As I approach the beginning my fifth year, I can say my ideas and
philosophies have changed some from that day that I began teaching. My pedagogy, I have
learned, is often influenced by those in higher places. Why I teach…what
sustains me and fuels the fire to teach, is ever evolving. However, there are
some core beliefs- that stem from my experiences as an Exceptional Education
Teacher- about assessment, instruction, and the learning environment that I
feel strongly about and that main core belief is Differentiated Instruction.
Assessment
Assessment should drive instruction. Although our kids don't like it, in order for us to teach them on the appropriate level, they must be assessed. We must assure the assessment is not only appropriate, but delivered in compliance with any accommodations a student may have. Assessment must be ongoing in order to organize ability grouping within the classroom.
Assessment should drive instruction. Although our kids don't like it, in order for us to teach them on the appropriate level, they must be assessed. We must assure the assessment is not only appropriate, but delivered in compliance with any accommodations a student may have. Assessment must be ongoing in order to organize ability grouping within the classroom.
Instruction
Instruction should be organized and designed to meet the needs of every child in the class. We should focus on mastery. Each student does not learn at the same pace, intensity, or need the same level of explicitness. Some students require more and others require less. Instruction must be adaptive to the changing needs of students for them to reach their highest potential.
Instruction should be organized and designed to meet the needs of every child in the class. We should focus on mastery. Each student does not learn at the same pace, intensity, or need the same level of explicitness. Some students require more and others require less. Instruction must be adaptive to the changing needs of students for them to reach their highest potential.
Flexible Grouping
For successful instruction and learning to occur, I feel that there must be ability grouping within the classroom. I strongly believe that we must continually assess and readjust our groups to meet the need of growing and changing students appropriately.
For successful instruction and learning to occur, I feel that there must be ability grouping within the classroom. I strongly believe that we must continually assess and readjust our groups to meet the need of growing and changing students appropriately.
Academia is filled with words that drone on us- as teachers, students and administrators, words like assessment, accommodation, and compliance. We attend meetings where we toss acronyms around like beach balls between children at play, our heads bobbing from handouts to glossaries, asking colleagues, "What does that stand for again?"
So how do I bring you into my group for a brief glimpse into a phonics lesson
with an incredible Kindergartner who loves Lily's Purple Plastic Purse, or
into, yes, "circle-time" with my unruly 5th graders? Honestly, I'm
not quite sure, but I can share our spirit- our commitment to learning and our
attitudes toward the challenges about who we are as learners and teachers, and
the obstacles we face as exceptional learners and teachers.
