Our county is a huge supporter of differentiated instruction and cooperative learning. Every year in the past we are offered to go to conferences in and across VA to gain information on DI instruction. If we have profession development either during school or on work days the focus is usually something that is going to tie into this type of instruction. Most of our teachers have been trained in learning style profiles that is used a lot with DI instruction. Some of the teachers have been on a trip to St. Louis where we were able to view an very good DI school that is top notch. We also have DI coaches across the county that visits our schools to view lessons and offers suggestions on lessons and KUDS, or know, understands, and do's.This is just a base of what all we are doing, there are also DI lessons on our websites that teachers have developed and perfected so that as a county we are able to use them.
My school incorporates differentiated instruction by different assignments within the classroom, in a group setting. They also have pull out sessions with students that need varied instruction. We promote RTI in our school to help differentiate instruction. Shane Reed
Our county promotes differentiate instruction most. At any professional development activity our county hosts, you can most always hear the terms differentiated instruction and see examples of how to do that in your classroom. We are always being asked to talk about how we differentiate our instruction in our classrooms and share ideas. Specialists in differentiating instruction have been brought in to share with us, especially over the past 2 or 3 years. Samantha Reed
My school is in the process of implementing Differentiated Instruction (DI) into classrooms.The process has been slow. This past summer, several teachers and administrators were sent to attend a Differentiating Instruction conference that was intended to train trainers on these techniques to bring back to the classrooms in their schools. In my particular classroom, I try to utilize cooperative groups that seek to develop group building skills. I also seek to differentiate instruction to try and meet the needs of diverse students in my classroom. This process involves utilizing as many different learning styles as possible. I also try to understand the individual differences and interests of my students and use that information to guide instruction and motivate learning. For reading, we differentiate instruction by keeping all students in the same room, but they are working on reading books that are on their individual level.
In my school, we use differentiated instruction. The process seems to have been successful so far. In physical education class, teachers take different activities and we give the students the option of which activities they would like to participate in for the class that day. If they would like they could switch activites, but only after they have chosen the activity they initially chose. In health class, students are asked their interests and we take those interests and attempt to teach to them so students can relate to the material to the best of their ability. Students on different levels can still relate to this material because we are teaching to everyones overall interests.
My school uses small cooperative learning groups for readers usually not up to grade level. These occur during the day, and are called "remediation classes". A special education teacher brings together a group of students struggling with a subject and works in a group setting. This is outside the regular classroom. Also we have incorporated inclusion classes with a resource teacher. In these classes, differentiated instruction is utilized, and slower learners get extra attention from the resource teacher during the lesson.
Our school division implements differentiated instruction. We are always being reminded that we should teach each child on their level. This assures that all students are learning and that we are following guidelines to meet the "No Child Left Behind". Differentiated instruction is a must in the classrooms to assure success for all. Jamie Cain
Henry County is where I did my observations at. They are huge advocates of cooperative learning, differientiation, and group learning. I love the idea of seperating children to fit the reading levels. It allows every child to learn, no one to fall behind and the more advanced students can move ahead. Differentiation is a good thing in the classrooms today especially with the inclusion becoming more frequent. Small cooperative learning groups can be used with any subject and the teacher can work more one on one with children to ensure they are learning to their maximum capabilities. I believe all of these things are must haves in classrooms today.
Our school division implements differentiated instruction through our collaborative classrooms. Students are a mixture of regular and special education students, therefore teachers use different teaching modalities to meet the needs of students different learning styles. As far as Multiage grouping, the only example of this in our division would be our gifted and talented program. Students of all ages participate in programs to meet the needs of highly intelligent or gifted student.
My county and school heavily promotes differentiated instruction. It is highly encouraged that teachers include differentiation into their lesson plans and to implement the differentiation in the classroom. Our afterschool program also uses differentiation to help students of all levels. ~Jennifer Campbell
I think how much differentiated instruction and cooperative learning is promoted depends on the teacher. I know that some teachers within my county do a great job at differentiating instruction and using cooperative learning by grouping students together and adjusting lessons to meet the needs and encourage learning of all students. However, some teachers (which is sad) don't take the time out to meet the specific needs of all students. The teachers that have the most success with their students tend to be willing to "change up" what they teach to help the children who need the extra attention.
