MOD 8 602
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School
Touro College *
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Course
640
Subject
English
Date
Jan 9, 2024
Type
Pages
2
Uploaded by KidMandrill3050
1. Mrs. Santiago can differentiate instruction for the students who need more academic
assistance with explicit instruction. In the classroom the students who need academic
assistance cannot always understand the content by pushing for implicit instruction.
When the instructions are explicit, students are given the "lesson's objective, reviewing
related skills and activating background knowledge, demonstrating how to do the task
with modeling and thinking the steps aloud, providing examples and non-examples of
how and how not to do the task, ensuring multiple opportunities for practice, giving
immediate corrective feedback as needed, telling students how they are doing, and
monitoring student progress (Bryant, D. P., Bryant, B.R., & Smith, D. D. 2020)." If both
Mrs. Santiago and Ms. Benz break down the task , help scaffolding, and give step by
step promoting , the students are more likely to understand each step and use direct
questioning rather than having students create their own understanding.
2. They can differentiate for their ELL instruction , by using flexible groups.Flexible
grouping is a practice where some students need more assistance in skills (same
ability) (Bryant, D. P., Bryant, B. R., & Smith, D. D. 2020). Mrs. Santiago has two
students in the classroom who are EL , Mrs. Santiago can make a strategic group of
these learners with English learners who may know the language and help them which
is also known as response strategy (Bryant, D. P., Bryant,B. R., & Smith, D. D. 2020).
Ms. Benz can use consideration of time , she can expand assignments over a long time
for the students strategy (Bryant, D. P., Bryant,B. R., & Smith, D. D. 2020) that she has
in the classroom so that she is not filly changing her preparation in SS but she is
allowing time for the students to get the content since she feels as if her preparation is
in social studies and not in differentiating instruction. When this is happening she can
incite these students into the classroom to allow time for learning content.
Besides taking the daily practice questions, I ordered a CST prep book and connected
with others to form a study group. I set aside at least 1 hour over the weekend to study
with my peers. I also think about the material I have learned so far to apply it in the
classroom and ask questions when needed.
Questions:
1.
How often do you find yourself differentiating instruction in the classroom?
2.
Do you plan to differentiate instruction in advance or is it when you teach in
the moment you differentiate instruction?
3.
How do you support your ELL students in the classroom? What works for
you?
Citations:
Bryant, D. P., Bryant, B. R., & Smith, D. D. (2020). Teaching students with special needs
in inclusive classrooms. SAGE.
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