Differentiated Instruction

December 7, 2015 Mike Beetham Assessment, Before School Starts, Combined Grade Classes, Differentiated Instruction, Diverse Learning Needs, Integration, Learning About Your Students

Tortoise Brained Learning and Students

In my last post I focussed on the philosophical belief that quality vs quantity of professional learning is a more effective way of enhancing pedagogical practice. What does that mean for my classroom instruction? As I grow to understand the presence of different learning styles in my class, the presence of multiple intelligences and the wide variety of learning rates it forces me to re-examine both the long term and short term planning that I set up.

In the earlier part of my career my long-range plans were reflective of an efficient way to ensure that all of the curricula was covered. This I now refer to as curriculum planning and not student centred planning. As my understanding of differentiated learning and assessment grew, so did the need to adjust the way my planning unfolded. What I had experienced was a short-term understanding of content and when that topic was revisited months later there seemed to be a regression in the level of understanding of my students. That forced me to ask myself as to how well they had really learned the content in the first place.

Through years of experimenting with both my long range planning and unit design there arose two aha moments for me. The first was the need to revisit big ideas (overall expectations) through a spiralling curriculum. This means that I would chunk the content into more manageable pieces and revisit the content several times over the course of the year (quality vs quantity).

The second profound understanding was in time management and how do I accomplish the ability to revisit overall expectations with so many demands on the school day. Thus came the desire to increase my skill set in integrating learning across a variety of curricula. The following is a direct reference from the 2006 Ontario Language Curriculum:

In cross-curricular learning, students are provided with opportunities to learn and use related content and/or skills in two or more subjects. For example, teachers can use social studies reading material in their language lessons, and incorporate instruction in how to read non-fiction materials into their social studies lessons. In mathematics, students learn to identify the relevant information in a word problem in order to clarify what is being asked. In science and technology, they build subject-specific vocabulary, interpret diagrams and charts, and read instructions relating to investigations and procedures. All subjects require that students communicate what they have learned, orally and in writing. Their studies in the different subject areas help students develop their language skills, providing them with authentic purposes for reading, writing, listening, speaking, viewing, and representing.

Needless to say, this is a spiralling learning experience for me as I continue to help my students consolidate the learning that they are a part of each and every day.

November 27, 2015November 27, 2015 Will Gourley Building Inclusion, Classroom Layouts, Classroom Management, Differentiated Instruction

Desks on the move

Christopher Sessums UF McCarty Desks — The only time my seats are arranged like this is for EQAO.

I did it. I rearranged the classroom. Strike up the band!

And I promise to do it again in the future. Even sooner if it suits the needs of our class. Admittedly, as a bonus, I enjoy seeing the reactions of students as they discover their new, albeit temporary, learning spots.

Our classroom is on its 4th layout since September*, and the response from students remains positive. In fact, for the past 5 years, I have intentionally reorganized every -learning space. And what’s resulted has helped my class room management, provided necessary/preferential seating opportunities for some learners, and contributed to a greater overall sense of community in class.

I like the way that August (Sandy) Merz III explains strategic seating in her Edweek.org post. In it Merz writes about “power seats and safe zones” for students that are intended to “magnify a student’s presence or…downplay a student’s actions on class dynamics.” I find changing the physical space provides a not so subtle, yet effective way to allow students to bloom where they’re planted. All the while maintaining a mindful eye on the specific needs of learners.

I’ve observed that each time the desks get rearranged, there is potential for new conversations, collaborations, fresh perspectives, and even friendships. It can also be a strategic, and crucial component of effective classroom management. Changing the classroom layout also allows students an opportunity to develop problem solving and inter-personal skills. Although infrequent, whenever students are unable to work within an iteration of the seating plan it becomes a teachable moment.

Allowing students a voice in the process leads to advocacy skills too. If students are not taking to their new spots, or ask to move, they must be able to provide a good reason why. This includes some evidence of how they tried to resolve/overcome the issues before a request is considered.

After 3 months and 4 seating plans, with more to come, our class continues to evolve its own zones of power and safety where students are empowered to share, safe to collaborate, and grow as modern learners.