I think diffentiated instruction is heavily pushed from the top down in our county. Response to Intervention (RTI) is a major buzz word and is being heavily pushed in the elementary levels. Cooperative learning and DI are things that the teacher has to believe in and have the motivation and time to do. Good teachers differentiate instruction with or without guidance from the adminstration. Not so good teachers do not regardless of the push.
Differentiated Instruction is mentioned at nearly EVERY meeting that I have attended for our school system over the past two years. Our school has provided many ways to help teachers with this difficult, but highly necessary class. Since classes, at least at the elementary and middle school levels can not be grouped according to ability levels, teachers must develop and utilize tools to provide instruction to all levels of students within the same classroom.
Leveling of reading books on the same topics allows students in science, language arts, and social studies to read information on the same topic, yet adjusts to student's individual needs. One program our school uses is Study Island. This research based program, which is aligned with the state standards (SOLs), allows teachers to adjust the proficiency and passing levels for each student. Students' who perform at a higher may be required to achieve an average of a 80% on tested material in order to continue on in the program, while those at a lower level may be adjusted to a 70% passing level. Modifications can also be made in the number of answer choices (3 instead of 4) and the delivery method (multiple choice or short answer). This allows you to create appropriate review material and classroom instruction for students are all abilities. I see differentiation remaining a LARGE part of our curriculum for many years, since it ties in with Response to Intervention (RTI)
Our school also focuses on differentiating instruction and cooperative learning. Several staff development opportunities have been offered for DI and cooperative learning. As a part of the teacher evaluation, a section has been put in to evaluate that refers to group work and peer tutoring. Cooperative learning is an excellent way to assist the slow learners and students with disabilities to actively engage them in activities, in a way that sometimes they would not participate. We are responsible for the education of each child, "No Child Left Behind", and DI and cooperative learning is a great way to accomplish this goal.
I would have to agree with Alana. I feel as teachers, everyone is aware of what we can do to differentiate instruction, however not all teachers take the time and effort neccessary to plan the extra activities neccessary to reach all learners. Some teacher do wonderful a job with differentiating instruction. The teachers who are really good at this seem to get more of the Special needs students in their classrooms. I see more cooperative learning activities now that I ever have before. Our students really seem to learn alot about socializing through these opportunities and think most students enjoy working together instead of teacher directed lessons. Misty Zyvoloski
As a school, we have many different programs for students that involve grouping, cooperative learning, and differentiated instruction. I see so many different things going on in our school that is completely for the learner. We have a great deal of one on one instruction with students during classes (and outside classes). We have remediation with students, RTI, grouping for students with different needs. The thing I have been most impressed with at my school is the amount of new methods of differentiated instruction that has taken place just this year. Teachers are using every resource to ensure the success of our students. This would include many different applications with 21st century learning. As a county system, I do believe we still have some more work to do to be more successful in this area. As Alana has mentioned there are many teachers that may not meet the needs of their students. I hope it is something that will continue to grow and improve in the near future.
My school supports differentiated instruction and has wroked over the years to make necessary improvments to it. Along with professional development for the teachers that works specifically with it, RTI has been recently adopted and supports the efforts being made by the school. Another interesting way differentiated instruction is demonstrated in my school is that for the core classes the 3rd-5th grade students rotate teachers. Each teacher is able to focus on the core area that is their strength and provide that instruction for all the students. zack dotson
My school supports differentiated instruction as well as cooperative learning. Differentiated instruction is part of our reading program and it is implemented through small group instruction. Cooperative learning is also part of our reading program and is implemented during workshop and at other times during the day. I use these strategies as much as I can because I feel they are key in making every student successful.
My system doesn't use much multi-age grouping except for the Center for Exceptional Children, which is for emotionally disturbed students. My system does differentiate in a great amount.
we also use differentiated instruction. Students on different levels can still relate to material because we are teaching to everyones overall interests Ross Matney
We use cooperative learning by have collaborative classrooms. Each grade level has a regular ed side and a collaborative ed side where reg ed students are combined with special ed students. There are special ed teachers and aides who work with these classes.
