they strive to actually add relevant examples to support the thesis. They read and discuss each others'essays and revise based on discussions. I am able to guide discussions as I circulate about the room. Of course, the students are not aware that some tasks are on a higher level than others.
ReplyDeleteThis is a great strategy for guided learning!
DeleteIn first grade we use the DRA (Developmental Reading Assessment) to determine the reading level of each child. I use the results of this test to divide my students into small groups that have similar abilities. During small group time, the students who are working with me work on phonics skills that we have been working on in class. We use these skills to help us in our reading and to become more independent. I encourage each child to participate in the picture walk of the new text. We discuss the characters, setting and the plot of the story. We even discuss probable outcomes. After reading the book once or twice, the children are encouraged to take the book home and share with their families. While the students are grouped into similar ability groups, each child feels successful within their group.
ReplyDeleteEnsuring that the kids feel successful within their groups is key! I love that you start with a picture walk...this activity lends itself to great discussions. I enjoy listening to the student's predictions about the text! Great job!
DeleteThe use of guided instruction in the classroom is very important. I’ve used IXL and Quizlet Live in my classroom. IXL gives me a direct evaluation of each individual student, and quizlet live groups the students randomly and I have the choice of who they group with with particular standards. Both of these resources allows me time to spend with those particular students who are still having difficulty understanding different concepts by using technology.
ReplyDeleteAt Libby Elementary, we use our data to drive our guided instruction. We use DMAC reports, such as the SE tutorial report to set up groups. We get down to the "nitty gritty" as Mrs. Meggs says, by writing student names beside individual test items to set up our groups also. We use Renaissance Place. We use any assessment piece, from informal to benchmarking. Once we know the individual need, we call them to the table! Here we TARGET the instruction by review, reread, reteach, rework, etc... and hopefully, students are able to apply this new knowledge to other opportunities to show their learning.
ReplyDeleteYes! Libby ladies do an excellent job looking at data and targeting specific skills. I believe our small group interventions are working very well because we've narrowed our focus! SUPER!
DeleteThe teachers at Carthage Primary do a great job in terms of guided learning! They use their students' DRA scores and other forms of assessment data to build their instructional groups. This small group teaching time allows the teachers to differentiate their instruction based on each child's needs. Some small groups start their lesson with sight word reviews or mini phonics lessons, while others begin with fluency building activities or more in-depth language arts lessons. All in all, this time is a crucial part of the instructional day!
ReplyDeleteReading groups are the favorite part of my day! I love working with small groups. It really allows you to connect with each of your students.
DeleteAs we’ve been preparing for STAAR, my teaching partner and I have been using our DMAC results from our benchmark to focus on our targeted TEKS. We’ve taken our lowest students from each TEK and pulled them for a small group remediation. The teacher with the higher score did the remediation for each TEK. We feel that this has been really beneficial for our students!
ReplyDeleteIn our K curriculum we have built-in weekly assessments including some one-on-one. This ensures that I know where my students are performing. As teachers we are constantly evaluating students as we work with them.
ReplyDeleteKnowing which students need particular interventions is only a fraction of guided learning-preparing supplemental lessons for the subject area and scaffolding the learning for small groups of students is the challenge and that's without saying that those minutes must be part of a daily schedule!
Small-group guided learning is a win-win approach for me. The greatest benefit is that it allows students time to explain their thinking. At the end of the session I feel that students have been given the right dosage of what is needed and I have had a better opportunity to focus on the next step for those students.
I agree that letting your students explain their thinking is a great benefit of guided learning! Knowing how their little brains are working is HUGE!
DeleteI use the DRA level and our many skills checklist to try to meet the needs of the children in each small group. My groups are fluid and can change as a student masters a skill. This year has been a challenge to keep the other children on task. In past years, I have always used learning stations. This year, I have had to do more of a structured time of working at tables. This group is challenging to make them responsible for their own work. I have worked all year to slowly build their confidence and endurance to finish a task to "their own personal best". Each year has different challenges and I hope next year to be able to reinstate my learning stations.
ReplyDeleteAt Libby we use a variety of data to narrow our focus. Just recently we pulled current Istation data for both 2nd and 3rd graders as well as DRA scores for 2nd graders. We have targeted intervention across the campus from 8:00-8:30 every morning. We are utilizing small groups, Moby Max Vocabulary, Moby Max Comprehension, Istation, Project READ, etc. EVERY student has an intervention assignment based on specific need.
ReplyDeleteSmall Group Guided Reading lessons are designed to meet the specific needs of each unique learner while addressing skills that are challenging to all members of the group.
ReplyDeleteGroups are formed based on DRA scores. Skills covered include:
Decoding: We use coding learned in our Saxton Phonic Program and I also use Secret Stories to teach chuncks. Comprehension: We use Reading A-Z leveled readers and their comprehension quizzes to help teach comprehension skills. Fluency: Reading A-Z also has fluency passages that help develop fluency.
Small guided reading usually has 5 to 6 students and last from 25-30 min. per day.
