As
an ELA teacher, I teach students who are avid readers, and others who never
read for pleasure. I teach students who plan, lead, and become excited by
challenging projects, and others who struggle to complete assignments to pass
my class. Some of my students thrive on social interaction and collaborative
learning, while others feel uncomfortable working with their peers. Some are
visual learners, some auditory,
and some hands-on. I strive to reach and engage all of these students and diverse others, to ensure they each meet ELA and technology standards, and to empower them to become critical thinkers and effective learners. To provide differentiated instruction to meet every student’s needs, Tomlinson (1999) says that teachers need to match the content, the method of learning, and the assessment of learning to each student’s level of readiness, interests, and learning style. Using technology wisely, where it improves my ability to engage, assess, and instruct all students, I will create the most effective learning environment for them (Cennamo, Ross, & Ertmer, 2009, p. 193).
and some hands-on. I strive to reach and engage all of these students and diverse others, to ensure they each meet ELA and technology standards, and to empower them to become critical thinkers and effective learners. To provide differentiated instruction to meet every student’s needs, Tomlinson (1999) says that teachers need to match the content, the method of learning, and the assessment of learning to each student’s level of readiness, interests, and learning style. Using technology wisely, where it improves my ability to engage, assess, and instruct all students, I will create the most effective learning environment for them (Cennamo, Ross, & Ertmer, 2009, p. 193).
Managing
Pre-Assessment
To
create an effective learning environment for all students, I will begin by
assessing each student’s strengths and weaknesses in reading comprehension and
writing skills. For example, at the beginning of the semester I will evaluate
students’ NWEA reading test scores (Lexile scores) and I will evaluate an
initial essay writing assignment using a 6+1 Trait Writing Rubric (Education
Northwest, 2011). This will allow me to identify students’ strengths and
learning needs in both reading and writing.
The
next step in my development of an effective learning environment will be
assessing student’s interests, which I will do using an online reading interest
inventory, available at http://ahssummerreading.wikispaces.com/Reading+Interest+Survey.
I will also assess student’s learning styles, using an online learning style inventory,
available at http://www.personal.psu.edu/bxb11/LSI/LSI.htm, and I will assess student’s intelligence preferences based on Gardner’s
multiple intelligences theory (Cennamo, Ross, & Ertmer, 2009, p. 124) using
the 8 Multiple
Intelligences Test online at http://quizfarm.com/quizzes/new/profesorrod/8-multiple-intelligences-test/. To complete my pre-assessment process, I will also use the Differentiated Instruction Learner Profile
which I will print from http://daretodifferentiate.wikispaces.com/file/view/di_learnerprof.pdf. I will discuss the results of all the assessments with students,
helping them to identify their interests, learning styles, and intelligence
preferences. The final learner profile, which is the most comprehensive, will
be an assessment students can take home and share with their families, as well.
Managing a Differentiated Curriculum
Once I understand my students’ learning needs, I will modify my classroom
to accommodate each student by integrating technology tools to improve
instruction. Technology tools allow me to provide more options to meet
students’ needs. I will offer students the choice of reading texts in print or
online, as many are more accustomed to reading online than to reading books in
print (Richardson, 2009, p. 5). I will scaffold reading comprehension
strategies and writing organizational strategies using online graphic
organizers that can be adapted to student readiness levels. (For example,
struggling readers may fill in a graphic organizer I create online, summarizing
a story; while advanced readers may create their own graphic organizers to
demonstrate understanding and share knowledge with peers.) I will also develop
Webquests and collections of book-marked links on content topics, to present
class content in varied formats.
To further create an effective learning environment. I will design
student-centered, active learning activities. Technology tools provide the
means to personalize learning and to create opportunities for students to
collaborate on projects, to participate in “authentic intellectual work”
(Cenamo, Ross, Ertmer, 2009, p. 35), and to interpret and manipulate
information. Carefully grouping students with different strengths and
weaknesses so they can learn from each other, I will assign both individual and
collaborative projects such as the creation of blogs, wikis, webpages,
podcasts, and digital stories to engage students in meaningful literacy work.
