Best Pedagogical Report

All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

In my classroom at the school our tables are set up into groups of academic abilities we have higher table who work on their own and have harder work to complete. Then we have middle table who have easier work than the higher table, and then we have lower table who have the easy work to help them understand. Some children in the classroom require 1-1 help so the teacher has set these

Grouping should be reviewed and altered based on student improvements and needs. Students can learn a lot from their peers who may not be at their same ability level. Students can also be grouped by their differences in order to help students grow at all different levels. Students’ gender, social class, and race should not be the main variable associated with sorting students into

I have one above grade level student, two grade level students, and two below grade level students. The students I choose are the ones that are most likely to be overlook because they are to quiet and don’t have any outward behavior issues. I also chose one high level student because I wanted to see how I can provide additional resources for student who works above grade level. The lower level students have different abilities when it comes to reading and writing. One student does better in reading comprehension and the other struggles with comprehension but is better at decoding and sounding out words.

When students worked in small groups in the classroom, they were commonly grouped into academic ability to impact their learning in the best way. Miss Amber promoted a sense of belonging within the class as students who finished earlier could assist other students who were struggling. This is stated by McInerney that streaming students according to their academic ability maximises each students’ development. Grouping students with varied abilities allows students to ‘self-help’ one another. Groundwater-Smith et al., states that there are numerous avenues of diversity such as learner diversity which is not just looking at physical diversity but also including intellectual and cultural diversities. Due to each student being different there were many varying learning styles which is affected by each experience that each student has been confronted with. O’Donnell et al., highlights the fact that differences are good as clear expectations can be agreed upon by the class community including the teacher and all the students. Expectations that may be established in the classroom could be implementing authority, putting rules in place and reminding students that the classroom is a safe

You will be observing three different groups. Two are doing the same lesson and the other group has two sub groups doing two different lessons. Each lesson is aligned to Common Core Standards based on grade level of the material not on the student’s actual grade level. These are at the student’s ability level.

I chose do my data team formations for my current school, Battle High School. This school is a new school with only three years under its wing. The first graduating class of seniors was this past May. The students, however new to the building I may be, are mine from my previous position at Lange Middle school. The demographics of Battle High School (BHS) are similar to the middle school I was at and many students came from Lange. This immediately tells me about the population of students. This population is 53% white and 30% black, the next largest groups are Hispanics and multiracial at 6% each. This population consists of 50% free or reduced lunch. These students reflect a group of children who, if not purposefully tended to, will fall through the cracks. I believe there is much help available to these students, but that we must gather the right data, look at it from the right lens and then interpret it outside of personal notions in order for it to be any real use. In order to use data properly data teams are constructed. The school began with the data team process last year on a small group and content basis. Teachers of the same subject, primarily the larger main subjects like algebra, biology and world history, meet and collect data on one target per unit. This is a small step toward fully implemented and effective data teams.

When it comes to the students’ different abilities, she put the students in groups based on

The school in which I will do my data team formations will be for the current school I am employed at. This school is a new school with only three years under it’s wing. The first graduating class of seniors was this past May. The students however, new to the building I may be, are mine from my previous position at Lange Middle school. The demographics of Battle High School are similar to the middle school I was at and many students came from Lange. This immediately tells me who the population of students are. This population is 53% white and 30% black, the next largest groups are Hispanics and multiracial at 6% each. This population consist of 50% free or reduced lunch. These students reflect to me a group of children who, if not purposefully and lovingingly tended to will fall through the cracks. I believe there is much help available to these students but that we must gather the right data, look at it from the right lens and then interpret it outside of personal notions in order for it to be any real use. In order to use data properly data teams should be constructed. The school began with the data team process last year on a small group and content basis. Teachers of the same subject, primarily the larger main subjects like algebra, biology and world history, are required to meet and collect data on one target per unit. This is a small step toward fully implemented and effective data teams.

The students enjoy having the opportunity to work in small groups, both independently and with the teacher’s support. When they are working in independent groups, they collaborate and help each other. They work as a team. When they are working with the teacher, they feel they can perform the assigned task

The context of the classroom is a 6th grade math class. The students are at varying developmental levels from below level to advanced/gifted. The types of learners I have are the auditory, visually, and mostly the bodily/kinesthetic learners. I have students who are from multiple ethnicities such as Hispanic, White, Asian, Middle Eastern, and African American. I also have students with varying exceptionalities.

Ability grouping is a widely spread practice used among many educators today. Between-class grouping is by far one of the most commonly used types of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students into different classes or courses. "Between-class ability grouping is where students spend most of the day in ability groups and use the same or similar curriculum substantially adjusted to their ability levels" (Ability Grouping 3). "For example, in elementary schools, students from the same grade levels may be grouped by ability for reading and

Although many peoples’ most significant memories of college are those outside of the classroom, a degree is not conferred based upon such things. Rather, students’ academic performance is what determines whether students earn a degree or certificate. Academic issues were a point of concern at many institutions as incoming students often struggled with basic skills. Furthermore, international students who needed remedial English were less likely to persist (Mamiseishvili, 2012). There have been numerous issues, obstacles, and challenges that may inhibit a student’s ability to navigate the rigors of college. Much has been discussed concerning improved educational opportunities for minority and underrepresented students in

English class seemed to be the most dreadful to take within school. Writing essays for most of my grade in a class is not what I was looking forward too. When I entered college I knew that it would be one of many challenging classes I would have to take. Starting from the lowest English class to moving on up, the writing assignments became longer and more thought out. The time came when I got into this class that I knew more work was going to have to be put into essays and thus brought out what I had not seen before in my work progress.