*To start the year students are allowed to choose their own seats from a pre-set arrangement of desks. This way I am allowed a glimpse at existing friendships, and the way the layout allows for sight lines to the various teaching spots(tech cart, whiteboard, middle of the class). This is especially important this year to provide a completely accessible space for a student using a motorized wheel chair. This means function must mesh with form like no other year. With 30 students in a class designed for 25, layout must be intentional, fluid and serve the needs of all students.

November 23, 2015 Tisha Nelson Building Inclusion, Communication with Parents and Guardians, Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Equity, General, Integration, Literacy, Math, Use of Technology

Suggestions for Making Your Classroom ELL Friendly

This year I have the opportunity to serve my school as an English as Second Language (ESL) teacher for the first time. This privilege allows me to support students in Primary, Junior and Intermediate grades as they navigate the landscape of school and English language acquisition. But to be honest, I have alway been an ESL teacher. Since my very first year of teaching, my classes have always had students for whom English was not their first language. In this way, we are all ESL teachers regardless of if we have the designation or not. Similarly, if we take the notion of learning English literally, all of our students are English Language learners because they are constantly being introduced to new vocabulary and are learning the nuances of academic language for oral communication, reading and writing. In Ontario, however, the term English Language Learner or ELL, is defined as a student “born in Canada or newcomers whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools” (Many Roots, p. 51). Knowing this, how might classroom teachers tweak their practice to make their classrooms ELL friendly? I offer 4 easy teacher practices that will support ELLs in any classroom.

1. Keep expectations developmentally appropriate.
The ways we view our students determines the kind of learning we invite them to. This sentiment is particularly important to understand when designing programs that address the learning needs of students for whom English is a new language. Learning a new language, by any account, is a task of both perseverance and determination. As such, we need to be mindful that our English language learners have a multitasked learning situation. Focusing on the skills they bring from their native language as opposed to the limitations they have as they acquire English nurtures an asset based approach to engaging students as capable learners. When we embrace this mindset towards teaching English language learners, we can maintain high expectations for all students. Valuing the prior learning of all students, including ELLs in imperative in building upward to new understandings. Inviting students to share what they already know about a topic is always a great starting point for learning. Students who are English language learners have prior knowledge and this knowledge may or may not exist in their native Language. Regardless, valuing students’ prior knowledge solidifies the difference between cognition and language acquisition as two separate and distinct processes. For the most part, English language learners are developmentally ready for the learning that their peers are engaged in – they simply need to acquire the English skills to make the thinking that is already taking place in their minds visible in English.

2. Value students’ first language.
Nurturing an inclusive classroom community lets students know that they are both valued and respected as learners. Inviting students to continue to use and develop their native language is another way not only to accommodate ELLs but also to keep the learning expectations high. When students are able to use their native language to demonstrate their understanding and thinking in tasks that invite cognitive demand, the transition to English does not lower the expectation but rather accommodate the student’s opportunity for engaging deeply with ideas. The English language is further acquired when students translate their thoughts into English rather than the other way around. Valuing students’ first language can also be demonstrated by creating dual language or multilingual learning resources. With the partnership of students who are also native speakers of additional languages, parent volunteers, colleges and community partnerships, teachers can prepare translated learning resources for all students to use.

Students are invited to participate in collaborative learning experiences by expressing their ideas using their first language

Dual Language posters translated in traditional Chinese to support English Language learners in my class.

3. Develop new vocabulary in context with the help of online resources.
When students are invited to continue to use and development their fluency of their native languages, teachers can employ many new technologies that can support English acquisition while yet maintaining native language fluency. Using tools such as Google Translate can serve as a bridge between a student’s first language and English. Similarly, introducing new vocabulary in context makes both social academic learning more meaningful in English. An idea or word may not be unfamiliar to a student learning English in that they may already have an understanding of the concept in their native language. When this happens, using tools such as Google Images and YouTube can serve as a bridge to comprehension of and acquiring English words. Word walls are also useful resources for students in all grade levels and for all subject areas. It is a tool to support students as they acquire new vocabulary in the context of their learning. In this way, all students can be viewed as English language learners as they engage in expanding their academic vocabulary. The inclusion of students’ native language on word walls is a simple accommodation that goes a long way to supporting student learning. The gesture speaks to the value for the student’s native language and a respect for the process of learning English. Native English speakers can also benefit from the dual language approach in that they can be exposed to the languages of the world and additional ways of knowing.

