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Using a semester-long project for the students helps weave together elements and materials to support the instructional content. Looking at a long-term project that allows students to pull together skills from different areas would allow this type of differentiation. This project would depend upon the content of the curriculum, so it is going to vary by school group.
Student interest- Middle of second semester
One of the tricky things about working with children is that they are very changeable. Something that a student found interesting at the beginning of the year may be boring or "babyish" by the end of the year. Therefore, sometime before the traditional "spring break" it is important for a teacher to reassess student interests, because the end of the school year can prove distracting to students, and it important to make sure that the students are interested in what they are learning.
Managing a differentiated classroom
One of the tricks to managing a differentiated classroom is that they are often less structured than traditional classrooms. This can prove difficult for students with behavior management issues. Understanding learning preferences and student interests can help minimize classroom disruptions (Teachnology, 2011). It is also important to keep some real structure in the classroom. A differentiated classroom may have more freedom and flexibility than a traditional classroom, but it is still structured. "Differentiation is one piece of the mosaic of professional expertise. It is not a strategy to be plugged in occasionally or often, but is a way of thinking about the classroom" (Tomlinson, 1999).
Possible Obstacles
Teachers, students, and administrators all provide for possible obstacles in the classroom. It is important for a teacher to understand that conflict is inevitable. That does not mean that conflict is insurmountable....
A teacher should strive to establish working relationships with parents, so that the parents support the teacher from the beginning of the school year. However, the biggest obstacle is the difficult child. While all students are capable of learning, some students are difficult to motivate to learn. Some students engage in disruptive behavior that not only hampers their own learning ability, but also negatively impacts their peers' ability to learn. Working with the unruly student to keep them from ever becoming the troublemaker can help prevent this obstacle. One way to do this is to discuss, with that student, what the teacher can do to help the child manage behavior. Then it is important for the teacher to do so.
References
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. Washington,
D.C.: National Center on Assessing the General Curriculum.
Shalaway, L. (2011). Our easy guide to setting up your grade K5 classroom. Retrieved January
10, 2012 from Scholastic website: http://www.scholastic.com/teachers/article/our-easy-guide-setting-your-grade-kx965-classroom
nology.com/tutorials/teaching/differentiate/" http://www.teach-
Willoughby, J. (2005). Differentiating instruction: Meeting students where they are. Retrieved January 10, 2012 from Teaching Today website: http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
Professional Development Plan The purpose of this project is to devise a plan, based on research, to provide a standards-based professional development for staff at a selected school. To this end, an analysis of the respective roles of administrators and teachers in implementing a standards-based curriculum and instruction will be followed by recommended strategies to ensure all students successfully meet the established standards. A recommended professional development plan that emphasizes standards-based
Ascd.org/about-ascd.aspx). The organization hosts a variety of professional development seminars and workshops, including online offerings. It would be useful to take advantage of these opportunities. 5. Evaluating Progress I want to keep a teaching journal of my first few years so I can reflect on what I have done and what progress I have made as a teacher. I want to be sure to identify where I am making the same mistakes
Professional Development Plan Personal Professional Development Plan In the future, I would like to be a teacher that is known for the ability to manage classroom behaviors effectively. I would like be able to develop close relationships with the students, yet maintain a certain level of respect from them. In order to be that kind of teacher, careful classroom planning will be essential. I want to be able to encourage students using
Professional Development Plan Attaining a Master’s degree in Nursing requires a great deal of focus and coordinated effort. It also requires that the student’s personal and professional goals be aligned, as the Master’s degree in Nursing is really the ultimate expression of this alignment: a student whose personal values and aims do not reflect the professional aims represented by the Master’s in Nursing is a student who is likely to be
Hence, students love the idea of deciding the type of work they will showcase. The teacher should encourage them to keep work that demonstrates their level of progression within a given time period. This reveals diverse and special needs of students, as well as talents. It is important for them to feel comfortable with this process and to feel ownership for their own work. Furthermore, teachers should highly regard
A professional development plan (PDP) is delineated as an official way in which a person sets out the goals and objectives, approaches, tactics, and results of learning and training. What is more, this is in placement and orientation with the professional programme of study and is more often than not created to satisfy requirements from supervisory or statutory entities around ongoing professional development and re-substantiation to sustain a warrant to