I had the privilege of watching your students decoding in small groups today! WOW! I'm blown away by their knowledge of the phonics rules! The "Secret Stories" have proven to be a great way to teach chunks! Super job!
DeleteYou know I call you my reading 'guru' Belinda! I'm convinced you could teach any child to read successfully and confidently. I'm so priveleged to have you across the hall. Everything I've learned about first grade reading has been by watching and conferring with you.
DeleteI almost always include projects in my lessons once basic knowledge is given. The projects are either individual or group projects. Parameters are given but students have freedom to be creative. In the group projects, I put strong students, weak students and students that fall in the middle where they must work together. One thing I grade on is how the students get along in the groups. They must work together without complaining or arguing or they loose points. I rarely give too much detail when giving instructions for the projects, but rather give the rubric for grading and the parameters for the project and the students have to come up with the details themselves. For instance, we do a costuming unit where the students design costumes for a play, but the costumes have to be a based on a given concept, Beauty and the Beast set in WWII, Alice in Wonderland set in New York Fashion Week, Wizard of Oz set in outer space, etc. I give elements that must be included, Alice must wear blue, the Queen of hearts must have hearts or cards somewhere on her costume, the white rabbit must have a watch. Then the students must come up with their own creations on paper, based on what we have learned in class. This year, I let groups pick their own concepts and they had to apply them to a Shakespeare play. At the moment we are doing Foley sound design and students have to come up with live sound effects to add to a movie clip while working together and finding ways to create the sounds needed. I can easily see who has gotten the information I have taught and its easily re-taught for those that need it as the students watch the other groups perform. Many students don't like the creative freedom of these projects as they have been told exactly how to do things for so long, but I find making them use the creative side of their brains as well as the logical, helps them tremendously in the long run.
ReplyDeleteIn 6th grade social studies, we read a passage together. The students use reading strategies they learn in language arts to number and label paragraphs. After class discussion on each paragraph and answering example questions the students team up with partners to answer questions on the passage. They discuss and answer the remaining questions together.
ReplyDeleteGuided practice can look very different in a PPCD classroom. After opening activities that address the letter, color, number, and shape of the week, I rotate groups of students that are on or near the same level. After introducing a skill, the students that need additional practice will be grouped for further instruction and more small group practice with either myself or my paraprofessional. This group may need to work on a prerequisite skill that is addressed in their IEP's or simply need more time to grasp the new skills. The students that are near mastery of this skill will work with my high school student on independent practice with careful monitoring. In addition to these two groups, I also have a third small group that is working on grade level material and completing the same work as the classes that they attend for inclusion. This group will receive instruction from either myself or my paraprofessional. My para and I rotate between these two groups during the week, so that all students have the opportunity to receive small group guided practice from both of us.
ReplyDeleteYes...Guided learning in PPCD can look a little different than in other classrooms, but the key is you're still scaffolding down the instruction to meet the needs of each student! When I visit your room, I can quickly see the differentiated instruction taking place in your small groups. Good work!
DeleteIn kindergarten we use guided learning during our guided reading groups. At the beginning of the year my groups are determined by the skills that the students need to work on. As the year goes on, my groups will change according to DRA levels. In our groups we start with a review of either STAR words or the book that we have at the time. I love watching the students go from looking to me for instruction to looking to each other as well. They learn that our small group time is a time to gather as much information as possible from as many sources as possible.
ReplyDeleteIn my Head Start classroom I use the CLI Engage assessment, teacher observation, and anecdotal notes to divide my students into 4 small groups based on their learning needs. For example, my more advanced learners may be working on counting objects to 20 while my students who may be struggling are working on counting objects to 5 or 10. Four and five year olds are usually only able to stay in a small group for 10 to 15 minutes. While I'm working with students in a small group the rest of my class is in learning centers independently. My wonderful assistant moves around the room from one center to the next making sure children are working and are being successful. She helps students with not only academic skills but also social skills (getting along with peers, taking turns, and helping children learn how to solve conflicts). We also have one of Mrs Depreist's high school students who comes to our school during centers. This is so helpful! I have eight centers: Literacy, puzzles, art, blocks, dramatic play, library and ipads, math/science, and computers. Students visit two centers each day Monday through Thursday so that by the end of the week each student has visited all eight centers. On Friday our class visits the computer lab to learn computer skills and the library. We have so much fun learning in PreK!
ReplyDeleteJenni Miller
DeleteMy students learn quickly to be quite flexible. I change their grouping daily, weekly, or grading period. I always have student’s needs within my strategy. Many times we (my students and myself) play this off as comical because they tend to try and figure out the strategy behind my group placement, but they can’t because I change too often. (1) We Anchor a new or continued skill. (2) I model how to use this skill while reading our first passage or story. Most of the time I quickly spot the students who are having difficulty understanding the anchor skill. (3) Guided Learning Time (WE DO) The next day I utilize my previous day observation and swap student groups, so that during the second passage or story I am allowed extra time to focus on conferencing with students who need extra help and differentiated instruction. Usually when we are able to just have that small group or one on one explanation the student feels some comfortable moving forward.
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