Our county is a huge supporter of differentiated instruction and cooperative learning. Every year in the past we are offered to go to conferences in and across VA to gain information on DI instruction. If we have profession development either during school or on work days the focus is usually something that is going to tie into this type of instruction. Most of our teachers have been trained in learning style profiles that is used a lot with DI instruction. Some of the teachers have been on a trip to St. Louis where we were able to view an very good DI school that is top notch. We also have DI coaches across the county that visits our schools to view lessons and offers suggestions on lessons and KUDS, or know, understands, and do's.This is just a base of what all we are doing, there are also DI lessons on our websites that teachers have developed and perfected so that as a county we are able to use them.
ReplyDeleteMy school incorporates differentiated instruction by different assignments within the classroom, in a group setting. They also have pull out sessions with students that need varied instruction. We promote RTI in our school to help differentiate instruction.
ReplyDeleteShane Reed
Our county promotes differentiate instruction most. At any professional development activity our county hosts, you can most always hear the terms differentiated instruction and see examples of how to do that in your classroom. We are always being asked to talk about how we differentiate our instruction in our classrooms and share ideas. Specialists in differentiating instruction have been brought in to share with us, especially over the past 2 or 3 years.
ReplyDeleteSamantha Reed
My school is in the process of implementing Differentiated Instruction (DI) into classrooms.The process has been slow. This past summer, several teachers and administrators were sent to attend a Differentiating Instruction conference that was intended to train trainers on these techniques to bring back to the classrooms in their schools. In my particular classroom, I try to utilize cooperative groups that seek to develop group building skills. I also seek to differentiate instruction to try and meet the needs of diverse students in my classroom. This process involves utilizing as many different learning styles as possible. I also try to understand the individual differences and interests of my students and use that information to guide instruction and motivate learning. For reading, we differentiate instruction by keeping all students in the same room, but they are working on reading books that are on their individual level.
ReplyDeleteIn my school, we use differentiated instruction. The process seems to have been successful so far. In physical education class, teachers take different activities and we give the students the option of which activities they would like to participate in for the class that day. If they would like they could switch activites, but only after they have chosen the activity they initially chose. In health class, students are asked their interests and we take those interests and attempt to teach to them so students can relate to the material to the best of their ability. Students on different levels can still relate to this material because we are teaching to everyones overall interests.
ReplyDeleteMy school uses small cooperative learning groups for readers usually not up to grade level. These occur during the day, and are called "remediation classes". A special education teacher brings together a group of students struggling with a subject and works in a group setting. This is outside the regular classroom. Also we have incorporated inclusion classes with a resource teacher. In these classes, differentiated instruction is utilized, and slower learners get extra attention from the resource teacher during the lesson.
ReplyDeleteOur school division implements differentiated instruction. We are always being reminded that we should teach each child on their level. This assures that all students are learning and that we are following guidelines to meet the "No Child Left Behind". Differentiated instruction is a must in the classrooms to assure success for all. Jamie Cain
ReplyDeleteHenry County is where I did my observations at. They are huge advocates of cooperative learning, differientiation, and group learning. I love the idea of seperating children to fit the reading levels. It allows every child to learn, no one to fall behind and the more advanced students can move ahead. Differentiation is a good thing in the classrooms today especially with the inclusion becoming more frequent. Small cooperative learning groups can be used with any subject and the teacher can work more one on one with children to ensure they are learning to their maximum capabilities. I believe all of these things are must haves in classrooms today.
ReplyDeleteHeather Lankford
Our school division implements differentiated instruction through our collaborative classrooms. Students are a mixture of regular and special education students, therefore teachers use different teaching modalities to meet the needs of students different learning styles. As far as Multiage grouping, the only example of this in our division would be our gifted and talented program. Students of all ages participate in programs to meet the needs of highly intelligent or gifted student.
ReplyDeleteMy county and school heavily promotes differentiated instruction. It is highly encouraged that teachers include differentiation into their lesson plans and to implement the differentiation in the classroom. Our afterschool program also uses differentiation to help students of all levels.
ReplyDelete~Jennifer Campbell
I think how much differentiated instruction and cooperative learning is promoted depends on the teacher. I know that some teachers within my county do a great job at differentiating instruction and using cooperative learning by grouping students together and adjusting lessons to meet the needs and encourage learning of all students. However, some teachers (which is sad) don't take the time out to meet the specific needs of all students. The teachers that have the most success with their students tend to be willing to "change up" what they teach to help the children who need the extra attention.
