Effective Instructional Strategy

Brain-compatible instruction would have proven effective in my grade 7 inner city classroom. Many of my students did not have basic needs met, such as having breakfast or having a safe and loving environment. Some of the tactics for a brain-compatible classroom would have benefited these students. Providing them with comfortable furniture would have made the environment more user-friendly and facilitate learning. Giving the students fruit, water, additional wait time for responses, more choices in their learning, and more visual stimuli would have made the classroom a more desirable and efficient place to learn. I believe this strategy should be used in all classrooms!

Differentiated Instruction

Differentiated instruction was required for guided reading in our grade 1 classroom. There were many different reading levels and guided reading groups were used to meet all the students needs. The general teacher, resource teacher, and an educational assistant led these groups. Groups also rotated leaders every 6-8 weeks.
Fountas and Pinnell Reading Assessment was used to determine each reading level and the areas of needs in order to differentiate instruction. This assessment considers reading fluency, accuracy, and comprehension. Once all levels were determined, groups were formed based on levels. Assessements were also done every 3-4 months to determine growth and form new groups if needed.
Reading A-Z program was used because it correlates with the Fountas and Pinnell levels. The muli-level books allow for all students to have the same title page, pictures, topic, and curriculum outcomes, but at their reading level. Instructional strategies such as think-alouds, group discussions, brainstorming, and inquiry were used. Comprehension strategies were also taught such as visualization and connecting to prior knowledge.
The environment included small group instruction in different areas of the school. Phonics phones, graphic organizers, tape recorders, and trackers were used to assist students in their reading fluency, accuracy, and comprehension. Guided reading worked so well for this grade that the grade 2 teacher also implemented this strategy into her program this year.

My Reggio-Inspired Office

Make a Smilebox slideshow

Additional Learning Needed

I feel I need to learn more about co-teaching and differentiated instruction (which is what 560 is all about!) to make myself a more confident special education practitioner. Where do you find the time to plan co-teaching? What are the different approaches to co-teaching and what subject works best with what approach? How do you approach teachers who might have a negative view on co-teaching? I would also like to feel confident going into classrooms and differentiating lessons for students who need it. I am very excited to read the articles and texbooks assigned and to learn more about these important topics in special education.
Laura

Most Important Aspect

The most important aspect of my experience with the post-degree certificate so far has been developing a formal student profile. I assessed a target student in many different ability areas and was able to determine their learning style and needs. Assessment summaries were included as well as classroom recommendations. This assignment definitely gave me the practical learning experiences and confidence I needed as a resource teacher.
Laura

A New Learning Experience!

Well, this definitely is a new learning experience for me! I have never started my own blog before! On day one of EPSE 560 I have learned so much. I am nervous and excited to begin this journey.