Struggle: Ensuring all students are actively participating in the small group activity

Celebration: Students were genuinely interested in the text and actively engaged
during reading and discussion
Question: How can I meet the needs of all students in small group activities with
very little background on their learning styles?

Reflection
Overall, I think my small group lesson with differentiation went very well. My CT
gave me a group of students that needed differentiated instruction based on their
assessments and reading levels. Based on the information I made instruction plans
based on their learning needs and individual differences (FEAP 3H). After a guided
reading activity, I encouraged my students to extent their thinking by asking higher
order thinking questions (FEAP 3F). I used the current standards that my CT worked
on in the class to align my lesson to the students current needs and interest levels
(FEAP 1A). I also selected a text from a Native American culture background to give
insight into that culture, as some students have a Native American background.
Knowing that this background is represented in the classroom, I showed respect to
students cultural and family backgrounds (FEAP 2D). If I had to do this specific
lesson again with the same group of students, I would have a conversation with my
CT for specific students to learn their learning needs and better meet them in the
next lesson. There were two students who actively read the article with us but was
very shy to answer any questions in our discussion. I also noticed that they copied
each others answers for the main idea and key details and did not complete their
own work. I want to help them feel confident in their own work and I would like more
participation from them in small group discussions. The fact that the students were
so interested in the article surprised me. It made me happy to see their interest in a
culture other than their own. Due to the high level of engagement, I would plan for
more reading activities that explore different cultures.
Analysis
I believe the students learned the focus of the activity and meet the objectives
stated in the lesson plan based on their verbal answers to questions to myself, their
dialogue within the groups, and their written responses to the questions on their
papers. The students answers majority of the questions correctly or they knew
exactly where to find their text evidence in the story to help them build their
answer. I believe my teaching actions were effective because the students stayed
engaged, answered the answers completely and displayed proficiency of the
reading material. By asking the students to pick on a peer to complete the next
paragraph of the text, I was able to make sure the students were actively listening
and on task. This method was very effective because I could listen closely to see if
the selected students were ready to read by the length of time it took them to start
and if they asked questions like Where are we?, when they were called on. There
were about two children in the small group that needed a little more support than I
could give and I would like to talk with my CT on how I can better meet their needs.
Because this lesson was completed with the afternoon group that I do not get the
chance to work with often, I was unaware of the proper accommodations to give
them. For the most part, all of the students achieved the objective of the activity
and behaved very well.