As we explore and practice unpacking Common Core standards and consider the various ways of assessing a student's progress, it is clear that a teacher must simultaneously maintain high expectations for student learning as well as be ready and willing to change strategies to meet a student's needs. By maintaining high expectations, I mean that a teacher needs to believe in the learning potential of their students as well as consistently communicate that belief. While not all students learn the same way and some may require additional support or alternative strategies, it is not possible to put forth the energy and thought required to promote student success if a teacher does not believe that the ends justify the means!
High expectations for students are communicated in multiple ways, not the least of which is taking the time to deliver clear and honest feedback, both positive and constructive. Showing a student that you are paying attention is one way of saying that you believe in their potential. Defining high expectations as a set of behaviors, like perseverance and curiosity is one way to make success possible regardless of the type of support a student needs. Encouraging students to approach challenges with confidence rather then intimidation can lay the foundation for long term success in learning. Finally, establishing class behavioral norms, like raising hands, staying seated, etc also creates an environment in which all students can be respected. As we learned in a previous Module, Class Dojo is a great way to reinforce these types of expectations. This teacher has a great example of how her high expectations have influenced her students:
So, what about those times (likely frequent) when a student is not immediately catching on to a particular concept or lesson? Check out this video that gives a brief explanation of both differentiated instruction as well as Response to Intervention (RTI).
In order to approach both differentiated instruction as well as RTI, teachers must first start with a baseline assessment to see where the students fall in relation to previous grade level standards. Once a strategy has been established for tracking student progress, like an excel sheet or cloud based program, a teacher can strategize how to differentiate within each lesson as well as determine which students need additional support. As you see in the video, the teacher uses "centers" as a means to deliver different content to smaller groups of students. Some students have additional tasks to accomplish if they are ready to move on, while others have more focused attention from the teacher. Once strategies have been implemented it is important to track those interventions, reassess the student and see what progress has been made. Check out these resources, here is a basic example:
I truly appreciate that RTI allows for school mandated intervention without a student having a designation of "special needs"(because really all students have needs that are unique and special). The three tiered approach implies that all students can be successful, if given the appropriate type of attention. That being said , I also wonder whether the resources will exist to implement all the necessary interventions. As noted in several RTI resources, a supportive administration is essential for successful implementation of intervention. I interpret that support as not only conceptual but also resource related, primarily in the form of teachers and specialists that can either offer the intervention themselves or train the teacher on specific necessary interventions. While a teacher can have great belief in their students, as well as the passion and commitment to support various needs, I also imagine it is quite easy to hit road blocks in delivering successful intervention such as lack of strategic knowledge or just plain lack of time.
All in all, the student-centered nature of both differentiated instruction and RTI is appealing and in-line with promoting high expectations for all students. I have my fingers crossed that I land in a school that is supportive and resource rich!
Sources
NPR, Incs YouTube Channel (June, 2011) Response to Intervention and Differentiated Instruction Preview. YouTube video. Retrieved from: http://youtu.be/HWxsI2g5yp8
WHROTV (September, 2012) Teacher Wall: High Expectations For Students - Jennifer Lane. YouTube video. Retrieved from: https://www.youtube.com/watch?v=Bk2vGez5Cgo
Wright, J (December 2010) RTI: Teacher-Friendly Methods for Tracking Student Progress: Packet 2. Intervention Central. Retrieved from:
https://www.newburghschools.org/departments/rti/wright_Classroom_Teacher_First_Responder_Packet_2_NECSD_Dec_2010.pdf
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