I asked my students to add Chinese translations to our Math word wall. This highlighted the relationships between numbers, as the ideas of addition and multiplication are embedded in the ways Chinese numerals are written.

This is a screenshot of what a Grade 2 student, a stage 1 ELL, wrote as she was communicating an idea with me. I used Google Translate to take a picture of her writing and was able to translate and further communicate with her.

4. Embrace inclusive practices when communicating with parents.
When a student is an English language learner, it is important to also be aware of their parent or guardian’s experience with English as well. Whenever possible, supporting parents in the journey of their child’s language acquisition should be considered. Using resources mentioned above in addition to school-board translators and parent volunteers when communicating with parents is also crucial when English is also being acquired by parents. Ensuring that partnerships between students, teachers and parents is essential for the success of all children. We should be mindful to support parents who are English language learners in the context of the kind of communication that goes home, the necessary accommodations in place for parent-teacher meetings and the information needed for navigating the Ontario school system are essential in order to leverage the playing field for success.

The first page of a presentation to the parents of my students during Curriculum Night.

An assessment report sent home as communication to parents about student achievement.

Teachers in Ontario school are all ESL teachers and our students all, English language learners. Designing classroom spaces and learning opportunities with the principles of universal design will support English language learners but also enhance the learning experience of native English speakers. Keeping learning expectations high for all students, valuing students native languages and inviting parents as partners are essential ingredients to providing an enriched learning experience for English language learners. For more information check out the ministry document Many Roots Many Voices:Supporting English Language Learners in Every Classroom A Practical Guide for Ontario Educators https://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf.

October 18, 2015 Tammy Axt Differentiated Instruction, Diverse Learning Needs, Equity

The Sound of the Recorder

This week in my class, my grade four students had their first lesson on the recorder. I know what you are thinking….musical bliss fills the room and everyone is transported to an elevated level of happiness. Unfortunately, day one of the recorder doesn’t quite bring up those feelings. As the students are still learning breath control and finger placement, day one sounds closer to possibly the worst sound that can be produced by 25 children simultaneously. Since I have been teaching recorder for a couple of years now, the day one sound no longer phases me and I know that after a couple of lessons the recorder will sound more like music and less like noise. However, this week I had an unusual experience on day one of the recorder with one of my grade four classes.

On Thursday afternoon, my last class was preparing for the very exciting first blow into the recorder. I reminded them about not blowing too hard, putting your left hand on top, covering the holes and away we went. One of my students, who is hearing impaired, quickly took the recorder out of his mouth and made a very pained facial expression. I went immediately to him and asked what was wrong. He told me that the noise was too loud. We spoke for a few minutes and we decided that he would move his chair across the classroom and try the lesson from there. We played for another 10 minutes or so and I checked in with him again. He told me that he was getting a headache from the noise so we put our recorders away for the day and switched over to playing a game about the staff.

After the class, I immediately spoke with the classroom teacher and asked for the contact information of the consultant who is familiar with this student’s case. We had a meeting the next day where we both brought up concerns around damaging the child’s hearing further and the ability to limit the noise but still continue to hear the teacher. During the meeting we came up with a few strategies that I could use to minimize the impact of the sound. I also had a meeting with my vice principal to ensure that he was allowed to go into the hall to work with a partner if he needs break from the sound (which is not common practice at my school).

Tomorrow, I will bring all of the strategies to my student to be discussed further. It is important that he have input into his learning and that he not feel like he is being excluded from the classroom. I will ensure that he has a lot of choice and that we can change things at any time if it is not working for him.

Finally, later this week, I will be calling home to discuss the plan of action and to inform the family of his reaction to the recorder which may be important in their next meeting with their audiologist.

October 17, 2015 Tisha Nelson Building Inclusion, Classroom Management, Combined Grade Classes, Differentiated Instruction, Diverse Learning Needs, General, Inquiry, Planning, Resilience

Yikes! I’m Teaching A “Split” Grade Class

Meet Linda. The start of the school year has come and gone and she has finally been successful at landing her first Long Term Occasional teaching assignment in October. It’s an FDK/Grade 1 class, and given the dynamics of the FDK program, she struggles to even make sense of what that might actually look like.

