Co-Teaching Reflection

I feel so fortunate to be involved in the supportive co-teaching experience. It has been a very positive experience due to the relationship I have with my co-teacher, the content we chose, and the students' attitude and willingness to learn something new in a challenging, rewarding and meaningful way. In my situation, instruction could improve if we had more time! We have been having so much fun with the students that we just want to continue. The support that we are able to provide to the diverse learning needs is obvious. The improvements that we are seeing in students' spelling has been incredible. I would be willing to share this program with anyone!

Small Group Instruction and Peer Tutoring

My current practice with small group instruction involves a group of math students who are not achieving at grade level. In collaboration with the classroom teacher, we have been able to identify the areas of need. Within the small group, we work hands on and intensely on the areas where they need support. In this particular group, the learning needs and styles are very similar. It is easy to use the teaching strategies that support these students, and allow them to work in ways that benefit them. The response we have received from this small group has been incredible. In a few short months, they have overcome many learning obstacles, they are motivated and they show interest in learning. Within this math group, I use peer grouping quite a bit. It could be peer tutoring, peer practice, peer completion of assignments and even assessment. The students love this learning method. They enjoy working together and learning from one another.

Differentiated Instruction Video

Check out this video clip on Differentiated Instruction!

http://www.youtube.com/watch?v=FJMkcL6Do0Q

Differentiated Instruction

"Differentiated Instruction means differentiating instruction to meet the needs of diverse learners in the general classroom, including students with learning disabilities as well as a number of other disabilities" (Bender, W.N.). Differentiated instruction is necessary and a very important part of instructional planning in our classrooms. The diverse needs in our classrooms cannot be ignored and must be planned for. As an Ed. Support Teacher, I constantly differentiate and assist other teachers to differentiate instruction for student needs within their classrooms. Learning disabilities do not go away, and regardless of "whom we teach, where we teach and how we teach, the primary goal of differentiated insrtruction is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals (Tomlinson C. & McTighe J. Integrating differentiated instruction & Understanding by design. 2006) I feel that for Differentiated instruction to be fully effective, the learner, curriculum, instructional strategies and environment need attending. There are many ways in which we can provide positive learning experiences for every learner. The environment can be differentiated through physical setting, groupings, supports available by the teacher or education assistant. The curriculum can be differentiated through ideas, information presented, skills taught and materials used. Instructional strategies can be differentiated through instructional processes used, assessment, groupings, and pace used. These are just some ways differentiation can be used in the classroom and ways I have experiences with. Differentiated instruction begins with identifying the different learning abilities and styles within the classroom. How a teacher delivers differentiation is going to differ depending on the learning needs, but as long as those needs are recognized and addressed in meaningful and positive ways, everyone succeeds! Schools must meet the needs of all their learners!

Effective Teaching Strategy - Instructional Grouping

With the diverse needs that we are experiencing in our classrooms, instructional grouping is a very effective teaching strategy. This strategy can be used in a variety of subject areas, with a variety of student ability. I have experience using ability level grouping with a grade 6 Language Arts classroom. Grouping students according to ability level and needs,has proven effective in my teaching. Students within each group have felt success through learning in meaningful ways, with expectations that they are able to meet. This type of grouping is easy to plan and allows the teacher to move and interact quickly and easily among the groups when needed. There are many ways to group students and ability level grouping is not the only one I would use, but can be a very comfortable way for students to learn.

Confidence in teaching Special Education

What do you feel you need to learn to make yourself a confident special education practitioner?

Each year I find myself feeling more confident in my position as a Special Education practitioner. I have overcome many fears and anticipation throughout my experiences, but I often find myself paying attention to:

- transition planning for students with diverse learning needs
- personal program planning; writing effective smart goals and rubrics
- dealing with time; balancing work, school and family
- best ways of providing ongoing instructional leadership to school staff and assisting classroom teachers and educational associates in implementing strategies to address diverse student learning needs in the classroom

Post Degree Certificate

What has been the most important aspect of your experience with the Post Degree Certificate program so far?

I have always been interested in working with and programming for students with learning difficulties and disabilities. Due to other circumstances, after receiving my B.Ed., returning to university to study special education seemed impossible. The University of Saskatchewan Special Education Certificate Program, has provided me with the opportunity to fulfill a lifelong goal. While working full time as a Special Education teacher, I am able to study in the areas that are most meaningful to me. Along with gaining knowledge in the history of Special Education and ways I can better support students, I feel gratitude in being able to assist others in meeting students' needs. I am very grateful for the on line opportunity to complete this certificate.