Harwigg FDBK (CEL)
Summary
TLDRIn this educational discussion, a teacher reflects on the effectiveness of the 'turn and talk' strategy in her classroom, noting its success in engaging students and facilitating behavior management. She also addresses the challenge of managing students who complete tasks quickly and those who take longer, sharing her experiences with extensions and independent reading. The conversation explores proactive strategies for providing individualized support to students with varying learning speeds, aiming to enhance engagement and deepen understanding.
Takeaways
- 🔴 The red light indicates recording is in progress.
- 🤝 Savannah is thanked for the opportunity to interact multiple times, showing appreciation for the collaboration.
- 🗣️ The session will last about 20 minutes, focusing on the teacher's practice and future steps, with a specific next step provided at the end.
- 👂 The teacher has implemented 'turn and talk' in the classroom, which was previously discussed and is now observed to be effective.
- 👀 The teacher is learning about student behavior and understanding by circulating and listening during 'turn and talk'.
- 📈 The teacher is using formative assessment to quickly identify and address student understanding and areas for re-teaching.
- 🔄 The teacher is aware of the varying pace of students and is concerned about those who finish tasks quickly and may exhibit off-task behavior.
- 💡 The teacher is considering different strategies to engage the fast-finishing students, such as providing more challenging tasks or extensions.
- 📚 The teacher has tried independent reading and center work as extensions but is looking for more engaging alternatives.
- 🎯 The conversation suggests proactively working with students who finish quickly to provide them with tasks that match their skill level.
- 📝 The teacher plans to conduct a reading inventory to better understand the interests and needs of the gifted students and find appropriate texts.
Q & A
What is the main purpose of the meeting in the script?
-The main purpose of the meeting is to discuss the teacher's practice, specifically focusing on teaching strategies like 'turn and talk', formative assessment, and addressing the varying pace of student learning.
What teaching strategy was implemented and observed in the classroom?
-The teaching strategy 'turn and talk' was implemented and observed, where students turn to their partners to discuss a topic, allowing the teacher to gauge understanding and manage behavior.
How does the teacher feel about using 'turn and talk' in the classroom?
-The teacher loves using 'turn and talk' as it gives every student a chance to express themselves and allows the teacher to move around the classroom, listen to students, and provide quick formative assessments.
What challenges does the teacher face with students who finish tasks quickly?
-The teacher is concerned about students who finish tasks quickly and then become off-task or disruptive, as it can affect the behavior and focus of the entire class.
What strategies has the teacher tried to engage students who finish tasks early?
-The teacher has tried extensions, independent reading, and providing more challenging materials to engage students who finish tasks early.
How does the teacher plan to address the issue of students finishing tasks too quickly?
-The teacher plans to proactively pull these students at the beginning of independent work time and provide them with more challenging tasks or projects that are tailored to their reading levels and interests.
What is the teacher's approach to formative assessment during group activities?
-The teacher uses formative assessment by circulating around the classroom, listening to students, and providing immediate feedback or re-teaching when necessary.
What does the teacher think about the importance of engaging curriculum to manage behavior?
-The teacher believes that engaging curriculum is key to managing behavior because if students are not engaged, they will become bored and off-task.
What is the teacher's plan for students who are not struggling but also not the fastest?
-The teacher plans to work with these students individually to identify areas they are struggling with and provide additional support or activities to improve their skills.
What does the teacher need to better support the gifted students in reading?
-The teacher needs to conduct a new reading inventory to understand the interests and reading levels of the gifted students and find more appropriate and engaging texts for them.
How does the teacher plan to utilize the small reading group time to benefit the gifted students?
-The teacher plans to use the small reading group time to conduct a formative assessment and then provide the gifted students with more in-depth knowledge or advanced reading materials based on their interests and needs.
Outlines
🎥 Classroom Interaction and Teaching Strategy Discussion
The paragraph discusses a conversation between a teacher and an observer, focusing on the use of 'turn and talk' as a teaching strategy. The teacher shares her experience and the benefits she has seen from this method, such as allowing all students to participate and enabling her to move around and listen to students' discussions. The observer asks about the teacher's learning from the students' interactions and the teacher mentions the opportunity for quick formative assessment. They also discuss the challenges of managing students who finish tasks quickly and the need for individualized feedback.
📚 Addressing the Pace of Learning and Behavior Management
This paragraph delves into the teacher's concerns about students who complete tasks rapidly and the subsequent behavioral issues that arise. The teacher identifies two distinct groups: gifted students who finish quickly and others who may rush through without attention to detail. The observer suggests proactive measures, such as engaging these students with tasks that match their abilities and interests, to prevent off-task behavior. The teacher discusses her attempts at providing extensions and the need for a more engaging approach, such as tailored reading materials or projects like PowerPoint presentations.