Meet Lester. After finally feeling settled with his Grade 5 class, he learns that as a result of a school wide reorganization, his neatly packaged single-grade class has now become a “split-grade” class.

Do either of these situations sound familiar? Do these narratives hold true for your current experience? Before you pull out your hair or scream, here are some practical strategies that will help you navigate this new experience. Consider the following 3Cs, Context, Community and Curriculum, for teaching in a multigrade classroom.

Context: Although a multigrade classroom is not the ideal setting for an optimum teaching and learning experience, it is worth re-imagining the situation as a combined class rather than a “split grade.” The idea of a “split” gives the impression of a type of separateness that does not accurately describe the context of learning in a class of students who generally are within the same developmental stages. The great news is that combined grade class have of two consecutive grades in one class as opposed to grades that are years apart. In this way, a combined grade class maintains a similar diversity of students, range of learning styles, social skills and academic needs as in a single grade classroom.

Community: Rethinking the notion of a “split” grade can do wonders for the type of classroom environment you nurture. As in any class dynamic, students learn best in an environment that is inclusive and fosters a of sense community and belonging. As such, the ways in which the class environment is setup should work to unite students rather than separate them based on grade. Students should have opportunities to work in flexible groupings using a range of collaborative learning structures as often as possible to invite positive peer interactions through both collaborative and independent learning situations. A combined grades should never be thought of as housing two classes in one room. Rather, students should know that they are one class engaging in similar learning opportunities. Students should be taught how to navigate their unique learning situation by explicitly teaching the importance of cooperation, and how to engage in learning that takes on a variety of groupings; such as whole class, small group, partners or even independent learning. Inviting leadership opportunities and encourage students to view their peers as resources will help to establish a community based on cooperative interdependence.

Curriculum: The idea of covering a combination of two curricula is one of the primary concerns for teachers who have been assigned combined grades. In Ontario, thankfully, many of the content areas align in ways that make tackling both grades more manageable. These content areas include Mathematics, Language, Health and Physical Education and The Arts. In these curricular areas, differentiating instruction is an essential tool for ensuring that the overall expectations of each grade is addressed and assessed. Differentiating content, process and product will allow for a seamless flow between the different grade expectations. At the same time, using the gradual release of responsibility will set the tone for independence that is often essential in a combined grade classroom. For content areas that are less similar such as Social Studies and Science, teaching through an inquiry framework allows teachers to focus on essential skills and invite students to apply those skills in different contexts. By focusing whole-class instruction on big ideas, thinking processes and strategies, teachers are able to engage students in parallel learning experiences while differentiating content.

Teaching a combined grade is never easy. But with the heart for learning and the art of teaching with finesse, even the least of ideal situations can be one that is done successfully.

For more information about teaching in a combined grade class, check out the resource Learning Together: A Teacher’s Guide to Combined Grades at Shop ETFO.

September 28, 2015 Tisha Nelson Differentiated Instruction, Diverse Learning Needs, Student Ownership, Students as Teachers

On Being the “Best Teacher Ever”

Many times my students write me notes or draw pictures that I often post on my wall saying that I was their “Best Teacher Ever!” Although flattering as it may sound, some students are at a loss for words to describe the ways in which they feel valued in my class and this sentiment, “best teacher ever” may be the most articulate way to describe their content. But might we delve deeper into what students are thinking and help them to articulate precisely what it means to be their best teacher ever?

When I speak about being the “Best Teacher Ever” what I am really getting at are those specific things that we can do as educators that allow children to feel safe in an environment where they can learn and grow. As teachers, we can ask students to describe how our role might best support them in their learning.

Each year I invite my students to share with me the specific things they need me to do in order to support their learning. Although many are tempted to suggest unrealistic and simply untenable demands, once the sillies are out, students can and will articulate precisely what they feel would support them as a learner. After all, they are experts on themselves.

