I would like to differentiate literacy and math instruction using science and social studies content through real world, inquiry based connections in a student-led learning environment.
Reflection & Findings:
Reflection 1: February 2017
In review of district data in the areas of literacy and mathematics, the need for differentiated instruction is apparent. Due to the need for development within several skill across all instructional areas, developing a purposeful plan to meet students at their current level is paramount.
Students have been utilizing adaptive technology to promote individualized reading instruction and are beginning to use adaptive technology within the area of math. Students are receiving small group instruction based on data received from daily use of adaptive literacy software. Students are in the beginning stages of using adaptive math software. Instructional time has been divided into small group learning opportunities and instruction will be provided based on the data received from the software. Independent learning activities are differentiated based on classroom observations and review of work product. These activities will become more purposeful as new data is received and interpreted.
Roadblocks have included scheduling and grouping. After many attempts to squeeze the most instruction minutes in a productive way, this roadblock has turned into more opportunities for purposeful interactions with students by reducing the amount of whole group instruction. Another a roadblock has been not having enough devices to consistently provide access to programs.
One success is that the majority of students are engaged and willing to participate in their own learning. We are all working on ignoring distractions and have plenty of opportunities to develop a growth mindset through meeting challenges.
Reflection 2: April 20, 2017
In review of Lexia data, 77% of students began the year accessing below grade level material in the area of literacy. Currently, 55% are accessing on grade level material and 14% are accessing above grade level material. Weekly review of student skill reports occurs, student needs identified, resources located to maximize exposure to those needs during small group. Flexible grouping have been maintained using this weekly data also. Readers have included content related science and social studies content including culturally proficient leaders as well as light and shadows. Relating content across the curriculum has increased engagement and curiosity with the majority of students. Students ask for materials of similar nature and are stating that they like the resources.
Data from MAP was reviewed. Changes made in daily instruction were made including language and problem presentation. This data was also used, along with data from Front Row, to select area where students could benefit from target instruction. Weekly review of data from Front Row allows me to assign practice that targets instruction at their level. Differentiated small groups were formed. One success is that I am better able to meet the kids at their level and continue with current concepts with support. A barrier includes meeting the vast needs of students, staying current with district content expectations, and moving toward real world application. Support could include observation in classrooms with similar goals.
My goal of inquiry based instruction has been slow to take off. I see this as a work in progress. Possible supports could include observing and/or planning with others utilizing this method. Collaborative practice needs to be promoted in a more productive manner as well.