🔍 Proactive Strategies for Diverse Learner Needs
The conversation continues with the teacher planning to address the needs of advanced students by conducting a reading inventory to find appropriate texts that match their interests. The teacher also considers grouping these students for more focused work during independent reading time. For students who rush through tasks, the teacher plans to provide additional support and guidance to ensure they understand and complete their work accurately. The observer suggests pulling these students aside at the beginning of independent work time to provide them with tasks that are more challenging and engaging.
🗓️ Next Steps and Support for Teaching Strategies
In the final paragraph, the teacher outlines her immediate next steps, which include conducting a reading inventory and possibly organizing materials for more engaging activities. The teacher expresses her intention to start these steps soon, indicating a proactive approach to addressing the needs of her students. The observer offers support and asks if the teacher needs any additional help, to which the teacher responds that she might need a new reading inventory for her gifted students to better understand their interests and reading preferences.
Mindmap
Keywords
💡Turn and Talk
💡Formative Assessment
💡Independent Work Time
💡Gifted Students
💡Behavior Management
💡Extensions
💡Reading Inventory
💡Middle School Life
💡Book Labs
💡Proactive Intervention
Highlights
Using 'turn and talk' strategy in the whole group to ensure everyone gets a chance to speak and express themselves.
Concerns about managing student behavior during 'turn and talk', but found it effective for engagement.
Teacher circulates to listen and provide quick formative assessment, identifying understanding and areas needing re-teaching.
Observation of students finishing tasks at different speeds, with some completing quickly and others taking more time.
Challenge of keeping fast finishers engaged and on-task during independent work time.
Strategies for providing extensions and additional challenges for gifted students to keep them engaged.
Using independent reading time to address different reading levels and interests among students.
Proactive approach of pulling students aside at the beginning of independent work time to provide individualized support.
Importance of providing appropriate level of challenge to prevent rushing through tasks without attention to detail.
Using technology like PowerPoint as an extension activity for gifted students to demonstrate understanding.
Considering reading preferences and interests when selecting books for independent reading to increase engagement.
Utilizing small group reading activities like book labs to foster discussion and deeper understanding.
Need for a reading inventory to better understand the reading levels and interests of gifted students.
Planning to start implementing new strategies and conducting a reading inventory soon to better support students.
Discussion on the importance of proactively addressing the needs of different student groups to enhance learning outcomes.
Overall, the conversation highlights effective teaching strategies for managing diverse student abilities and interests in the classroom.
Transcripts
great red means it's recording right all
right Savannah thank you once again
you're welcome so glad that um I'm so
glad we have the chance to see you three
times I know it's been a lot it's great
I mean from our perspective just to
watch over the course of the visits and
so you already know what to expect you
know we'll talk for about 20 minutes
about your practice
um we'll be talking a bit about today as
well as what you want to try next and at
the end of this time you'll have a
specific Next Step
um as well as some some reflection time
around what's going really well and
hearing some of our feedback so perfect
does that sound good yeah okay so so the
first thing I just wanted to um to ask
you you know when we met not the last
time but the time before I don't know if
you remember it was a while ago but one
of the things we had talked about was
using turn and talk in the whole group
right you updated us last time that
you've done that and then we saw it
today so I just wanted to first of all
mention you know that it was we saw that
right
knew who their Partners were and
immediately turned and talked when you
asked them to talk about the
similarities and differences of Lunch
Bunch and regular lunch and you
recognize that one student and a partner
and you went over to her and told her so
um I just I'm curious from you what are
you learning about turn and talk I love
it first off I love it so much and I
always was more worried about the
behavior than anything because a lot of
them once I get talking it's hard to
just rain them back in really quickly
right and once I did it a few times I
realized it's fine and they are able to
manage their own behaviors and I can
manage them as a group
but I love it because I like you said
last time well the first time you're
like if you do turn and talk everyone
gets a chance to talk and I have a few
kids that if they don't get to talk
they're talking regardless if you call
them or not they'll talk on top of other
people
um so they do get to express them
themselves and then I walk around and I
get to hear everybody yeah which is fun
good and I'm not just sitting down it
gives me a chance to actually move
around and hear everyone so a couple
different things I'm curious about to
hear a little more about
um you know what are you learning about
the kids when you circulate and listen
in what are you what are you noticing
about them it allows me to give a quick
formative assessment to see one if they
even know you know what we're talking
about and to see if we're all in the
same Plainfield if we don't if some kids
don't get it I can give a quick re-teach
without having to do some type of pen
and paper it's really quick
yeah yeah or if I see just one group not
getting it I could slow it down and be
like okay well this is what this means
or this is and really clarify quickly
individually yeah
um so so with that so just another thing
we noticed okay that in the whole group
