Discuss your current level of understanding, knowledge and skills. What evidence from previous Reach seminars, work with your coach, and or feedback from peers/supervisors at your school do you use to draw these conclusions?
After reading reading the overview chapters, I have a better idea of what differentiated instruction is, but I definitely need more help on this topic. I used to think that it had to do with reaching students whose first language was not English, and though we had a few discussions on D.I., I still couldn't grasp that it has to do with a wide range of students.
I'm definitely not close to fully understanding how to teach a WIDE range of students, but at least I'm aware of it right? As far as skills are concerned, I've tried bringing in props along with my lessons. Before entering Reach, I used to teach fractions with hardly any visuals. Now I draw pictures, bring in Playdoh (for hands on). Also I used to "teach" students how to add and subtract fractions without any deep understanding (just skills).
I've shared stories like this with my coach and we both agree that I've made major improvements, but I also have a lot more to learn.
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Chrisel...I know we've had some extensive conversations about this assignment, so I know we both have our challenges in our classroom with the range of differentiation among our students. Keep being creative and we should share more ideas!
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