McKie 1 Colavito McKie Dr. Nan Li, Instructor Educ.

421: Teaching Language Arts to Children February 9, 2014 Field Experience: Language Arts for All In speaking with Ms. Smith, I asked her to elaborate on her instructional approaches to learning as well as discuss methods of differentiation used in the classroom to attract the attention and extend progress of all learners. Ms. Smith stated that although she teaches two third grade classes, both classes differ in range of ability and overall performance. From the conversation, Ms. Smith mentioned that she does have a small handful of students in her class whom require additional assistance during instruction and therefore have to receive outside assistance from the schools interventionist/ academic support specialist. As a whole class, Ms. Smith stated that she has to vary information and the way in which she disseminates the content of the information to students. I found that both of us agree on the fact that student participation and interaction is a sound basis for learning. Given the most appropriate opportunity, students will and can be successful agents inside and outside their classroom environment when teachers offer equal opportunities for learning that compliment student learning abilities. I admire Ms. Smiths drive as far as trying to make reasonable accommodations for all of her students learning styles. Ms. Smith accommodates student differences through the use of reading texts aloud, placing students in small learning groups, working within close proximity with children individually, providing students with up-to-date multimedia equipment that gage

McKie 2 the attention of students in reading, pair reading initiatives and activities, valuing their differences, and by supporting their needs as learners. She acknowledges whether they learn through the use of Gardners Multiple Intelligences that focus on the mere fact that students are categorized as learners through the use of the eight multiple intelligences. While observing Ms. Smith over a number of times, I noticed that she does in fact switch up her style of teaching throughout the day and in given situations that require more attention from a different aspect for learners. Ms. Smiths ability to provide differentiated instruction for all learners is essential to the success she expects from all of her students. Ms. Smiths classroom environment contributes to the accommodation of learning for all learners because of the various learning centers she has set-up for students to become active participants of their own learning. Having centers around the classroom, invites students to want to learn in their own personal time without the fear of intimidation. Each center in the classroom is focused on facilitating independent practice on a particular concept. The classroom has a significant amount of anchor charts that feature concepts taught throughout the year relating to English/Language Arts. One item that stood out to me while observing Ms. Smiths class was related to her approach of intrinsically motivating all of her students to do their best and to not be afraid of new material that they may not have reached, during Benchmark testing. That fact alone was enough to inspire me to attempt to reach all of my students, no matter their background. However, Ms. Smith explains in detail to students whats featured as a part of learning and breaks-down the information into components also known as chunking so that theyre able to digest the intended information for desired results. This process of chunking is relevantly meaningful as Ms. Smith constantly assesses the achievement in the classroom.