when the students started working on
their um
organizers you also have that strength
around formative assessment that you
notice right away that several students
were right and as soon as I saw that I'm
like well it's good that it's happening
because they can see that I'm noticing
it at the same time I was like and you
were able to use that strategy of kind
of one-on-one right feedback to continue
to redirect it right yeah because they
were all over the place one was doing
Lunch Bunch one was a lot we're doing oh
and two and Z yeah yeah you're
definitely aware and able to provide
that individualized feedback
um well thank you yeah so
um so okay so there's a couple different
directions we could go okay conversation
I I would love to keep talking about
turn and talks and the whole group
structure
um or we could talk more about the
independent work time
um and how that's going for you we
haven't a chance to talk about that yet
at all right
um so curious which which direction
would you like to go
um yeah the second one sorry
okay this is for you you okay growth
yeah yeah so so why that direction what
are you because I have our class is
really I have half the students that are
really really really fast about
completing things and then the other
half
um not they put their thought into it
but they take their time okay so I have
extend like extensions planned for all
of my activities but sometimes they even
run through those oh wow so then we're
doing independent reading but then
they're off task and they're holding
their books up like this and then
talking to okay I'm like oh my goodness
you know they're still working on the
first thing that's even a challenge that
we all have right teaching right with
varying levels of of speed and skill and
you're already sensitive to that so one
of the things that that made me think
about and you could talk about today as
an example or in general but you you
named
um half of them are fast yeah right and
others take their time and just take
longer right and then is there another
group I want to make sure I have them
clear on I mean I'm sure there's someone
right in the middle of the road okay but
yeah yeah the fast ones I'm always like
go back and make sure because a lot of
time it's when we're writing make sure
you did like your we call it cups like
capitalization usage punctuation okay
but they just fly through everything and
I even do I play an extensions based on
like their levels I have some that are a
lot tougher than others but they're just
flying through everything and so so
talking about is that the group you're
most concerned about okay so because
that's when the behavior starts start
okay definitely now yeah so so you're it
sounds like just to make sure I'm
understanding you're feeling comfortable
with the ones who are kind of right
around the level or struggling you know
what to do with those groups it's this
group that's finishing fast and you're
saying it's about half the class
five people misbehaving feels like the
entire class sure absolutely you're like
wow
one of the things you're doing
so you're noticing
noticing that it's right it's a learning
well I think you control Behavior
through curriculum in my opinion right
so it's not engaging kids are gonna be
they're gonna be bored and off task so
what are some of the skills they have
that are really strong that that group
that group yeah
um well often it's our
gifted type students okay
and I think that they're just
either flying through it or it's the
students who
do not care as much to pay attention to
the details and they just zip through it
and it's like okay we'll go about you
have to go back and look and they're
like oh it looks great and they don't
even you know check anything mm-hmm
so so that group's actually kind of kind
of different there's some students who
are
potentially have the halved already
they're meant to be practicing right and
then there's the group that is
exhibiting behaviors that shows that
they're finishing fast but maybe not
accurate right it's like they think
there's a medal for being fast a battle
for being like the first one to finish
there's a reward for being the first one
to finish and I always tell them you
know the first one to finish it doesn't
always mean that yes sure yeah got
everything so today did you notice those
two groups not really today because
today they were good yeah right yeah
and they all finished right about the
same time okay but they all had
different varying and lengths and like
some kids had like three or four
comparisons okay and some okay yeah
um so so what have you you've tried
extensions so what's an example of like
an extension we have like Center work so
they would do something like that if
it's done okay
you've tried independent reading I think
you said yes yeah
and the problem with
our kids with independent reading they
get books and then I think they just are
in a hurry and they just pick something
out so I think maybe me giving them like
one kid loves dragons and he's in that
group and I have dragon books at home
from so I'd be like oh well maybe you
could read this book it's more engaging
than the book you've randomly picked out
at the library or they pick out books
that are really really difficult and
then they struggle and move so then they
don't read it yeah or they just flip
through the pictures
[Music]
outside of this okay okay just curious
about that yeah
um so I wonder this one possibility I'm
thinking about with this with this this
gifted group can you list off who they
are so maybe just so I get a picture in
my mind who are you thinking they
weren't here today okay all right so
maybe that's why yeah yeah so um so are
there three of them there's two of them
there's two of them oh okay
so um and they're always mad that you
guys come on Wednesdays because you guys
never forget they're like why do they
always
always days we're never here on
Wednesdays
so so you know I've noticed that you
already have an instinct of you know
you're obviously formatively assessing
and kind of going to students one-on-one
to intervene right you know so one
possibility to get ahead of this problem
it's not a problem I mean it's a good
