Student Learning and Growth
As an educator, student learning, growth, and achievement is crucial when focusing on my own instructional teaching practices. I have learned that every student learns differently based on their own unique skills. Throughout my teaching career, I have taught many students that have Individual Education Plans (IEPs) as well as students who are English Language Learners (ELLs). Providing students with individualized support is crucial to their educational success and growth on the New York State standards.
There are many ways I differentiate lessons and activities. Throughout my teaching practices, I incorporate a multi-sensory approach and differentiate instruction based on needs, strengths, interests, and goals. Some students learn through a tactile approach. This can be done by providing hands-on activities and manipulatives for the students. For example, during our clothing unit, I introduced students to soft fabrics and rough fabrics. Using a tactile approach helped students understand the difference between the two fabrics by touching and/or feeling it. Another sensory approach I use is the use of visuals. I like to introduce real-life pictures each day. I incorporate pictures into every lesson so students can visually understand what I am teaching. For example, during our tree unit, I discussed and described many different trees, such as a pine tree, an apple tree, and a maple tree. In order for the students to understand the differences between the trees, I showed them three different real-life pictures. This helped the students visually connect my descriptions to the pictures. Another sensory approach I use is through auditory learning. For example, during our ball unit, I introduced many different types of balls, such as a basketball, a tennis ball, and a ping pong ball. We discussed the different sounds each ball makes when dropped to the floor. Students used their sense of hearing to help support them in distinguishing the different sounds they heard. I also use a kinesthetic movement sensory approach in my teachings. Kinesthetic movement can benefit many students. For example, during our recycling unit, students are given different recycling items such as paper, plastic, and metal. Students need to physically stand up and walk over to the correct garbage bin and recycle the items into the bins. This activity can be done in many ways, such as by walking, running, hopping, skipping, etc. Students can learn through movement.
I measure student growth by using many different variables across an array of domains. Domains that include mathematics, science and technology, literacy, cognitive, language, physical, social studies, the arts, and social-emotional. I measure these domains using Common Core New York State standards and by documenting data throughout the day. I document data through the use of lessons, conversations, asking higher-order thinking questions, asking open-ended questions, taking pictures, conducting interactive activities, taking anecdotal notes (observe, reflect, and respond), conducting informal and formal observations, using checklists, conducting assessments, and the use of rubrics. Through these observations, I am able to celebrate the students' glows as well as conduct the next steps for each student as their grow. This helps me see their current potential in the study and supports me when inputting data into Teaching Strategies Gold (TSG). Documenting and implementing data is an essential element in improving progress, determining needs, and measuring student growth. Formulating this data also helps me plan, prepare, and differentiate lessons based on the student’s interests, strengths, needs, and goals.
As seen in the attached TSG snapshots, many of my students, demonstrated academic growth within the domains of the Common Core New York State standards, due to the pedagogical practices, differentiation, and supports that were implemented.