Meeting the Needs of Diverse Learners Middle School — Transcript

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1. 0:00I am in my twelfth year of teaching and
2. 0:05I've always had students who were
3. 0:08designated as students with special
4. 0:09needs or students who were designated as
5. 0:11English language learners and I never
6. 0:14have felt like I've done the best job at
7. 0:16supporting them for me it's really
8. 0:18important because it's over a third of
9. 0:20my kids and I want all of my kids to
10. 0:23grow and develop as learners and so for
11. 0:25some of them that means something really
12. 0:27different than what it means for someone
13. 0:28else for my getting better together
14. 0:30focus I really want to work to meet the
15. 0:33needs of my diverse learners can I have
16. 0:42a volunteer and a loud clear voice read
17. 0:44our learning target for today and I
18. 0:46should see many hands up in the air
19. 0:48today we have four adults in the room
20. 0:52myself my co-teacher and two pair of
21. 0:56professionals what I want to do
22. 0:58differently is maximize the adults in
23. 1:01the room and recognize that gives us a
24. 1:04huge advantage in helping push students
25. 1:07further than I could as one adult by
26. 1:09myself or as we could as for adults with
27. 1:11one person teaching all right everybody
28. 1:13has a book we are trying something new
29. 1:15today where we're actually using
30. 1:17stations to give kids small group
31. 1:19instruction with an adult and a few of
32. 1:21their peers
33. 1:24[Music]
34. 1:29if you're analyzing text what are you
35. 1:32doing Sam what do you mean by that so
36. 1:37how we actually came to today my
37. 1:39co-teacher
38. 1:40miss Alda bat and I looked at previous
39. 1:42work that our kids had done we also
40. 1:44asked kids to do kind of some of their
41. 1:46own self-reflection and we gave them a
42. 1:47very short three question survey we have
43. 1:51a lot of strengths as a group and we
44. 1:52also have some areas where we need to
45. 1:54grow and those are actually in three
46. 1:56main areas so the areas that we're
47. 1:58looking for growth in are locating the
48. 2:00piece of evidence that you want we
49. 2:03started seeing some data that showed us
50. 2:05that our students needed particular help
51. 2:07in certain areas so we took all of that
52. 2:11data and used it to create four
53. 2:15different stations and each of you is
54. 2:17gonna move to at least two of these
55. 2:21stations today today's lesson will focus
56. 2:25on preparing for a text-based discussion
57. 2:28about the book wonder by RJ Palacio so
58. 2:32how do you figure out what the most
59. 2:33important events are the station that
60. 2:36I'll be working at is how do we identify
61. 2:38major events in a particular section of
62. 2:40the text and so I'm gonna give you some
63. 2:42strategies today that will help you we
64. 2:45are going to use our discussion
65. 2:48questions to locate evidence my
66. 2:51co-teacher is working to help students
67. 2:53find the piece of evidence they want
68. 2:55do you agree engineer also one of the
69. 2:58paraprofessionals is going to be working
70. 2:59with a group on how you use textual
71. 3:01evidence to support an inference that
72. 3:03you're making some are made the right
73. 3:05decision
74. 3:06she found so is the evidence to support
75. 3:09your claim oh yes right here in the
76. 3:13fourth group they'll be preparing for
77. 3:15our group discussion for the next day
78. 3:17finally got used to wait and she saw
79. 3:23exactly so that's what you can write so
80. 3:26in these small groups we're hoping that
81. 3:28kids will walk away with a new skill
82. 3:30that will help them better analyze the
83. 3:32text and find evidence to support that I
84. 3:34made a little awesome bookmark for you
85. 3:35guys when I'm trying to identify a major
86. 3:39event I asked myself three questions
87. 3:41okay and these are the three questions
88. 3:43that can help you figure that out
89. 3:44stations 1 & 2 or for students that
90. 3:47needed a little bit more foundation okay
91. 3:50we're gonna pick 2 and I want you guys
92. 3:52they're all from summer section to
93. 3:54determine is it a major event or a minor
94. 3:56event and how do you know you can use
95. 3:58your questions to help you it's my hope
96. 4:00that breaking things up and breaking
97. 4:02them down will help push them if the
98. 4:05evidence shows me they're not quite
99. 4:07ready how do I break it down so that
100. 4:09they can kind of find their entry point
101. 4:11- wendy is our fabulous peer tutor miss
102. 4:15algebra and I we're talking as you're
103. 4:16planning this lesson around particular
104. 4:18kids who just really high-level readers
105. 4:20they're really good at making inferences
106. 4:22and analyzing texts and how do we push
107. 4:25them one way to do that I think is to
108. 4:27get them to step into a space where
109. 4:29they're supporting others and the more
110. 4:31opportunities we can give kids the
111. 4:32better if this were event worth missing
112. 4:35would it have less of an impact on me as
113. 4:37the reader
114. 4:39now we know that he likes a plane like
115. 4:41any okay is that more yes more finito
116. 4:45that action because it was really
117. 4:49awesome to have Josh Wendy talk with
118. 4:52other kids around why she thought things
119. 4:54were major or minor events so in that
120. 4:56sense she was more of a model today
121. 4:58let's start with this locating the piece
122. 5:01of evidence you want how do you guys
123. 5:02typically start doing that yeah I mean
124. 5:04if you're talking about a certain
125. 5:05character I would go to their parent I
126. 5:07like that
127. 5:08I used to hint that they gave me but
128. 5:10what's the hint that you're talking
