Module 6 Reflection

Module 6 Reflection -

This module has helped me think about self-directed learning and the role of differentiation in the following ways…

In today’s classroom I have many different types of students and learners.  I have some students that learn visually, auditory, and kinesthetically. I also have students that are in special education and some that are in the gifted program.  So, in today’s classroom as a teacher I have to differentiate my lessons, assessments, and projects.  I feel that sometimes, actually a lot of the time my gifted students may get left out.  I try to let them help me as much as possible, whether it is leading a small group or checking answers during a formative assessment.  It is not always my gifted students that do this, I have some children that are very smart and are not in the gifted program.  Also, with some lessons it maybe a “C” student that just grasps the lesson that day and to me that is one of my favorites!!  

I also have to make sure that my special education children’s assessments and projects are differentiated.  I think that a lot of them are more of kinesthetic learners.  It is not always easy to find hands-on activities for reading, but this module has reiterated that as a teacher I must  make sure that I am differentiating my activities and assessments because what works for one child may not work for another.  I also find that students can sometimes be more receptive to a peer’s idea than the teacher’s idea or method. 

Another group of students that I have to differentiate for is EL students.  I really have to put a lot of time into differentiating for this group of students because I am not familiar with the language.  I use Google translate, pictures, and peers to help me with differentiating my lessons.

  This module has shown me other ideas to use for differentiating lessons or project assessments such as making a template for student support.  I have not thought of this before and it would be an easy way to guide students that need extra assistance without giving them the answers.  Self-directed learners could create their own template and share it with their group or even their class.  I really need to focus and make sure that I am helping my gifted or self-directed students reach the next level and I am not holding them back.  I also need to ensure that I am giving my other students choices and helping them all to reach their potential and go beyond what is expected.