- Nov 2024
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drive.google.com drive.google.com
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If we use the standardsas our guide, we can teach all students equitably. The riskis our focus will shift to the standards and away from thechild. With the tools of differentiated instruction, we cankeep the focus where it belongs and take each student asfar as he or she can go
This is very important. The standards should be a guide and we should not loses sight that we are there to teach every student.
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She hasread their files, examined their standardized test scores,and met with their fourth-grade teachers.
I have found that reading records and even talking with previous teachers can be misleading. We all have our own definitions of scoring behaviors and personalities. I have found after getting to know students personally, they are nothing like what I expected after reading their files.
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Each ofthe students in her class must meet a set standard ofeducation. Students will be evaluated through a stan-dardized test, the results of which will be scrutinizedby the school district, the state government, and thefederal government. What can Mrs. Johnson do for thechild who is so far below his or her goal on the first dayof school that this task seems impossible? What canshe do for the child who comes into class already pos-sessing the skills necessary to achieve his or her goal onthe standardized test?
This is my biggest problem when it comes to teaching. I recognize each student learns on a different level, a different way, and has different levels to build on. My goal as a teacher is to work with all my students so at the end of the year they are close to the same level. Our school currently is very low on proficiency tests and teachers are being pushed for students to do better.
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After whole grouplessons are complete and students begin their indepen-dent work the teacher can pull smaller groups based onneed or learning style
I sometimes use groups of student on the same level, however, other times I like to mix it up so they can discuss and teach each other.
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Students in differentclassrooms in the same school would get a different edu-cation. One could see an even greater variance in under-privileged schools. This was not because of intellectualdifferences among the students but rather differences inteacher expectations because of divergent student needsand life experiences. There are other populations of stu-dents for whom expectations have been lower. Studentswith physical, emotional, mental, or learning disabilitieshave been required to do less in school because lesswas expected of them
This statement is one I find in my classes. Although all students are to be taught the same standards across the board, some teachers are more involved than others to make sure students understand the concept. I have students that "have heard of' things but have no comprehension. I do not think teaching by standards is a total fix.
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She is always amazedwhen the children assure her they know exactly whatshe is talking about and then, as she walks around theroom, she finds that many students do have questions;they just did not realize it until they started doing theindependent work.
I like to give a short set of problems relating to what we discussed at the end of class. I ask the students if they have any questions, but once the students are left to do it on their own or even in pairs, it is then they do not know where to start.
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says (auditory learners) and some pay no attention towhat is said but watch the teacher and read everythinghe or she writes on the board (visual learners). Somestudents have not learned anything until they can dosomething with it (kinesthetic learners) and some haveto discuss it to truly understand what has been taught(verbal learners)
I put notes up on a white board as I am talking. Some students write everything down and others ask if they can take pictures of the notes and appear to be listening. At the same time I try to ask questions and involve students in a discussion.
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