ReplyDeleteI think diffentiated instruction is heavily pushed from the top down in our county. Response to Intervention (RTI) is a major buzz word and is being heavily pushed in the elementary levels. Cooperative learning and DI are things that the teacher has to believe in and have the motivation and time to do. Good teachers differentiate instruction with or without guidance from the adminstration. Not so good teachers do not regardless of the push.
ReplyDeleteMarlin Campbell
Differentiated Instruction is mentioned at nearly EVERY meeting that I have attended for our school system over the past two years. Our school has provided many ways to help teachers with this difficult, but highly necessary class. Since classes, at least at the elementary and middle school levels can not be grouped according to ability levels, teachers must develop and utilize tools to provide instruction to all levels of students within the same classroom.
ReplyDeleteLeveling of reading books on the same topics allows students in science, language arts, and social studies to read information on the same topic, yet adjusts to student's individual needs. One program our school uses is Study Island. This research based program, which is aligned with the state standards (SOLs), allows teachers to adjust the proficiency and passing levels for each student. Students' who perform at a higher may be required to achieve an average of a 80% on tested material in order to continue on in the program, while those at a lower level may be adjusted to a 70% passing level. Modifications can also be made in the number of answer choices (3 instead of 4) and the delivery method (multiple choice or short answer). This allows you to create appropriate review material and classroom instruction for students are all abilities. I see differentiation remaining a LARGE part of our curriculum for many years, since it ties in with Response to Intervention (RTI)
Melissa Ogle
Our school also focuses on differentiating instruction and cooperative learning. Several staff development opportunities have been offered for DI and cooperative learning. As a part of the teacher evaluation, a section has been put in to evaluate that refers to group work and peer tutoring. Cooperative learning is an excellent way to assist the slow learners and students with disabilities to actively engage them in activities, in a way that sometimes they would not participate. We are responsible for the education of each child, "No Child Left Behind", and DI and cooperative learning is a great way to accomplish this goal.
ReplyDeleteI would have to agree with Alana. I feel as teachers, everyone is aware of what we can do to differentiate instruction, however not all teachers take the time and effort neccessary to plan the extra activities neccessary to reach all learners. Some teacher do wonderful a job with differentiating instruction. The teachers who are really good at this seem to get more of the Special needs students in their classrooms. I see more cooperative learning activities now that I ever have before. Our students really seem to learn alot about socializing through these opportunities and think most students enjoy working together instead of teacher directed lessons. Misty Zyvoloski
ReplyDeleteAs a school, we have many different programs for students that involve grouping, cooperative learning, and differentiated instruction. I see so many different things going on in our school that is completely for the learner. We have a great deal of one on one instruction with students during classes (and outside classes). We have remediation with students, RTI, grouping for students with different needs. The thing I have been most impressed with at my school is the amount of new methods of differentiated instruction that has taken place just this year. Teachers are using every resource to ensure the success of our students. This would include many different applications with 21st century learning. As a county system, I do believe we still have some more work to do to be more successful in this area. As Alana has mentioned there are many teachers that may not meet the needs of their students. I hope it is something that will continue to grow and improve in the near future.
ReplyDeleteMy school supports differentiated instruction and has wroked over the years to make necessary improvments to it. Along with professional development for the teachers that works specifically with it, RTI has been recently adopted and supports the efforts being made by the school. Another interesting way differentiated instruction is demonstrated in my school is that for the core classes the 3rd-5th grade students rotate teachers. Each teacher is able to focus on the core area that is their strength and provide that instruction for all the students.
ReplyDeletezack dotson
My school supports differentiated instruction as well as cooperative learning. Differentiated instruction is part of our reading program and it is implemented through small group instruction. Cooperative learning is also part of our reading program and is implemented during workshop and at other times during the day. I use these strategies as much as I can because I feel they are key in making every student successful.
ReplyDeleteAmy Woodard
My system doesn't use much multi-age grouping except for the Center for Exceptional Children, which is for emotionally disturbed students. My system does differentiate in a great amount.
ReplyDeleteThat was from Jake Leonard
ReplyDeletewe also use differentiated instruction. Students on different levels can still relate to material because we are teaching to everyones overall interests
ReplyDeleteRoss Matney
We use cooperative learning by have collaborative classrooms. Each grade level has a regular ed side and a collaborative ed side where reg ed students are combined with special ed students. There are special ed teachers and aides who work with these classes.
ReplyDelete