Over the past two weeks I've really been focusing on collecting as much information on my focus students as possible. I have been taking pictures of their work for evidence, and filling out shadowing forms. I have learned that my below level student has a hard to paying attention and participating in a group setting. I have also learned that my on level student has a hard time focusing and is very talkative. Below is a picture of week 9 and 11 of my action plan.
0 Comments
On March 8th, 2016, one of my peers, Kory observed me teaching a lesson to the class on vocabulary and context clues. For this lesson, I introduced ten vocabulary words and asked the students to figure out what each vocabulary word meant based on the context clues from each sentence. Then, I had the students make a foldable for the words and they had to make up a sentence for each vocabulary word. While I was teaching my lesson, I asked Kory to do a shadowing form for my on level focus student. She also wrote me a few notes on what she enjoyed from my lesson and what I could have done to improve the lesson. Based on the shadowing form, I learned that although my focus student does a great job on finishing his work, he is very talkative and this sometimes slows him down. I also learned that the other students around him are very distracting to him which also slows him down when he is trying to finish his classwork. In order to make sure my focus student stays on track, I can move his desk next to other students that will not distract him as much. If this doesn't work then I can move him to the reading table to work on his classwork with me so he is not distracted by the students around him. My on level student struggled with coming up with sentences for each vocabulary because he didn't fully understand what the words meant. Next time, after the students found the context clues, I should clarify what the vocabulary words mean. Overall, I think this was a great lesson for my wondering about comprehension because this lesson taught them how to use context clues to figure out word meaning. Also by having them write sentences, it helps the students see the words in a new way.During one of my lessons, I thought about how my students learn differently. I had the students fill out a foldable for the weekly vocabulary words. One of the students has a hard time writing legibly and straight so I drew lines on his foldable to make it easier to write. This seemed to help him because I was able to read what he wrote. Below is a picture of his foldable before he began to write.
Over the past couple of months, I have been collecting data in my internship from many different sources such as field notes, shadowing forms, observations, interviews and the articles we found to support our wondering statement. Out of all of the sources I mentioned, I mainly use observation notes as my main source. As my CT teaches, I jot down what I notice about my focus students. How they learn, their behavior in the classroom, and evidence that supports my wondering statement which is "How can I differentiate reading comprehension for students with mixed-abilities?" I also focus on how my CT differentiates her instruction in order to fit the needs of all of her students. I mainly want to focus on how she differentiates during reading to help my wondering. I have also had multiple opportunities to ask my CT questions about differentiation, and how she likes to incorporate it into her instruction. Like I said in my CT interview, she mentioned that she usually differentiates students based on who works well together and their learning styles. Just from observing a few times, I feel that this strategy works well for her and her students, but I would like to see it more often so that I can observe my focus students to see how this works for them. In the next few weeks, I plan on really observing how my CT assigns groups, observe the students to see if this works for them, and decide if the method works for me when I teach them. Below is a picture of my completed "Data Notebook Action Plan Chart" for Week 2 - Week 8 and my action plan for the next four weeks. |
Jillian Campos-22 years old Archives
April 2017
Categories |