Alternative (Differentiated) Teaching
Summary
TLDRThe co-teaching approach with differentiated instruction involves one teacher managing a large group while another focuses on a small group for specific learning needs. This method offers flexibility for enrichment, remediation, or pre-teaching, allowing personalized instruction. Teachers can address individual student needs, ensuring a safe and inclusive learning environment where all students feel supported and understood.
Takeaways
- π¨βπ« Co-teaching involves two teachers managing students in different group sizes, with roles that can be switched.
- π Alternative Differentiated Instruction is used to separate a small group for specific teaching purposes.
- π It can be used for remediation, enrichment, assessment, or pre-teaching to cater to individual learning needs.
- π€ The approach allows for instructional flexibility and can include behavior modification to support students.
- 𧩠Teachers can reteach concepts or provide different methods of instruction to better connect with struggling students.
- π Personalized instruction is key, with teachers adjusting their approach based on the student's needs and learning style.
- π€ Students may question why they are chosen for small group instruction, but it's important to create a non-stigmatizing environment.
- π A safe classroom environment is emphasized, where all students understand the purpose of different teaching methods.
- π This approach should be used occasionally to boost performance, not as a regular practice that could label students.
- π Small groups allow for better student-teacher connections, making students feel heard and safe to ask questions.
- π Co-teaching with differentiated instruction is beneficial for teachers to identify and fill gaps in student learning.
Q & A
What is the co-teaching approach described in the script?
-The co-teaching approach described is a form of differentiated instruction where one teacher manages a large group while another focuses on a smaller group for specific instructional purposes. The roles can be switched between a resident and a mentor.
How can alternative differentiated instruction be used in a classroom?
-Alternative differentiated instruction can be used to separate a small group of students from the whole class to either teach the same content in a different way or provide intervention for those who haven't grasped a concept, or for enrichment for those who have and need to go further.
What are the benefits of using this co-teaching approach?
-The benefits include instructional flexibility, the ability to provide enrichment or remediation, assessment, pre-teaching, and alternative methods for lesson input. It also allows for personalized instruction to meet individual student needs.
Why might a teacher choose to teach a concept in a small group setting?
-A teacher might choose to teach a concept in a small group setting to provide a different perspective or method of learning, especially if a student is struggling with the concept or if a different teacher has a stronger connection with the student.
How can teachers avoid students feeling labeled or stigmatized when using this approach?
-Teachers should pull students for a variety of purposes to prevent any one group from feeling singled out. They should also communicate that all students have different needs and that the classroom is a safe environment for learning.
What is the role of the teacher who is not managing the large group?
-The teacher not managing the large group focuses on the small group, providing individualized attention, and support to enhance understanding and cater to specific learning needs.
How often should this co-teaching approach be used?
-This co-teaching approach should be used occasionally and when needed to increase the performance of particular students or groups of students.
What does the script suggest about the impact of small group instruction on student engagement?
-Small group instruction can make students feel heard and safe to ask questions, leading to a better understanding of the content and a more personalized learning experience.
How does the co-teaching model support teachers in identifying student needs?
-The co-teaching model allows for another set of eyes in the classroom, helping to notice gaps in student learning or those who need enrichment, providing additional support where needed.
What is the potential impact of this teaching approach on a teacher's connection with students?
-This approach can enhance the teacher's connection with students by allowing for more personalized interactions and understanding of individual student needs, leading to a stronger relationship and a more effective learning environment.
How does the script define the term 'differentiated instruction'?
-Differentiated instruction, as defined in the script, is the practice of tailoring teaching methods and materials to meet the diverse learning needs of students within a classroom.
Outlines
π Co-Teaching and Differentiated Instruction
The paragraph introduces a co-teaching approach known as Alternative or Differentiated Teaching. It involves one teacher managing a large group while another focuses on a smaller group for specific instructional purposes. The roles can be interchanged between a resident and a mentor. The strategy is used to teach the same content to a small group, provide intervention for students who haven't grasped a concept, or enrich the learning of students who have already understood the material. This method offers flexibility for various instructional needs such as enrichment, remediation, assessment, pre-teaching, and alternative lesson input. It allows for personalized instruction, behavior modification, and targeted support for students. The paragraph also discusses the importance of not stigmatizing students who are pulled out for this approach, ensuring a safe and inclusive learning environment. The co-teaching model is recommended for occasional use to enhance student performance, with the benefits of reaching students' specific needs and creating a supportive classroom atmosphere.
