How to handle the way beyond groups in your classroom?

       Meet Justin....

     When he was going into 3rd grade the teacher commented, "I am nervous to have Justin in class next year. He is so smart and what do I do when he asks me something I don't know?" 

    I remember being a bit taken aback. Don't remember my exact response. What I didn't realize at the time was how many teachers feel that exact way.  Academically advanced students make them nervous.  My hope is that this post will give you strategies to strengthen your resolve to teaching this students with the same vigor we give those who struggle.


   As a society, we buy into the myth that students who are academically gifted don't need additional help because they are beyond proficient. They pick up the content as presented usually quickly or on thier own. So, we are not worried about them.
   Did you know that they are the #1 subgroup that are underperforming?? Why don't we consider this as an issue? ANSWER: When these students underperform they are still proficient in most cases. If you asked the child above if school was difficult he will say, "No." If you asked him if he learned how to learn, he'd say, "No."  What is our job? To make sure all are proficient or teach students how to learn, so when we are not there to feed it to them they can still learn.

LETS GET TO TEACHING ALL STUDENTS TO NOT UNDERPERFORM!!

 
First off, realize whether or not your para or other support staff who teach guided reading have the questioning and out of the box thinking needed to truly push your highest students. If they can...GO FOR IT, give them the group.  If not, give them the on level group. Following the questions provided will be perfectly fine for this group.  Your high or beyond group needs your expert question skills and ability to take what is stated by students to dig deeper, to think. 



When they are done, what do you have them do? More? Is the more better, deeper or just more of the same?  Below are some books that I have found to be very useful in creating depth of knowledge. I have the students work through a section as a small group or as partners. They need your guidance as you check in regularly. I also find ways to engage them in book clubs so that they are reading for the pure love of reading and discussing. Some items below may challenge some of their thinking. These are a sampling of what could work. Basically, take time to find something that works for your students.

Math:

                                                                                   
                                            
Reading:
   




I don't like to give them just MORE paper to do.  So, I mix the above with games.  
   * Dice games - see my post on Dot Cube Games for ideas.
   * You can look for games on your favorite website then check a couple grade levels above.
   * There are many books and resources for reading games. 
                                        *You can also use any game board and task cards.  This is nice because if they know the game rules already it takes less time to get started.  All you have done is changed the questions to level appropriate.
 

*Hands-On Equations is a set of manipulatives that keep students engaged as they experience algebra in a physical manner.  This is simply deepening their knowledge of algebra.



*The other "game" I find easy to differentiate and stretch the students who need a challenge is what I call "Treasure Hunt." Instead of playing "Scoot" with cards where everyone is using the same cards and given a set time limit, students wonder the room looking for the numbers or color that they have on thier page.  This way, I can increase the difficulty for those who need it.

The following are various YouTube videos you may find interesting.

Listen to what the kids are saying:

Behavioral side:

6 tips for classroom teachers:

One of my all time favorites...It demonstrates just how varied students are.

Another classroom teachers thoughts:

These are just a few examples. I do hope it entices you to look a bit at your classroom and how are you ensuring that ALL students are being challenged to move from where we recieve them at the start of the year to their potential.  
Kim

Differentiation in Small Bites: Mindset

Mindset

   This seems to be the catch word of the day.  We all have a particular mindset towards how we believe instruction should look, feel, and be implemented.  It is important, in my humble opinion, that to start off this series, you should be well aware of what I believe is the foundation of differentiation.  Your mindset. You mindset towards teaching a classroom full of children who come from variety of backgrounds, interests, abilities, and strengths. 

    If you believe, all students deserve to grow each year they are in school. (This means the students beyond grade level keep moving up the educational ladder, as well as, the on level and struggling students.) If you hold fast to the thought, every child is unique and can fully participate through their strengths in your classroom. Plus, if you desire to do the work it takes to make that happen, you and I have the same mindset.

    You may not agree with all those statements or you may believe it to pie in the sky thinking.  You can still differentiate without the same mindset as mine.  I encourage you to take time to reflect on what your mindset truly is and how it shapes your instruction.  Those just exiting the teacher preparation stage of life, you have been doing this all along.  Those who, like me have been in this career for multiple decades, we sometimes need to be reminded to revisit reflective practice.