Pictured is the posted success criteria that I worked towards achieving every day in order to serve my students. This was developed by my Grade 5/6 combined class at the beginning of the school year. I asked my students what they needed in order to be a successful student in my class. They articulated that I could best serve them by honouring their need for movement and providing opportunities to collaborate in groups while at the same time valuing independent work experiences. Students articulated the need for music that would help them focus and to have access to technology that would complement their learning. Most importantly, students articulated that they didn’t want me to take life too seriously and noted that telling jokes was an integral part of their experience.

Throughout the year when the “Best Teacher Ever” sentiments came along, students were able to describe was working. “Ms. Nelson, It really helped when you used the examples.” “Ms. Nelson we really need that power-walk during this long work period.” “Ms. Nelson singing that song about similes and metaphors really helped me understand the difference.” When students said, “Ms. Nelson you are the best teacher ever!” I know what they meant. I knew the standard to which they were holding me accountable. I knew because I asked.

September 24, 2015 Shawna Rothgeb-Bird Classroom Management, Differentiated Instruction, Diverse Learning Needs, Learning About Your Students

What Elizabeth Taught Me About Spec Ed

(This is a story about a student I had several years ago. Her name wasn’t actually Elizabeth. Teaching her taught me a lot about Spec Ed – how to tackle problems in steps, how to work with students to find what works for them individually, and above all else, how incredible it feels to know you really helped someone learn how to be successful.)

I heard about Elizabeth before my job even started. She was one of those students. If you haven’t had one yet, you will: the kids whose reputations precede them. The “hard” kids.

Let’s backtrack, shall we?

Fresh out of my teacher education program, I had just accepted a position teaching a full-day kindergarten program at a private child care centre. At that time, the OT lists for my board (OCDSB) weren’t open, so in order to pay the bills and get some money for AQs in the hopes of one day getting into the board, I took this job.

Because this was a child care centre, my class was small: 10 students total, with 2 more transitioning in partway through the year. This was starting to seem like a pretty easy assignment… until we got to Elizabeth.

“Oh, she’s going to give you a run for your money.”

“She’s vicious.”

“Good luck with her, she’s a nasty one.”

Those were all things people actually said to me about this child. A five year old. I have something of a stubborn streak in me, so right then and there I decided I was going to make it my goal to change Elizabeth’s experience at school.

Elizabeth was a bright, articulate girl who loved story time more than anything, needed you to know her opinion on something, and readily shared facts about things like the moon because she was always reading books and learning new things. She loved art, and she really loved success.

In the classroom, however, Elizabeth seemed to act out. It didn’t take long for me to see what other teachers had warned me about: she hit, she threw things, she had a hard time working with her peers, she couldn’t sit through circle without making at least one other student miserable, and she would have meltdowns during seatwork time.

Other teachers had tried positive and negative reinforcement strategies with her, their success limited. Her parents seemed defeated and were obviously reticent to even ask how her day had gone when they picked her up at the end of the day. I couldn’t figure this kid out: she really enjoyed learning, she really enjoyed arriving at school every day, and she loved her peers, so where was her behaviour coming from?

So I asked her. No one had ever asked her why she did these things. After a particularly trying circle time, I took her aside and calmly asked her why she had trouble sitting through circle time without rolling on the floor, taking out books from the shelves, or touching everyone and everything around her.

And at the tender age of five, she said, “Sitting still hurts.” Her tone was serious. She was distressed. “When I sit still for too long it hurts so I move around, but then I hit people and they get mad.”

It was clear that she felt compelled to move, and that asking her to stop moving was having a detrimental effect on her ability to engage with the class. Together, we discussed some strategies to help her through circle time. As a starting point, we tried fidget toys; she was partial to two bits of LEGO which had been put together with a hinge, so she could move the pieces back and forth while she sat and listened. Most of the time, just having that small toy was enough to keep her physical body occupied while she focused mentally on circle time. Some days she needed more than that, and in those times, we had an arrangement where she could get up and walk around the classroom as long as she didn’t play with anything and was still participating.

So that’s what she did. I sat with the rest of the class, going through our daily calendar work, reading stories, singing songs… and she did everything we did, she was just walking around while she did it. When she had something to contribute, she came to the edge of the carpet and raised her hand just like her peers. She waited to be called on. And when she felt she needed to get up and move again, she would show me a peace sign with her hand, I would nod, and off she would go.

