Theory to Practice:
Interaction- The teacher provides lots of time for interaction of student to student, student to teacher and student to content throughout the day. For example, this occurs when they are learning a new lesson in their math textbooks. It is first learning the lesson together for student to teacher interaction then having them try problems on their own for student to content interaction and then it is student to student as they can work together in groups to figure out the answer. The teacher keeps the students engaged by asking questions in a different way, having students who don't normally raise their hand answer the questions, have them ask each other for help and if they still are not fully comprehending the concept they go to the teacher for clarification.
Grouping Strategies- The groups when it is time to do math is usually small groups according to the level of how well they do on tests and homework and also how well they work together. All of the ELL students are grouped together as they are all on the same level in background knowledge, language and academic levels. Each group is overseen by the teacher, me, and another intern in the classroom so the students can be guided and to make sure that they stay on task. The students are held accountable for getting the work done and if they don't the consequences are not being able to play a academic game or read books. This group strategies especially for math is very effective and this is because every student is on the same level in each group so they can help one another and they can progress together as a group and that helps keep things on schedule and very organized.
Sufficient wait time- The teacher is very successful in having sufficient wait time for students to respond and participate. Their is pauses in between so students can work it out on their own, and then answer the question to the best of their ability. These pauses give students time to come up with a well thought out relevant answer instead of a rushed off the top of their head answer. With the teachers encouragement and emphasis on the academic terms for the lesson in whatever subject it is, the students slowly start to incorporate it into their answers and when they are explaining a problem to other students.
Pace- The lesson is paced according to the groups language and skill level so that gives the student's an opportunity to fully engage and interact to fully comprehend what the lesson was about. Students are actively engaged because the pace is at their comfort learning zone and so they can fully understand and enjoy the learning experience.
Monitor and adjustment- When it comes to instructional delivery, when students are confused, the teacher is able to rephrase the question, use visual aides and maybe even play games to reinforce the lesson in a different way is great. I have not really noticed how the teacher differentiates the lessons but I know that the teacher in each group gives them the opportunity to work together in the same skill level so the can have a less difficult time being confused and not understanding what the teacher is trying to get through to them.
Reflect: I have learned so much from this teacher about how to group certain students not just of academic reasons but for social reasons also. And this has helped the students have a positive, safe, enjoyable learning environment and experience.
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