Managing Assessment of Student Work
To
provide assessments that meet the needs of every student, I will use the Differentiated Learning Rubric at http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf to assess long-term projects. This rubric fits a vast array of projects,
with categories for preparation, visuals,
speaking and audience contact, overall understanding of topic, and teaching
value for other students.
Additionally,
I will implement the use of electronic portfolios to allow students to collect
work in multimedia formats, including digital images and audio recordings. Students can create Weblogs that work as
showcase portfolios (Richardson, 2009, p. 23), including links to reliable
resources and personal reflections on what and how they learned from each
activity.
Using
electronic portfolios, students will be able to demonstrate proficiency in
language arts standards and technology standards. They will have accessible
evidence of their learning to share with peers, teachers, administrators, parents,
and the community. I will grade all elements of the portfolio, including goal
setting, pieces submitted, and student reflections (Duke & Sanchez, 2001,
p. 60), and my assessments will become part of the electronic portfolios as
well.
Creating
an Effective Learning Community
To
further communicate with administrators, colleagues, parents, and community
members about the effective learning environment and the differentiation
strategies being implemented in my classroom, I will continually update my
teaching blog reflecting upon what works well to meet students’ needs and what
challenges we face. I will share my online resources and student products
continually with colleagues via email, and I will share my experiences and
ideas during our weekly staff meetings and committee meetings. I have recently
become part of the curriculum committee, and I have opportunities there to
share research and suggestions regarding technology integration, UDL, and DI. I
have already posted much of this information on my blog at www.mssherrie.blogspot.com,
and I have created a glog about differentiated instruction, a podcast about UDL
and DI, and a Webpage explaining UDL (all of which have links on my blog.) I
continue to share these resources with colleagues, receive feedback, and build
upon them.
Conclusion
Fortunately,
each student at our middle school has a laptop and each student at our high
school has access to a laptop; in addition to a computer lab and computers in
the library. We all have access to the Internet, to vast resources, to audio,
video, etext, blogs, wiki, podcasts, graphing software, art software, etc. Both
the middle school and the high school have an active, supportive tech team we
can call with all of our technology-related questions. We have the tools at our
disposal to facilitate remarkable student-centered learning, to differentiate
our instruction to meet the needs of every student, and to ensure that all
students in our school are meeting the standards across the curriculum. I will
begin in my own classroom. Then, I will share my experiences and my students’
learning with my colleagues and administrators. I hope to spread the message of
the importance of empowering every student to succeed by creating an effective
learning environment in every classroom. I believe my own students will
demonstrate this by becoming active, engaged learners; by setting individual
goals, meeting them in diverse ways, and demonstrating their learning through
online portfolios and authentic reading and writing projects. I believe it will
empower my students to learn what their strengths and weaknesses are, to
showcase their strengths and improve on their weak areas (Laureate, 2009), and
to find success no matter where they are starting from.
References
Cennamo, Ross,
and Ertmer. (2009). Technology
integration for meaningful classroom use.
Cengage Learning: Mason, OH.
Duke, C. and
Sanchez, R. (2001). Assessing writing
across the curriculum. Carolina Academic
Press: Durham, NC.
Education
Northwest. 2011. 6+1 Trait® rubrics (aka scoring guides). Retrieved from
Laureate
Education, Inc. (2009). Managing the differentiated classroom: VFE™ –
Montreal/Cambodia genocide project.
[DVD] Featuring Megan Webster.
Richardson,W.
(2009). Blogs, wikis, podcasts, and other
powerful web tools for classrooms.
Corwin Press: Thousand Oaks, CA.
Tomlinson, C.
(1999). Differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for
Supervision & Curriculum Development. Retrieved
from the Walden Library ebrary.
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