These two small strategies completely changed her experience at circle time. After a month of success, we decided together that we would start tackling seat work next. It turned out that seat work was just as simple to “fix”: she just needed breaks where she could get up and move. She would work on her printing/reading for five minutes, go to a centre for a few minutes, come back to her seat work for another five minutes, go back to centres, etc. Some days she was able to get her seat work done all in one shot, other days she needed to break it up repeatedly, but she always finished it. I used a small timer (which I taught her how to operate) so that she could manage this herself.

There were other things I did to help, of course; I tracked her behaviour relentlessly to see what was and wasn’t working, I tried other strategies like an exercise ball to sit on, I worked with her parents to maintain consistent language and discipline between school and home. But the circle time and seat work strategies were really the key.

As Elizabeth’s behaviour in class improved, her relationships with her peers also improved dramatically. Because she wasn’t upsetting them at circle time any more, they were more keen to play with her and call her to join them at centres. Their forgiveness of her past behaviour was total and almost immediate. Even though they had known her for years and had nearly all been hit, pushed, bit, or yelled at by her, they were willing to set that aside and give her another chance.

By our 100th Day Celebration, I wasn’t tracking her behaviour any more because there wasn’t any need. By the end of the school year, all of our strategies were so second nature that I wasn’t even aware of them any more.

I saw her once a few years later when I was working as a daily OT at her elementary school. I said hello, we shared a smile, and off she went with her friends. She seemed to be doing well!

So, what’s the point of all this? I mean, it’s a nice story, sure, and we probably all have a student or ten like this…

1) Identification isn’t everything. Because this was the private system, I didn’t have any specialists to call on and I couldn’t refer her for any assessments to determine whether or not she had an official diagnosis. I could have suggested that her parents get her tested privately, but I was too new to feel that it was my place to make any comments like that. The thing is, even without being “identified” as Spec Ed, I was able to implement several accommodations which ended up helping her immensely. I didn’t need a legal document telling me that she needed to break work into chunks; I just went for it.

Now, as a public school teacher, I do the same thing: from the first day, I put strategies into place based on my students’ needs, even if they don’t have an IEP. If I think it’s going to help, I do it. I still flag students of concern, don’t get me wrong – but I don’t sit around waiting for those flagged students to actually be assessed. There is a LOT you can do while waiting for your concerns to be addressed.

2) Class size is important. I was teaching a full day kindergarten class with ten students. I was managing several other challenges in that class, but because I only had ten students, I was able to give each of my students a significant portion of my time and energy. It was easy to track behaviour and implement strategies because I only had ten students. I can’t imagine trying to identify, address, and follow up on students of concern in a full day kindergarten classroom in our public boards because they have two or three times as many students as I had. This is part of why we are fighting for smaller class sizes in Ontario.

3) Your students can tell you a lot about their needs. We spend a lot of time drawing on our own past experiences, training, and psychology in order to come up with strategies to help our Spec Ed students, but sometimes we forget that sometimes the best source of inspiration is the student him- or herself. I have made it a point, ever since teaching Elizabeth, to work with all of my students (not just the ones with IEPs) and have them identify their strengths and needs. I make them advocate for themselves: if they need to sit closer to the board, or not near their friends, or have a seat totally away from their peers during lessons, then they tell me that and I make it happen. The results have been astonishing and have dramatically reduced the amount of behavioural problems I deal with on a day to day basis.

Make them take ownership of their learning needs. You won’t regret it, I promise. 🙂

June 6, 2015June 8, 2015 Mike Beetham Before School Starts, Building Inclusion, Differentiated Instruction, Diverse Learning Needs, Learning in a Real Life Context, Making a Difference Through Education, Planning, Student Ownership

Service Learning Projects

Service learning projects are a form of project-based learning in which learning outcomes are accomplished through community service. It is a powerful approach to teaching that provides students with authentic learning experiences in real-life contexts. The outcomes of a quality service-learning project are endless (citizenship, responsibility, character, teamwork). Service learning projects are timeless and can be used at any time of the year.

