Example 1: Extensions
During the first lesson that was taught, I had planned for an additional worksheet to be completed for those students that ultimately were finished early or needed more of a challenge. What happened unexpectedly was that a few of my students were actually able to complete the original assignment as well as the extension available and needed more of a challenge. In the moment, I created more challenging fractions for the students to decompose and wrote them on the back of their papers. While this was not a planned change, it proved that students learn at all different paces and being ready to make sudden changes is an important part of teaching.
During the first lesson that was taught, I had planned for an additional worksheet to be completed for those students that ultimately were finished early or needed more of a challenge. What happened unexpectedly was that a few of my students were actually able to complete the original assignment as well as the extension available and needed more of a challenge. In the moment, I created more challenging fractions for the students to decompose and wrote them on the back of their papers. While this was not a planned change, it proved that students learn at all different paces and being ready to make sudden changes is an important part of teaching.
EXAMPLE 2: MODIFICATIONS
After teaching the first lesson, I discovered that my ELL students were struggling with the word problems associated with each day's work. In identifying this, I planned for modified work to be created for these students that covers the same material in a more suitable manner. These problems allowed these students to practice the same information while not having to read the word problems that the seemed to struggle with. I was able to use these modified materials for all future lessons and create more learner centered work as well as incorporate more visuals, an element highlighted in my CFA.
After teaching the first lesson, I discovered that my ELL students were struggling with the word problems associated with each day's work. In identifying this, I planned for modified work to be created for these students that covers the same material in a more suitable manner. These problems allowed these students to practice the same information while not having to read the word problems that the seemed to struggle with. I was able to use these modified materials for all future lessons and create more learner centered work as well as incorporate more visuals, an element highlighted in my CFA.
EXAMPLE 3: SMALL GROUP WORK
A change that i made from my original lessons, was to pull specific students into a smaller group rather than allowing students to self-determine their need based on the mini-lesson. This change came after I found that certain students weren't being truthful about their understanding, as evident in their work. In turn, I would take the work home each day and review their answers, pulling out the students I felt needed more practice the following day. This decision ultimately led to less confusion following the mini-lesson in regard to directions, but also allowed the necessary support to be provided to the students that needed it most. Moving forward, this plan would be implemented again to ensure more successful support and more thorough work.