WEBVTT

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[Music] Welcome to Differentiation

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Within the Kindergarten Core.

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My name is Lynn Carney,

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and I'm a kindergarten teacher

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at Tri-Community Elementary.

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All my students have different needs,

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and they are all at different stages

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of their cognitive, social,

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and emotional development.

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I plan for differentiation

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in my lessons.

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About 50 percent

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of my instructional delivery is

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to the entire class.

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The other 50 percent

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of my instruction is conducted

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in smaller groups.

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My lesson yesterday was on sequencing

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and why it is important to a story.

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So we did a little exercise where we had

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to place some picture cards

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in the correct order.

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I conducted thinkalouds both

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by modeling them myself

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and by having the students

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model thinkalouds.

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We went ahead after the lesson was over

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and I had picture cards that I had put

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out of order, and what I needed the

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students to do was help me put them

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in the correct order.

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I had them support their reasons also

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as they sequenced the story.

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And once the students were successful

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with that just very basic introduction

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to sequencing and what it means,

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I went on to introduce the vocabulary

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that was going to be used in the story

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that we were going to do,

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which was called "Caps for Sale."

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I also did some acting

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out of position words like "in front"

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or "behind" or "left" and "right"

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because those were some

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of the directional words that were going

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to be used in the story.

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For a reading lesson,

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I don't assume anything;

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I make sure that all vocabulary

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is taught.

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I have tremendous variety

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in my classroom as far

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as the children's language background.

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Of 15 students I have eight

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ESL students.

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So for my ESL students,

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I had vocabulary pictures

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and sequencing pictures for them.

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And for my kinesthetic learners,

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they need a lot of movement,

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so they would be the students

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like in the lesson that I did

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on sequencing that I had bring

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up pictures to place in order.

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I provide additional support for some

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of my students by using proximity.

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Those students

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that have a difficult time attending

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or comprehending,

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I might have them sit closer

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to me while I instruct.

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I also have an ESL aide

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for a short period of time,

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and I ask her to sit close

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to the non-English-speaking students

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and she might repeat the question

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to them that I have asked.

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I always build in ways to check

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for understanding.

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I'm constantly asking questions

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and challenging the students

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to support their answers by asking,

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"Why do you think that?"

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or "How do you know?"

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I'm able to determine if they've grasped

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or comprehended a subject,

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and it gives me feedback

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as to how my lesson is going

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by their responses.

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I differentiate by types

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of questions I ask.

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For the ESL students I ask very literal

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questions because they are still

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learning the English language,

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but as they progress throughout the year

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and have a stronger base

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of the English language,

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I raise those questions

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to higher-order thinking skills.

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I provide extra help or reteaching

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after I feel confident

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that the lesson has been scaffolded.

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First I teach the concept,

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then we practice it together,

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and I'm constantly observing

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when we are practicing it together.

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At the time it comes for them

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to practice it on their own,

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I've already made a mental note

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of which students I need to key in on

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that were having a little bit more

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trouble with the concept.

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I would go to those children and check

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for understanding and make sure

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that they are grasping the concept.

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If not, then I can do more one-on-one

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work with them in order for them

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to be successful.

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Children that teachers have noticed

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that are struggling, they have qualified

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for what's called an extended day

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and they are here for an extra hour

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after school.

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We provide lunch for them and then,

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once again, they are

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in a smaller-group setting reteaching

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the same skills that they get

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in their homogeneous skills

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group lesson.

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If there's another way

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that we can reteach

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or spend some extra one-on-one time

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in a smaller-group setting,

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the children benefit from it greatly.

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[Music] To learn more

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about Differentiation

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Within the Kindergarten Core,

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please explore the additional resources

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on the Doing What Works website.