REcommended Strategies:
IMPACT ON CLASSROOM PRACTICE
Strategies for Classroom Practice
Throughout the planning of this project several things became very clear to us that will impact our classroom practice. As a result of diving into research on engagement, mentorship and self-regulation the following insights will guide our teaching:
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L, and Brock, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviours in the kindergarten classroom. Developmental Psychology, 45(4), 958-972. doi: 10.1037/a0015861
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.
Throughout the planning of this project several things became very clear to us that will impact our classroom practice. As a result of diving into research on engagement, mentorship and self-regulation the following insights will guide our teaching:
- mentorship can take many forms- the proper planning, guidance, and support is necessary for success
- use of the natural, outdoor environment has many benefits for all learners
- need for clear guidelines for learning tasks (K and high school) with deadlines (high school)
- scaffolding and support for learning as well as timely feedback is necessary for an effective learning environment (Tomlinson and McTighe, 2006) and has been shown to be an effective component for promoting self-regulation as part of a high-quality classroom (Rimm-Kaufman et al, 2009)
- offer multiple means of engagement, representation and expression (core principles of UDL) to benefit all learners
- clear learner profiles using the SETT framework allow for effective planning and use of assistive technology to support all learners
- be open, flexible and willing to change plans based on learner needs and circumstances
- responsive teaching to assess the needs of learners and adjust our practice accordingly
- inquiry project rubric
- student self assessment and journals
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L, and Brock, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviours in the kindergarten classroom. Developmental Psychology, 45(4), 958-972. doi: 10.1037/a0015861
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.