Tutor profile: Pamela S.
How do students assess their own writing?
I recently presented at a state conference on student-created rubrics, where students complete the drafting process and then analyze student work to create a rubric for their own writing. The students look at topics such as genre, mechanics, craft, etc. and determine what should be included in their own writing. This rubric allows them to write to a specific genre and assesses as they go!
Subject: Basic Math
Name a success you have had with teaching primary math in the classroom.
I love to teach math! I think because there are so many tricks and tips you can use to get the students interested in the concept being taught. One example where I have had success with teaching math in a third-grade inclusion classroom was when teaching the concept of multiplying by nine. Multiplication is a building block for all math concepts in the third grade, so teaching my students the fun strategies for multiplying was imperative. We would use body motions to "chant" the facts to relate them to memory. We also multiplied by 9 in a list form where the product, when added together, will always equal 9. For example, 9 x 2 = 18, or 1 + 8 =9. Lastly, we would use the 9 "finger trick" where you count the fingers on your hand to find the product of the 9 multiplication fact. All of these ideas and more, help the students see math is fun and useful!
How do you differentiate instruction to meet the needs of all learners within the classroom?
Making education accessible is the key to learning and understanding for all students! Not all students learn at the same pace and with the same style so finding that modification or accommodation to help a child become a lifelong learner is the goal. First and foremost, students need to be assessed to determine strengths and weaknesses, with individualized plans created for each individual or small group of students. Once a goal is in place, the students specific learning style is created to fit their needs, including technology, visual cues within the classroom or behavior/attention checklists, to name just a few. As the student progresses, these plans are flexible and changed based on the specific needs of the students.
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