This week in graduate school we participated in the DLMOOC (Deeper Learning Massive Open Online Curse) about Differentiated Learning and read about the theory framework of Blended Learning.
I have created a Storify to highlight my learning and thoughts for this week.
http://storify.com/CorbettGaco2580/blended-learning-and-differentiated-instruction
My colleagues in ED722 also submitted some amazing work. I really resonated with Tim Flanagan's statement that before we can teach, we must know our students.
http://timothyflanagan.blogspot.com/2014/02/you-cant-teach-them-if-you-dont-know.html
Upon entry into our pre-k program, teachers work with family members of incoming students to complete an intake form which allows families to share information including their child's home language, likes, interests, strengths and needs. This process opens communication between staff and families, and gives teachers a jumping off point to meet each child's needs, and engage each child through his/her own interests.
When I taught, I always differentiated instruction in my classrooms, using peer tutors, collaboration, one-on-one instruction, music, drama, poetry, and kinesthetic opportunities throughout my curriculum. My pre-k teachers all differentiate instruction daily, providing opportunities for children to choose activities, working with students in small groups, planning for individual needs and interests. Our programs follow the CT PAF/PCF http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/Preschool_Assessment_Framework.pdf and the ELDS http://www.ctearlychildhood.org/uploads/6/3/3/7/6337139/cteldsoct2013.pdf as well as attaining NAEYC acreditation by meeting or exceeding their Standards https://families.naeyc.org/accredited-article/10-naeyc-program-standards
No comments:
Post a Comment