problem to have potentially pull those
two students
proactively right at the beginning of
independent work time or even during
independent reading if that's a better
opportunity and I think it's about
giving them something to do that really
is at their level and right you're I
think you have an instinct about that
you're saying maybe they need a book
that maybe they're reading the same book
or a book that's truly at their level of
challenge I did one time
um have them do like a PowerPoint
because they're so into computers after
they completed it they did a PowerPoint
on what they had just done okay and that
worked but I didn't know if they were
supposed to I don't want them on the
computer all the time yeah yeah so it's
a good instinct is there something about
their reading they think they could get
better at even do you have an idea about
that like is it you know reading a
certain genre or yeah yeah they're in
the same small reading group okay as
well so I could even work on them with
something to get like together in a
group okay yeah that might be a way to
address the and I don't know
specifically what it is it sounds like
you have some some ideas but getting
ahead of it with those two
um this is what you're going to work on
during independent work you're going to
do what everyone else does and then this
is what your what your project is or
your reading work is
um okay you know and and I think the
slight tweak to what you're doing sounds
like you're going to them individually
is to just get ahead of it like at the
beginning right but um an opportunity
yeah yeah
okay and and how about the other the the
ones who kind of rush you know are you
usually like not the struggling but not
the probably right in the middle right
in the middle or lower middle yeah
um so I mean there's plenty of stuff I
can work on them
so even yeah go ahead pulling them and
working with them about something that
we're doing the right like that
assignment show me how we do this or
great yeah yeah yeah so using that same
strategy of proactively possibly pulling
them too
um so that you're giving them what they
need right because you're you're so
close to this already because you sound
like you know oh he's gonna finish he's
not gonna oh I know I couldn't tell you
the names I can tell you everything what
they're gonna say when they're finished
everything I think you it might help you
feel like you're running around less
right you know yeah and if I do it
proactively before they're yell I'm done
and then everyone else is like oh my
gosh she's done like why am I not done
and then they start like kind of rushing
a little bit too and it just it creates
the snowball snowball yeah okay
um so so can you say back I want to make
sure I we're on the same page what are
you what are you going to
these with these kids you've identified
I'm going to pull them at the beginning
proactively and
come up with something for the for the
gifted my too gifted work with something
that they need to improve on maybe with
their reading skills because we do have
the reading groups right before we
usually do whole group okay so that
would actually work out well because I
can you know do my little formative
assessment in my small group and then
say okay this is what we're struggling
with this is what I can do yeah during
whole group and then pull my middle of
the road and maybe work on the
assignment with them or find something
that they're struggling with the
assignment and then work with them
together more intentionally just with
them right all right so what do you
think
I know
you're going to do this what would we
see those groups of students doing
um well one they're not going to be
disturbing the classes to benefit my
whole class absolutely and yeah I feel
like they're going to just get that more
in-depth knowledge of either what we're
working on or with the middle group or
they're just going to benefit even more
and just move even higher for my gifted
kids okay so you might even see the
benefit in the small group right right
with them in that reading time right it
might be accelerated
um great do you need any support like
what would you need either from Miss
Roth
um from Marie you know in order to help
this
um along
um
I don't know I think I need to do a new
reading inventory actually okay for my
gifted kids oh say more what do you mean
by that just to see what they would like
to read okay and then maybe find more
level texts for them on something that
they it just is hard because one's a
very sassy girl and one's a very rough
boy so they're
reading likes might be completely
different it's okay but they're also
very into Middle School life so we could
do like books like fiction books about
middle school and find something more
that they're into because we were doing
Harry at the spy and that was a good one
that they really liked because she was
smart and sneaky and they could kind of
like this yeah yeah um and that worked
really well so maybe even something like
that that we could work on and then plan
activities around that book yeah I mean
and it could just be
right you know that could be you don't
well we do book labs in our small group
that's what we were going to do today
and they like it because they get to
they run the show I just stop in and
make sure that they're working
positively as a group because sometimes
they bicker a lot and then working make
sure that they're on task but they love
it because they have their little rules
that they all made and one person hosts
a group each time so she comes up with
questions and then they have a
discussion yeah so it works really well
that's so that could even be like a mini
one that they could do they have like
this mini book right the two of them so
you sounds like you need a reading
inventory yeah and just kind of getting
some materials organized look up for
books that might be appropriate
um great and it sounds like those are
your next steps yeah when do you think
you'll start on this oh yeah yeah
probably soon soon okay like tomorrow
tomorrow I like to think try things like
right now yeah
so Anna thank you thank you thank you so
much anything anyone else wants to
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