    Basically, in a nutshell, I whole heartedly believe to make differentiation work you must cling to the premise that each and every child deserves the best teaching I can provide for them.

     Give me your thoughts and feedback. Best practice includes conversation, which strengthens and extends our views and practice.

Next bites: management....one loaded word!!!

Kim



Classroom Differentiation in Small Bites - What is and is not?

Differentiation started out as a way for teachers to teach their highest learners, much like accommodations are for the students on IEPs.  Many misconceptions have arisen through the years.  This poster addresses the principles that I find important in differentiated instruction.  It by no means covers it all. It is meant to give you a glimpse into my viewpoint as I start this series.

Please, feel free to copy, pin, or pass along to other instructors.

 What would be on your differentiation is and is not list?

Kim

February is on its way!

I have been given the opportunity to speak at our Nebraska Association for Gifted this coming Feb.  It is just as one of the break out sessions.  My nerves have been on high alert since the announcement earlier this month.  There is a FANTASTIC Facebook page ....  Encouraging Teachers... of which I belong.  I asked the members to let me know what they would like to know about the subject of differentiation.
   

DRUM ROLL.....teachers want to know....
       * Time management
       * Managing independence while teaching small groups or     individuals
       * make, take and use items
       * What to do about the unmotivated gifted students?  Boredom?
       * How to get other teachers of same students on board or working together?
       * teaching independence
       * ways to monitor independent work
       * keeping "superiority complex" at bay
   

Tall order!!

I will keep you abreast of how it is going and think out my ideas here as well.

The questions and some pleas for information bolstered my thoughts about this not forgotten but definitely on the FAR back burner blog.
It is my intent....with prayer and commitment...to start writing regularly on my blog in order to get ideas flowing about how to truly have a classroom where EVERY student learns and accomplished all they can each day, each quarter, each year.  Another tall order!

I found it easier to comment and give thoughts towards questions they asked.  So, I have only a few followers, but I hope you ask questions about how to differentiate.  That will spur this blog along.

Vocabulary and Spelling

 

Vocabulary and Spelling

   I was going to answer a question posed this week by Teaching in the Fast Lane, http://4thgraderacers.blogspot.com/2014/06/wordless-wednesday-spelling-and.html, and found myself involved in a very long post.  Then thought...THAT IS IT!! Make it part of your blog!! Fantastic way to get back into blogging. (More on my last year and why I have been absent from blogging another time.)

   The question posed was simply wanted ideas on how to conduct spelling and vocabulary.
To see her actual question and responses use the link above.

   First, I believe there should be two discussions.  Vocabulary and spelling can coincide once in a while but in general they are two separate identities.  Vocabulary is about the understanding/knowledge of the word meaning. I use Anita Archer's explicit vocabulary strategies, which have transformed my teaching!! Here is one example of her work.  You can search and find many others.

   There are times that vocabulary and spelling coincide. When learning word parts (prefix, suffix...) you may have a word from the vocabulary that can be used for spelling. However, spelling list should be generated from words that the student will be using in writing regularly.  Primary and approaching upper elementary students should be using word families and commonly misspelled words. They still need a firm foundation. The on level and above upper elementary students usually look into spelling patterns involving multisyllabic words. 
    With all that said, the way I have found to get the best bang for the buck is when I have used individualized lists.  This is not how I did it last year since the district wanted us to try L to J, http://ltojconsulting.com/.  I do love the graphing and the idea of review and preview/spiral.  This is a phenomenal approach for average and some lower students.  It did not challenge my high students because they knew all the words already. My lowest students were frustrated until I modified each week to only 10 words.  I ended up managing 3-4 lists each week.  YUCK!

   My individualized lists give the students responsible for maintaining the lists.  Yes, there are a1-3 students whose spelling folder  needs to be kept safe or a copy made once in a while. However, in general, it is mainly the student's responsibility as 4th/5th graders to manage the list.