I have used a service-learning component in my yearly plan for over two decades. In that time, my Junior students have worked with seniors, redesigned local parks, multiple environmental projects with the municipality, projects within our own school community, work at local outdoor education facilities, assisting local charities or community organizations and international projects with Sierra Leone. No matter what the project, the outcomes have been very consistent. First and foremost my students are able to start to look beyond their personal needs and develop a global awareness.

The goodness of all children just shines through like beacons when they know they are helping others. For my current teaching assignment I work with students who have reputations as aggressive, ego-centered individuals who do not care about the people around them. They rapidly lose that bravado when they know that they are making a difference for other people. Throughout this year we worked with our local education centre stacking wood for the upcoming maple syrup program, replanted trees and helped keep their site litter free. The experience of knowing they were making a difference for others created an outcome that was palpable. I am sure that I could see their self-esteem grow in front of my eyes.

My most memorable service-learning project occurred several years ago where my Grade 4 class worked with a group of seniors in a program called ‘Walk A Day In My Shoes’. The end result of our year-long work together was two fold. My students developed both respect and understanding for seniors and for many of the seniors, they found a new purpose in their life. As for me, I was reminded how much I love my profession and the difference teachers can make.

June 3, 2015 Lisa.Taylor Classroom Management, Differentiated Instruction, General, Inquiry, Learning in a Real Life Context, Literacy, Math, Year End Activities

Keeping Lessons Engaging to the End of June

It can sometimes be difficult to stick with the curriculum until the end of June. The sun is shining, you hear kids outside your window playing soccer-baseball during gym class, the room is sweaty, it is just time to be done! Resist the urge to abandon the curriculum for recreation, unless you can combine the two!

There are lots of fun ways to keep kids engaged until the very end of the school year. In my experience, the last month of school is the best time to do a big, whole class project.

One year, when studying Ancient Civilizations, we wrote a poem about some of the major battles in Ancient Greece. Then we drew on the Arts curriculum and made a set, props, and developed acting cues for the poem. We worked with the Media Literacy curriculum and marketed our production to the rest of the school and families. We did some math around how many showings of the play we would need to do if we had room for 35 seats in the classroom. We talked about what it would be like if we charged money for the show, what would we use the money for, how much would we get if we charged $0.25 per seat, $1.50 per seat, etc. What if your ticket included popcorn, how much would it cost? We purchased popcorn, popped it and measured how many servings we could get out of it. Then we did the math on how many bags we would need and how much we would need to charge for it. They worked out the math on how long the show was, how much time would be required between showings to get organized again, and then looked at the school schedule to see how many showings they could fit in during the day. They wrote reviews of the play for the newspaper, they wrote ads to go on the announcements, they even filmed commercials! They made a program to hand out, worked out how many copies they would need, they did it all.

The learning in this project was incredibly rich, and it was all culminating in the final 3 days of school when they presented their play multiple times throughout the day. This kept them busy, engaged, and connected to the curriculum for the last month of school. The last few days which can be chaotic, were a breeze. They ran the whole day, bringing classes to and from their play, presenting, and keeping the set organized and ready to go.

There are so many different ways you can plan for this last month to ensure the learning is rich, the students are engaged, and the days fly by! Inquiry Based learning is the perfect way to finish out the year. I had a grade 2 class that was very interested in restaurants. So we incorporated the social studies of food from around the world, and we turned out whole class into a restaurant that served dishes from different places around the world. Again, we did advertising, signage, lots of math around how much we would need of different supplies, etc.

Pick a topic that you know will hook your class. Then turn it into something big and run with it. You will be surprised at how much learning they get out of it and how quickly it takes over!

April 30, 2015 Shawna Rothgeb-Bird Differentiated Instruction, Diverse Learning Needs, Planning

Everyday Accommodations for All Students

I, like most teachers, have many students each year who have IEPs. I have worked with students with a variety of needs, some requiring more complex accommodations than others. It can be daunting to read IEPs and see the lists of accommodations you’re required to put into place for your students, but I promise it’s not usually as hard as it sounds.

Over the past few years, I’ve found that many of the accommodations I put into place for these students are beneficial to all of my students – so now I plan with these accommodations in mind, whether I am “officially” required to have them or not. Keep in mind as you read through these that I am a Middle French Immersion teacher, meaning that my students are all in their first or second year of learning all subject matter other than Math or English in their second language (French).