129. 5:11about what was almost summer so I go
130. 5:14back into the chapter summer for my
131. 5:17station I was facilitating locating
132. 5:20evidence so the question was about a
133. 5:23certain chapter in the book I was just
134. 5:25asking them how do you know to look in
135. 5:27this particular chapter or how do you
136. 5:29know that this is what's gonna happen
137. 5:31let's let's talk about what you guys
138. 5:33mentioned before you say you use hints
139. 5:35from the question so we're using what we
140. 5:40know about the narrator who is the
141. 5:42narrator that we're talking about in
142. 5:43discussion question number two
143. 5:45sumit okay so let's turn to summer
144. 5:50section in our book where is the
145. 5:52evidence that tells us what the plague
146. 5:55is yasmeen
147. 6:00he says apparently this is a game that's
148. 6:03been going on since the beginning of it
149. 6:05so that plague it's a game at the place
150. 6:08it's very nice
151. 6:09so that's the first piece of evidence I
152. 6:11think it went well our students picked
153. 6:14up on what we were looking for they just
154. 6:15needed the extra push as to how we're
155. 6:18going to be locating it and getting
156. 6:19those questions going for them to figure
157. 6:21out where to start so we are going to
158. 6:26transition to make sure you have
159. 6:27everything you need and then if you
160. 6:29don't remember you can look up at our
161. 6:30station paper and then take your things
162. 6:32to state your second station okay we
163. 6:36discuss question them to an F on
164. 6:39ingerbord all right there's some
165. 6:41students that could have benefited from
166. 6:42hitting every station but just with the
167. 6:44way that our day was structured and the
168. 6:45time we gave them the opportunity to go
169. 6:47to - where's anyone who accidentally
170. 6:51touches always have to wash their hands
171. 6:53or use or use sanitizer within 30
172. 6:56seconds or they will get the freshest
173. 7:02because pretty much they're being eaten
174. 7:04because of his of how he looks of his
175. 7:06face okay and so with that if that event
176. 7:09were missing would it be hard to
177. 7:10understand the bus or feel less complete
178. 7:14you wouldn't understand why people
179. 7:15didn't bring yourself back to your
180. 7:23original seat we're gonna give you three
181. 7:25minutes to reflect what is one strategy
182. 7:30that you learned or practice today today
183. 7:33we were really intentional about taking
184. 7:34the time for kids to reflect on them to
185. 7:36respond to each other when I walked
186. 7:39around as students were writing their
187. 7:40closing reflections it was powerful to
188. 7:43see that we took some first steps today
189. 7:46so were you not reading the questions
190. 7:49closely before you were just what were
191. 7:51you doing okay and so what are you gonna
192. 7:59do now or what's different use the words
193. 8:01in the question to help me say five
194. 8:04minutes okay we will see in the
195. 8:07discussion tomorrow are they able to
196. 8:10actually cite textual evidence that
197. 8:12supports an analysis that's accurate I
198. 8:14learnt that if the discussion aren't
199. 8:16anything is like something like about
200. 8:19any character you go back to like the
201. 8:24book and culture they're part of the
202. 8:25text so what I'm hearing is you use
203. 8:28clues from the discussion question to go
204. 8:31back and find your evidence very nice I
205. 8:33think it was really insightful to hear
206. 8:36certain kids share a reflection and then
207. 8:39others connect to that I have something
208. 8:43like that where said um textual evidence
209. 8:46to support my ideas when I was like
210. 8:49rereading it to find the evidence I
211. 8:51remember the scene that was happening in
212. 8:54that part thank you so you had a
213. 8:57connection to what in Asia was saying
214. 8:59okay it's beneficial in seeing like hey
215. 9:02you did learn a new strategy and now I
216. 9:04know I can push you in that area or help
217. 9:07you develop additional strategies to use
218. 9:09as you move forward so can you
219. 9:11thank you to your partner please miss
220. 9:13Elle debat miss Joanne miss Elaine are
221. 9:15we good I think I'd make a number of
222. 9:17changes to what happened today one of
223. 9:21the key changes is actually creating a
224. 9:23space and carving out more time to
225. 9:25prepare everybody who is in some sort of
226. 9:28teaching role another change would be
227. 9:30thinking about our peer tutors what
228. 9:32would be helpful is to kind of even have
229. 9:33a class discussion with them around how
230. 9:36do you think we can grow this so that
231. 9:38more of us have the opportunity to step
232. 9:39into that role you know tapping into
233. 9:41that bank of resources when we're moving
234. 9:44into a lesson or stations that could use
235. 9:46that support so you're saying it would
236. 9:50feel incomplete if this was missing by
237. 9:52me why because because the readers I
238. 9:55feel like that summers not just a well
239. 9:58yeah I think for me what it really comes
240. 10:01down to is its opportunity for kids to
241. 10:04have a small group or close to one on
242. 10:06one interaction with an adult that's
243. 10:09really hard in in schools today and in
244. 10:11some of my classes I'm the only teacher
245. 10:13so in this class where there are four of
246. 10:15us something that I want to continue is
247. 10:19to figure out how can we create more
248. 10:21opportunities for kids to have
249. 10:24interactions and conversations and kind
250. 10:26of guided facilitation with other adults
251. 10:28in the room and then how do we support
252. 10:31each other as the adults in the room to
253. 10:32get better at that
254. 10:33[Music]