① Mayflower Elementary Schools: Case Study

Monday, November 29, 2021 5:49:08 AM

Mayflower Elementary Schools: Case Study



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Students find learning centers more engaging if they are decorated with items that relate to the topic of the activity. For example, during a history unit on the Pilgrims, the learning center might contain a trunk of period clothing and be decorated to represent the deck of the Mayflower. In addition to learning centers, learning stations and interest centers offer students opportunities to acquire information about a topic or skill. Learning stations are areas of the classroom organized around a topic, theme, or skill. The teacher creates several stations that cover portions of the material. To learn about the topic, students must complete the activities at each station.

For example, during a unit on weather, the teacher might create four learning stations: temperature, atmospheric pressure, clouds, and the water cycle. Interest centers are a type of learning center. They provide an opportunity for students to acquire in-depth knowledge about a topic of interest. Unlike in traditional learning centers, students are not required to complete the activities in the center but can choose to visit the center when time allows.

The topic might or might not be related to the unit of study. For example, when teaching about metamorphosis using the life cycle of the butterfly, the teacher might also create an interest center focusing on the life cycle of the frog so that students can delve deeper into the topic. Interactive Journals. An interactive journal, sometimes referred to as a dialogue journal, is a notebook in which the student and teacher communicate through writing. The teacher can differentiate instruction by varying the journal prompts for different groups of students based on interests or readiness level.

The teacher should introduce journaling as an in-class activity. He or she can allow students up to ten minutes at the beginning or end of class once or twice per week to complete an entry. When students understand the procedures for completing a journal entry, the teacher might assign this activity as homework. After the students complete their entries, the teacher should read them and respond in a timely manner. Because this activity is meant to encourage students to write openly, the teacher should not correct grammar, spelling, or content. Instead, the teacher should model good writing. Below is an example. Teachers can use journals as a form of ongoing assessment.

Graphic Organizers. A graphic organizer, sometimes called a web or concept map, can be a diagram, outline, or chart on which students arrange information. By using graphic organizers, students can:. As a general rule, graphic organizers should be simple in nature. To maximize differentiation, the teacher should be very flexible when using graphic organizers. The teacher can do this by:. An organizer that helps students understand what information two topics have in common, as well as what is unique to each. An organizer that helps students learn about new concepts. The new word is written in the middle and the student fills in the remaining boxes.

An organizer to determine what students know about a topic, what they want to learn, and what they have learned. The first two columns are filled in before reading the material and the last column is filled in as the student progresses through the unit e. An organizer that helps students describe a process or other sequential information. An organizer that helps students gain a deeper understanding of the meaning of a word. The word is written in the center and synonyms, antonyms, and examples are written in shapes that surround the center word.

Jigsaw is a cooperative learning strategy in which the class is divided into small groups consisting of five to six students. After the students meet in their expert group and learn their specified content, they return to their home-base groups to share what they have learned with the other group members. This strategy allows everyone in the class to learn all the content relevant to the subject, as opposed to just the piece they were responsible for. The jigsaw strategy can be implemented during one class period or across a number of class periods, depending on the depth or complexity of the content or skill being learned.

In the example that follows, the teacher uses the ten steps listed above to implement the jigsaw strategy during a unit on Brazil. He implements this strategy across a one-week period. Teachers can differentiate instruction by providing manipulatives for those students who are having difficulty understanding a concept. Manipulatives are concrete objects that students can use to develop a conceptual understanding of a topic or skill. These objects help students represent the idea they are trying to learn or the problem they are trying to solve. For example, the teacher might demonstrate the idea of fractions by slicing a pie into pieces. It is important that the teacher make explicit the connection between the concrete object and the abstract concept being taught.

Below are several examples of students using manipulatives. A student uses a number line i. Two students use an abacus to practice counting by fives. A student uses colored cubes to work on pattern recognition. Another way to differentiate process is to vary the length of time students have to complete a task. This allows struggling students more time to grasp the concept and permits advanced students more time to delve deeper into a topic.

Watch the video below to learn how one teacher differentiates process in her classroom. In particular, she discusses the use of manipulatives and learning centers time: View Transcript. We were subtracting one-digit numbers from double-digit numbers, and it was the second time they have been exposed to that process. Before this we had been subtracting just the tens, and they did fairly well with that concept, and now we are moving into regrouping and not regrouping. At the beginning when we started the lesson, I was just doing a group think-aloud and we really wanted to think about have kids demonstrate and be able to explain what they were doing when they were trying to solve those math problems. And all mental math at that point, but then also liking to show the concrete example on the whiteboard of what exactly they were thinking and to show other students that there are other ways to answer problems; there is not one set way.

As we move, we try to do lots of different examples of hands-on activities and paper-pencil tasks. Eighty percent of their time is spent whole group, and then twenty percent either individual or small group. A lot of times, it might be the same exact thing that we are doing as whole group, but just in a small-group setting. I would also like to have them get the whiteboards out and let them actually try to do the algorithm with the dry-erase marker and just practice that, because I am not sure that they fully understand the regrouping concept yet and why we are regrouping.

And I notice that, even with my small group, they were still struggling, where those ten ones were coming from. I am trying to plan and help for the reteaching. I usually try to pass some activities that are ready for that chapter or that topic, and I like to do them on the spot if I notice that lot of the class is struggling with whatever topic we are covering. We are going to redo parts of this lesson again just to help give students a boost on what we are expecting, because the next thing that we are moving into is double-digit subtraction, and I really want them to feel comfortable and be able to do this automatically before we move on to that next step.

I just really enjoy having the opportunity to let them go to centers, and they can review extra things that we maybe were struggling with before and I think we need a review on. And it also gives a chance for those students that have already mastered the concept that we are working on to be challenged a little bit to have some of those extra centers that are getting them thinking and pushing them a little bit, too. We go over the different strategies throughout our lessons and then I usually incorporate them into our centers as well. If caught in these areas, students will be asked to sit with their parents or if no parent is present, you will be removed from the game. All student behavior is expected to be school-appropriate.

Any student caught using foul language or participating in actions deemed inappropriate by any Grinnell staff member will be removed from the game and asked not to come back. The Grinnell High School staff thanks all students in advance for their cooperation and compliance with their expectations presented in this letter. We look forward to having you at the games to cheer on the Tigers and help them bring home a victory! All teachers are heroes.

We accept nominations in any format: our online form, cell phone video, Tik Tok and Instagram. They will honor one teacher per month during the school year. If your club or activity would like to participate in the Homecoming parade please use the link below to sign up. Dollars for scholars is organizing the parade this year. A Pep Rally will be held following the parade at approximately pm in Central Park. Have a wonderful three-day weekend! Remember there is no school on Monday, September 6, Your email address will not be published. Facebook Twitter. Golden Apple: Do you want to recognize that amazing teacher in your life? Here is your chance to nominate that teacher who has made a world of difference in your life. Royce Gracie.

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