PROCESS



  As whole class instruction 2-3 times per week, have mini lessons/activities dealing with a pattern. There are several active games or interactive techniques.  I have a list of words that follow the pattern (10-15 words) usually found from reading series and the internet.  I have to always find the more challenging words for a pattern on the internet.  Our series lacks in depth of knowledge.   Everyone has a differing amount that they need to include on their list from this list. (I wish I would have thought of this while I was teaching...I would add a picture here!)  Then the remaining list (dependent upon grade level and ability level) are words from a list they have which includes word wall words and multisyllabic taught 3rd and under (list previously mentioned). They keep track of missed words from past lists and from writing assignments.  These are the words they utilize for filling in the remaining list.
    Research shows that students should only have 6 new words per week. ( Dr. Lee Jenkins, the developer of L to J has information if you would like to know the research.)  The rest should be words they have been exposed to previously. SO...a list of 20 would include 6 new words and 19 review words.  Repeated exposure being the key.  Another key is that the students do not know which of the previously taught word wall words or patterns will come up again.  I am still working on how to involve that portion of L to J with the individualized lists.





https://www.spellingcity.com/

  I like using Spelling City for ease of grading and allows for practice opportunities. This coming year I will be using Spelling City's new individualized testing.  It comes at a cost, however.  I have not played with it as of yet, therefore, unsure how it will really work.  Sounds great on the site but we all know how that can go! 
   The last component of the process other than the mini lesson  and Spelling City are the contracts. You can find many contracts through Teachers Pay Teachers, Pinterest and other teacher created materials websites.  Mine are differentiated by giving choice of activities and there are 3 levels. Once my school computer can send e-mails again, I will attach a link here.
   Thank you, Teaching in the Fast Lane for providing me with the impetus to get my blog back up and running.

NOW.... If you made it to the end of this too long post...WHAT ARE YOUR THOUGHTS?  Do you agree/disagree?  Do you have any sparks of inspiration?  I cannot wait to hear what you are doing with instruction of spelling!! I always LOVE new ideas and inspiration.

What do you emphasize?

    WOW!! I needed that.
    Imagine...the peace and solitude of my own thoughts, my music, my timing to stop, and simple quiet.  It was pure heaven for me.  This introvert needed the car time.  I needed the time to reflect, refresh and just be still.  That is what the 2 1/2 hours to Omaha and back again afforded me.  If you are an extrovert like my husband and most of my closest friends, this may not be your heaven.  But for those of us who gain energy from our thoughts and time of reflection, this is!
   I was on my way to the Nebraska Association of Gifted Conference (NAGC).  Luckily, I have a supportive principal and administration that allowed me to head down the road to deeper understanding.  The draw for me this year was the over arching theme of going beyond the academics and into the social emotional aspects of the gifted learner.   I have a passion for the gifted.  I especially find myself desiring to assist parents understand why and what of their gifted students.
   There is too much to cover in one post.  A sprinkling of ideas, information and great resources will be passed along through the next several posts.  Today, I want to share a simple thought or rather question, "What do you emphasize?"
    The gifted student whether they are in your classroom or your house are more than the product they produce.  They are more than their academic achievements.  However, we get caught up in those achievements as parents and teachers.  Our society rewards the grade, the outcomes.  I pose this question to start a conversation about rewarding the process.  Gifted students tend towards perfectionistic behaviors.  Perfectionism is anxiety driven.  I had the great pleasure to listen on several occasions during the conference to Lori Comallie‐Caplan from SENG.  SENG stands for Social Emotional Needs of Gifted.  It is a national organization, which offers support to children and their parents.  Look them up!  I have only spent a few minutes on their website and facebook but the amount of information available is fantastic.
    During one session  Lori Comallie‐Caplan asked the question, which I pose to you (the whole two that read this), what do you emphasize academic achievement or the process? Really, what down deep do we emphasize. I watch society and I see us emphasizing either academics or athletics, but not the process.  If I am honest, it is the product.  I love rubrics because it spreads the grade out over the content.  However, why am I not putting more of the process, the how and why of the product, into the rubrics.  Not only will this give me insight but it will increase the likelihood that I am asking the deeper questions as probing for what they are doing.
    Great concept, but how do I write observable statements to use as evaluation? Any suggestions, comments, or further discussion on this topic?