Acing TKES Video

huh? I'm Christi Golfs, and I'm going to talk with

you today about how to Ace Cheeks standard for So

the first thing that I think we need to do

is we need to look at the standard itself, look

at the wording and see what kind of challenges it

poses. So standard four says the teacher challenges and supports

each student's learning by providing appropriate content and developing skills,

which address individual learning differences.

That's the standard.

That's the big umbrella, but we need to break it

down further and look at levels three and low before

two little three, says the continued Excuse me.

The teacher consistently challenges and supports each dudes learning by

providing appropriate content and developing skills, which address individual learning

differences. That sounds pretty much the same.

That's the goal.

That's what they want from us as teachers.

But that's not where we want to go.

We want to be at a level for so to

find out how to get to a level, for I

feel like we need to really take a look at

the wording because the wording is very different from level

three and level four.

It says that the teacher continually facilitates each student's opportunities

to learn by engaging him or her and critical, critical

and creative thinking and challenging activities tailored to address individual

learning. Now it goes on to say that teachers rated

at a level for continually seek ways to serve as

role models or teacher leaders.

Now, you can see have highlighted the word facilitates and

tailored and teacher leaders.

These words are not in level three.

So that's what we're gonna take a look at and

see how we can use these words to find out

what it takes to get to a level four.

Okay, so first of all, why I differentiate?

Um, as you can see from what I have here

that you know, this is something that got off the

Georgia Dio e website.

It came straight off of there, and that's where they

really talk to us and teach us about what they're

looking for.

And it says here that no two students interest in

her classroom with identical ability, identical abilities.

Their readiness is not identical.

You're not going to find that in the same classroom,

and you're not going to find that sameness from your

a year every year, we're going to get a new

set of students with a new set of needs and

challenges. So in order to meet those needs, you become

the facilitator.

So I looked up the definition of facilitator.

And, um, the dictionary says that a facilitator is a

person that makes the process easier, and I think that's

what we are as teachers.

We are there to make the process of learning easier

for our students.

And so we need to look at how we can

do that, says You know, you can different you about

content, my process and by product, and I feel like

that's where we start.

That's where we start in facilitating learning.

So first, let's look at content.

So content is what the students need to know, what

they need to understand what they need to be able

to do, and beyond that, how they're going to get

access to that information.

So here are some examples you can give reading materials

at varying levels.

If your student did it reached the goal the first

time. You may need to reteach it in a new

way. You're teaching the same concept, but in a new

way or if your students were, and if they were

already, If they have that content they've mastered and they're

ready for more, you may need to extend their learning.

And you take that content learning one step further.

You could do small group instruction.

You could have students reading independently or with a partner

and then maybe even online research.

Where there, um taking the knowledge of their content even

one step further than what you are in the regular

classroom setting.

The next thing we need to facilitate is the process

by which the students learn process are that is the

activities in which the student engages in in order to

make sense of the content.

How are they making sense of what you're teaching them?

Um, so here's some examples of things that you can

do. Pacing is very important when you're different.

Sharing the process.

Some students need more time.

Some others need last time, so the pacing can be

varied. There's variation, and the way you're going to group

her students, it could be back interest.

It could be my ability levels.

It could be mixed grouping.

You can do tiered assignments, um, and interest centres are

good for different sharing the process hands on supports and

just what kind of supports are you going to offer

your students along the way to scaffold?

The process of learning next is the product product.

Another word for that might be an authentic assessment, but

basically it's a culminating project that asked the students to

to rehearse your to apply to extend what they've been

learning system products that you could use in your classroom

might be number one.

You can give them choice and the type of product

that they're going to make.

They may have options in the way they're going to

express their learning.

It may be an independent project.

It may be something they do with the group.

You may develop one rubric, or you may have several

that differs.

No addresses, differing ability levels.

Um, and then another option would be to give the

students requirements for what they have tohave in an assessment

and then let them create their own.

Okay, so moving on to the next word that was

in the Level four is the word tailored, and the

dictionary says tailored means to make or adapt for a

particular purpose.

or person.

So I like that word because that really shows us

that we need to tailor our instruction for the people

that are in our rooms.

But again, I went back to the dont to see

what they had to say about it, and they have

pulled something off.

It says differentiation to maximize learning is the cornerstone of

effective teaching because it recognizes that one lesson one activity

does not fit all.

So what do we need to consider when different trading

for all we need to consider readiness, which is a

student's current proximity to the specific knowledge and understanding or

skills. So basically, you know your students learn best if

the task that you're asking them to do are closely

matched to their understanding level.

So from examples of what you could do in your

classroom will be created assignments.

Those could be differentiated by complexity.

You may have some leveled ability groups offering hands on

manipulative ZX again.

You have rubrics designed for different levels.

Um, and for your gifted students, compact in and contracts

and then graphic organizer is just to help students organize

their thoughts as they learn, organized what they're learning the

next consideration would be your students interest.

Um, what engages them?

What makes them pay attention?

What makes them curious and ask questions?

Um, so one thing that I have read is that

when interest is tapped into the classroom, students are more

likely to be engaged and to persist and get their

work done.

And ultimately, isn't that really what we want?

So some examples of ways you can different you buy

interest or using Web Quest interest centres, jigsaw puzzles and

this last one I really like students selected reading materials,

I think that's so important.

To keep students engaged in reading is letting them have

choice and what they're reading and then the last area

to consider is their learning styles and learning styles is

basically just a preference for way.

They want to take in the material the way they

want to explore and express their learning.

So some things you need to consider there are the

students gender, their culture, their learning style, and then ultimately,

their intelligence preference.

Okay, so lastly, at the very bottom of the standard

Ah, highlight the word teacher leader, Teacher leader is not

in any of the levels up until then.

Level one, level two, level three.

But here it is in level four, and it says

that teacher leaders continually seek ways to serve as role

models and teacher leaders.

Ah, highlight of that word seek.

And that's so important, because you need to be looking

for ways to become a teacher leader, looking for ways

to be a role model to your peers.

So at this point, your your focus really sort of

needs to shift from What am I doing inside my

classroom to How can I help the people around me?

So let's look at a few ways that you could

seek out opportunities.

Well, most a lot of schools have mentor programs for

new teachers.

You could ask to be a mentor and really mentor

that new teacher on ways to differentiate in their classroom.

You could continually be reading current literature to use in

your classroom and to share with others.

You could talk about the importance of differentiation in your

grade level planning, come up with strategies for ways to

differentiate varying types of learners that you can share with

your colleagues, and then you could take it even a

step further and re deliver this type of information two

other gray levels, other schools, other places in your district

and then ultimately their conferences that you can present at

but all of these Airways that you can show that

you're being a teacher leader and that you care about,

um, what other teachers are doing in their classrooms, not

just what's going on yours.

And then, lastly, I would remind you to document, document,

document everything that you're doing.

The only way you're administrators will know that you were

doing all of these things in some cases is for

you to tell them.

Don't forget to tell them for your own personal self,

keep notes of things you're doing.

Make screenshots of emails when you and your mentor, teacher

or your a mentee are communicating.

Um, save these things on a drop so that you

can share them with your administrator when the time comes

to show them that you are seeking out other opportunity

to help other teachers, that you are being an influence

in your school and to the people around you.

So again, a scene teak centered for is what we

want. So don't forget to look at the wording.

Don't forget to see how it's different from the other

standards, but ultimately going above and beyond.

Don't be content with the status quo.

Don't being content with what everyone else is doing, but

seek ways to, um, improve your own teaching that will

benefit the students in your classroom.

And that will benefit those around you.

Thank you.

Acing TKES Video

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