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DIFFERENTIATION

 CONCEPTUAL FRAMEWORKS IN THE SCHOOL

In K4 the frameworks that are being used for planning the units of study are:

Inquiry based: It is used to start the unit, that way children get engaged and motivated towards the topic, it also gives the teacher an idea of how to carry the unit maintaining the students engaged to get the best learning outcome. 

Biliteracy: Used to immerse the children in a second language, encouraging them to use it and to learn more. 

Balanced Literacy: This framework allows the teacher to create good bases for reading and writing.

Project Based Learning: It is being encouraged to be implemented across the school according to the vision of the school.

Character Education: Used in the whole school, as they prioritize values, it is reinforced even in all contexts and spaces around the school.

Design Thinking: It is often used in Technology and innovation class, however it has been included even more every time through projects designed by the HRT. 

  • Using frameworks like Character ed across the school strengthens the core values and reaffirms the school mission of educating the mind and promote well-being.
  • The school vision and mission is aligned with the frameworks that are used in the whole school this ensure that it is actually happening and that teachers, parents and students have clarity of where is the school going. 
  • Using specific frameworks in the schools is helpful to adapt the learning strategies according to the grade level, this ensure that the learning process and development is taken into account. 










  • Using too many frameworks will discourage teachers from actually following the model to execute the teaching practices.
  • Not all frameworks adapt or apply to all students so it can cause lack of individualization when planning
  • Using different frameworks in different grade levels can cause a disjoined learning experience when transitioning from one level to another, it would not have continuity and can end with some learning gaps. 

Potential Barriers:
  1. Language: Some students are not proficient with English yet so many times they miss important information
  2. Having too many Learning Style: If it is not address appropriately it can led to having students disengage from the class
  3. Having learning levels that widely different: If the teacher is not able to differentiate, intervene or varied the instruction some students may not reach their learning goal
  4. Behavioural challenges: It can be disrupting and prevent students from receiving the expected learning goals if is not being managed.
  5. Limited resources: If students needs additional support that is not being given or met by the school, they might not reach their learning targets.
UNIT: Food (Grade level: Pre kinder)

DIFFERENTIATION FOCUS

Even though it is not stated in the Unit plan differentiation is happening, sometimes planned and other times spontaneously proposed, however we have to work on improving the differentiation ahead of time.

The differentiation focus was according to the students in readiness so they could have a differentiated instruction or activity that challenged their own levels. 

Also by interest as before the unit starts children are able to share their previous knowledge but also they get to pick the food or recipe for the assessment activity. 

It is also differentiated by the learning profiles when including different kinds of instruction so they can all access to the information.

STRATEGIES TO OVERCOME BARRIERS
  • Differentiation: 
    • The class was arranged according to the level of readiness so they can either be challenged or use additional multi sensory strategies to help with the learning when working in smaller groups
    • They have different stations that were planned for the same learning goal but that uses different activities, students were allowed to pick the one that interested and engaged them more. 
  • Intervention: 
    • A group of students participated from a small group in which they had additional practice and targeted activities to reinforce phonological awareness so they could reach the same learning goals as their peers. It was carried out by the SLT from the MTSS team of the school. 
  • Accommodation: 
    • Some of the students are using rocking chairs as a flexible seating accommodations to help them maintain focus on the class while meeting the need of movement. 
    • Other students have sensory breaks, so when they seems to be low arousal they go to a ball and bounce to get more alert. 
    • Other students have chewy jewellery to meet their oral seeking behaviours and maintain focus. 
    • There is a student who participates in certain activities in a smaller space free of distractors so he can participate better. 
    • 2 students were using visual cues to help him with the steps of the activities.
  • Modification: At this moment any student need modifications, they are all at the same level of learning.
LEARNING ACTIVITIES
  • Level of activities: When working on phonological awareness and emergent writing students have the chance to find the first sound of the food or to try an write the whole word
  • Learning centers: We had different tables with materials and activities that were targeting description of characteristics of food, one of them was actually tasting with the smell, touch and taste. Another was comparing real pictures of foods, another one was recreating food out of playdoh.

JOURNAL REFLECTION

REFLECTION OF EFFECTIVE TEACHING: ¨You are almost a teacher¨. (MR. D) As human beings, teachers are not immune to making mistakes. However, it is crucial for them to continuously reflect on their teaching practices, as they greatly impact the lives of their students, their academic progress, learning habits, and even self-esteem. 

It is understandable that teachers have a lot to juggle and may sometimes feel discouraged from giving their best in every aspect. However, when the right strategies are implemented and consistently applied in the classroom, teaching becomes more manageable and less of an additional workload. This is what all teachers should strive for. 

The support that teachers receive from school leaders is also critical. I have witnessed instances where teachers desperately seek help for students who require a different approach or additional assistance. The school's response can either be to listen to the teacher and provide the appropriate support for the student or to completely disregard the teacher's concerns, leading them to feel incompetent for not achieving the goals set for the grade. This not only harms the students but also demotivates the teacher. Therefore, it is important for school leaders to prioritize teachers' needs and concerns and provide them with the necessary support to help their students thrive.

When there is a strong partnership between the school and teachers, it benefits the students in many ways. By working collaboratively, teachers and school leaders can identify students who need additional support and create individualized plans for them. This ensures that every student has access to quality education and is given the opportunity to succeed. Additionally, when teachers feel supported and valued, they are more likely to be motivated and engaged in their work, leading to a positive impact on student learning. Therefore, it is essential for schools to prioritize building a strong relationship with their teachers in order to create the best possible learning environment for all students.


DAILY ACTION: Take the time to observe and read my students, not rushing or jumping into planning too many things but really getting to identify at least some of their needs to then plan differentiation strategies that can be simple but would make a bug change. 

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