Mindmap
Keywords
π‘Co-teaching
π‘Differentiated Teaching
π‘Instructional Flexibility
π‘Enrichment
π‘Remedial Instruction
π‘Assessment
π‘Behavior Modification
π‘Personalized Instruction
π‘Stigma
π‘Safe Classroom Environment
π‘Alternative Instruction
Highlights
Co-teaching approach involves differentiated teaching where one teacher manages a large group while the other focuses on a small group.
Roles in co-teaching can be switched between the resident and mentor managing the large and small groups.
Differentiated instruction involves separating a small group for specific instructional purposes.
Small group instruction can be used for intervention or enrichment based on student needs.
This approach offers flexibility for various instructional needs including enrichment, remediation, assessment, and pre-teaching.
Personalized instruction can include reteaching, enriching, behavior modification, and providing specific support.
Planning alternative lessons involves identifying students who struggle and tailoring instruction to their needs.
Different methods of teaching can be employed to cater to students who may not have grasped a concept.
A strong teacher-student connection can be leveraged for small group instruction to enhance learning.
Co-teaching ensures that all teachers are connected with their students, fostering a supportive learning environment.
Students may wonder why they are chosen for small group instruction, which is addressed by explaining diverse learning needs.
A safe and understanding classroom environment is crucial for the success of co-teaching and differentiated instruction.
Co-teaching should be used occasionally to boost the performance of specific students or groups.
Differentiated instruction allows teachers to reach students' specific needs and understand their requirements.
In small groups, students feel heard and safe to ask questions, leading to a better understanding of the content.
Alternative instruction with co-teaching is beneficial as it provides support and helps identify gaps in student learning.
Transcripts
In this co-teaching approach,
Alternative or Differentiated Teaching.
One teacher manages a large group of students
while the other takes a small group
for a specific instructional purpose.
In this particular teaching sample
a resident is managing the large group
and a mentor is managing the small group
but their roles can be switched.
Alternative Differentiated instruction is taking
a small group of students separate from the whole class
and youβre either teaching them the same content
material, or use that small group away from the whole
class to provide intervention for students
who might not have learned a concept previously.
It could also be used for enrichment for students
who already have the concept
and we just want to take them a little bit
farther than the other students are ready for.
This approach provides instructional flexibility
and can be used for enrichment, remediation,
assessment, or pre teaching, as well as for
alternative methods of providing lesson input.
We can reteach, we can enrich the studentβs needs
we can also do behavior modification,
and give students the specific support they need
to personalize their instruction.
When we plan an alternative lesson,
if a student is struggling with math
and she was the one to initially teach the concept
and she wanted to notice
a student that is struggling in that area
we might have her teach the concept in a small group,
or we might think, you know what, the student needs
a completely different person,
different method of learning about this
so then I might be teaching the small group in order to
provide a different way of looking at things.
If I have a stronger connection with the student
it might actually be a good plan for her
to have the small group to make those
connections with the students too
so in the long run weβre
both connected with all of our students.
Teachers using this strategy will
want to pull students for a variety of purposes
so that this approach does not create
a situation in which those instructed
using this format feel labeled or stigmatized in any way.
They do wonder why theyβre chosen
sometimes so we explain to them that
all students have different needs
and they understand that they realized
that as the school year goes along we have a very
safe classroom environment and weβre all here to learn
and so and everyone seems fine with when
theyβre pulled in back and when theyβre not pulled back.
This co-teaching approach should be used occasionally
when it is needed to increase the performance
of particular students or groups of students.
With differentiated instruction I feel
like I can really reach my students
specific needs I really get to know the students
and i can zero in on exactly what they need me
to help them with.
With a small group they can feel like theyβre being heard
and they can feel safe to ask questions
to allow for their best understanding of the content.
To a teacher that is looking to use alternative
instruction for their students I think itβs wonderful
especially with the co-teaching model having
someone else in the classroom who can support
you and noticing the gaps in students learning
or the students who need to have that enrichment.
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