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Katharine Pope

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EDU 435: Learning and Diversity: Inclusive Classrooms
Catherine Whalen
November 10th, 2015
Examples of Differentiated Instruction Used During Practicum:
Spelling Groups:
In my grade one class there was a wide range of spellers and readers. There are some students
who are reading at a pre-K level, and others who are reading at a grade three level. To help
support such a wide variety of learners my classroom teacher created three different spelling
groups. Starting on Monday they would cut and sort their words by sound (and the teacher
myself or their classroom teacher) would show them the rule. On Tuesday they work on creating
sentences with their spelling words, and Wednesday/Thursday were practice days before the
spelling Test on Friday. While I dont like level ability groupings, in situations such as this it
makes sense. Those students reading at a grade three level need to be challenged, while those
reading at a Pre-K level need to be supported.
Scaffolding:

Brainstorming Before completing certain group and/or individual activities the class
would work together to brainstorm some ideas. We did this when working on a letter to a
crayon, a letter to the litter monster, classifying living and non-living things and making a
promise to the earth. This pre-activity thinking helped those students who would
normally sit at their spot insisting they were stuck. It also gave a chance for the higher
learners to share some of their ideas, which prompted other students thinking.

Think Alouds In some cases I found it beneficial to think out loud when beginning
an assignment. This prompted students thinking and/or gave them an idea of where to
begin and how to do it. Modelling my own thinking also helps students reflect on their

own thinking processes.


Suggestions/Examples When brainstorming ideas for our letter to the Litter Monster, I
began the lesson by providing some suggestions and examples of how I could reuse a
paper core. I did the same when beginning our brainstorming for a letter to a crayon. I
found that it helps students understand what it is I am asking of them, and this prompting

helps them to begin generating ideas.


Guided Practice When looking at objects that are living and non-living, examining the
salmon life cycle and conducting a garbage sort I made sure to incorporate guided
practice. This was meant to help support those struggling learners, and clear up any
confusion that may have arisen. It also allowed me a quick assessment of who

understood, and who needed some clarification.


Writing Support: In grade one most students arent able to read let along spell. The
amazing thing though, is that these students want to know how to spell. Often the words
and sentences would be written on the board, or a post-it note for students to copy onto
their work. In some cases the teacher would dot the word, or write it lightly into the piece

of paper for the student to trace over.


Multiple Representations of Material: We all learn in different ways therefore when
learning about Salmon (a topic that will continue on throughout the school year),
therefore I made a point of introducing the salmon life cycle in a variety of ways. I read a
book out loud, did a cut and paste, and watched a magic school bus episode. This was
supported by the guest speaker who brought the class their salmon eggs. Our guest had
little vials with examples of salmon as they move through the life cycle. By representing

material in different ways more students should be reached, and hopefully make a deeper
connection with the material.
Think-Pair-Share: This is the first time Ive used think-pair-share, and I was impressed how
much it improved student responses. It gave those students who need that extra time to think
about a question a chance to do so. Then they were asked to talk to a partner which could
reaffirm or redirect that students thinking before sharing with the class. It also worked on
developing patience in those students who have a tendency to shout out the answer before other
students have had the chance to process the question.
Partner Work: It was an interesting phenomena that I witnessed in my classroom. When we
tried brainstorming as a class we would have a couple really good answers.and a couple not so
good ones. Students would struggle to focus. But when I placed students into partners then a
whole bunch of ideas came flowing forward and students became more engaged. I like partner
work for this reason, and because it gives students the chance to discuss their ideas and thoughts
with another person. Being social creatures this really helps our thinking. It also had the added
bonus of supporting those students who tend to hide during discussion time. They might not want
to share with the whole class, but they can share with a partner (who may then decide to share
with the whole class), and this allows them to get their ideas out.
Mixed Ability Group Work: By placing students in mixed ability groups you are supporting a
bunch of students at once. Those students who struggle are now being supported by those who
are stronger, and they get to hear the ideas of those learners which in turn may change their own
thinking. Those learners that are stronger now have to think about their thinking as they explain
their opinion. The ideas of a struggling learner may also challenge that of a stronger learner (and
vice versa) which again helps build those critical thinking skills.

Student-Teacher Conferences: After completing our letter to a crayon I created a constructive


feedback sheet for each student, and then met with them to go over it. The process was repeated
after completing their final copies, and after they completed their self-assessment for the art
portion of the unit. This allowed me to meet with each child, understand their thinking, and
evaluate how to move that particular child forward in their own learning. It was a great practice,
however I did find it time consuming (however being in a grade one class in which the students
still need directions to complete anything thats not surprising).
Peer-to-Peer Feedback: During the process of writing a letter to a crayon, I partnered students
up and asked them to give each other positive feedback on their work (using the star, wish, star
format). This worked really well since students were able to give each other honest feedback that
I couldnt have given them in good conscience (such as colouring neater). I found that students
were really receptive to feedback to one another since they had built those relationships between
them. I liked this process since it gave students a different perspective on how they can improve
their own work.
Different Work Options: As part of the letter to a crayon unit plan I offered two different forms
of a letter to a crayon. One was meant to be more challenging. I did this with one particular
student in mind since he is higher than his peers academically. However he decided not to take
the challenge (which has since led me to believe he has a fear of failure). I was surprised
though by the students who did decide to challenge themselves. They were students I wouldnt
have guessed as wanting to be challenged. That was a good lesson for me.
**Attached is my lesson plan example. While it includes many of these examples within the lesson plan, some of
which were used specifically during other lessons.

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