1) Strategic Seating – I doubt this one is a new idea for anyone. I rarely allow my students to choose their own seats in class because for me, strategic seating has always been a priority. I teach a second language program, so I need to make sure that the different levels of linguistic ability are spread around the room and that everyone has someone at their level to converse with when appropriate. I don’t want there to be a table of strong French speakers or a table of weak French speakers. I want every table to have a few speakers at each ability level. The confident French speakers encourage their peers to keep speaking in French. It’s a really important element of an FSL classroom, to me.

At the same time, I also need to keep in mind attention skills, social skills, aptitude in other subject areas, friendships, not-so-friendly rivalries, and a few other kinds of needs as they pop up. Planning seating arrangements takes me a long time… and I change them regularly. My husband can only laugh at this point when he watches me spend an hour planning a seating arrangement only to realize at the end that I have one student left to place, nowhere appropriate for them to go, and I have to scrap the whole thing and start over. I have always found it worth the effort, though, even if that one evening I spend working on it gets a little long!

2) Simplified Formats – Teachers love to dress up handouts and make things look fun and interesting. When you’re teaching a second language to beginners or novices, though, all of those extra things – fancy fonts, illustrations, etc. – can make it really difficult for students to understand the language. I’ve really worked hard at stripping my handouts down to the bare minimum where possible. It doesn’t just help with language comprehension, of course; this is often a suggested accommodation for students with NVLD, ADD, or LD.

3) Breaking Work into Steps – I love projects. I am all about projects. Some of my students love that, some hate it, and it’s almost always something my students use to describe me as a teacher. “She makes you do a lot of projects.” (Exchange the punctuation for more enthusiastic or frustrated symbols as appropriate.) The thing about projects, though, is that they usually require planning and time management.

I don’t know about your students, but I find that my Grade 4 students are not all that skilled with either of those concepts. They need a lot of training. Consequently, any project I assign has been broken down into steps for them to follow, usually with a checklist that I have to sign (for each step!) before they can move on. What I have found is that breaking the work up like this forces students to plan ahead, whether they want to or not.

At each step, I conference with every student (not really all that time consuming) where they show me the completed step. If I’m satisfied that their work in that stage is done, I initial their checklist and send them off to start working on the next one. When they’ve finished their project, they hand the checklist and all of their planning in with the completed task.

It’s not as time consuming as it sounds, I promise. We’re talking about steps like Brainstorming (they show me their spider web organizer), Storyboards (they show me their stick figure storyboards for their graphic novel), Sketches (self explanatory), Revision (they show me their rough copy, which they have gone through and revised on their own or with a peer), etc. It takes a matter of seconds to look over each step and sign off on them.

Overall, this has made my students’ work more cohesive, logical, and detailed.

4) Written and Oral Instructions – This one is really, really easy but has huge benefits for students. I used to have a bad habit of only providing instructions orally. Then, when I had a student with Executive Functioning Disorder, I learned why it was important to provide instructions both ways. Now, when I give students a list of instructions, I also write them on the board (usually with numbers). I provide a lot more detail orally than I do on the chalkboard; the written instructions are just a reminder for students about what to do next.

5) Extended Time Limits – On the rare occasion that I give something like a quiz, I never give my students limits on how long they can take to finish it. I find that giving them a specific amount of time really makes some of them panic, which doesn’t really lead to them doing their best work on the quiz. I try to plan an activity after a quiz/test period that they can easily jump into a little late, or ideally a work period for one of the many projects they’re working on all the time. I do also allow students to stay in at recess to finish something, but I try not to do that too much because I’m often calling parents, attending meetings, or supervising at that time.

6) Visual Schedule – I’m still struggling with getting this into my routine (it usually takes a student mentioning it before I update it for the current day) but it REALLY helps my students prepare for the day when they know what’s going to happen. I think my most loathed question (after “how long until lunch?”) is “What are we doing now?” Put a schedule on the wall. It doesn’t have to be detailed – often just having the subject and time is enough for them.

Those are by no means the only accommodations that would be useful to all students, but they’re definitely my top six that I always put in place no matter the needs in my classroom.