TESP 511 Signature Assignment

TEP 511 Signature Assignment

Field work with Differentiation and Pedagogical Observation Paper

Nora C Ramos

Azusa Pacific University

Field work with Differentiation and Pedagogical Observation Paper 2

Table of Contents

Abstract…..…………………………………………………………………………………….…3

Introduction...……………………………………………………………………………………..3

Observations…………………………………………………………………………...………….4

Interviews…………………….…………………………………………………………...……...10

Closing Reflection…………………………………………………………………………….....13

References………………………………………………………………...……………………...14
Field work with Differentiation and Pedagogical Observation Paper 3

Abstract

This is a paper that focuses on field work observations and pedagogical practices teachers can

implement in their classroom to help create a successful learning environment. Over 15 hours of

classroom observations have been made, and in these observations I have identified and

discussed ways teachers have used different pedagogical strategies, differentiations, adaptations,

and equity and diversity in their classrooms. Teachers have been interviewed with the purpose of

gathering information with regards to their pedagogical strategies used in the classroom. The

paper focuses on the effect that different pedagogical strategies can be implemented in different

classrooms to help all the types of learners and allow for students to succeed in their learning.

The paper concludes with a reflection on the observation process.

Introduction

I am currently working on becoming a teacher with a class of my own at an elementary

school in a second or third grade classroom, that is why I believe that it is important to know and

implement different pedagogical strategies that will benefit my future students. I have observed

over 15 hours of videos in which different teachers have implemented various teaching strategies

as well as different strategies to accommodate different learning styles in their classrooms. These

teachers have different approaches to pedagogical models, student success, and establishing

equity and diversity in their classroom. I have also had the opportunity to interview one general

education teacher and one special education teacher, and based on their answers I have been able

to analyze and compare and contrast their answers. Observing different teachers has allowed me

to identify different ways teachers have incorporated strategies to accommodate different

learners in their classrooms, teachers in these videos have worked with English Learners,

students at different reading levels, students that might need different accommodations and
Field work with Differentiation and Pedagogical Observation Paper 4

modifications. The videos observed are so rich in diversity because not all the teachers, schools,

and students are the same, it is very helpful to be able to compare and contrast different strategies

used by the host teachers. Utilizing the information observed in these videos has helped me get

more familiar with how I can implement these pedagogical models in my future classroom to

help my students become successful learners.

Observations

Pedagogical Models In Practice

In the set of observed videos I watched the host teachers use the following pedagogical

models Universal Design for Learning (UDL), English Learners models, and Grouping models,

these were the models more prominent in the videos observed. The host teachers made sure that

their classrooms had the appropriate strategies and modifications to help the students become

successful learners and created a successful learning environment for all types of learners. In the

video “UDL Guidelines Practice: Grade 1 Mathematics” (National Center on Universal Design

for Learning, 2020), the host teacher is teaching a math lesson and she implements UDL by

using different forms of representation, she has given the students cubes that they could use to

guess how many there are in a bag. By the host teacher providing the students with cubes that

they can actually touch, she is giving the students who are visual and tactile learners to learn by

their preferred method. Another way she is implementing UDL is by modeling to the students

how to solve the problem and different strategies that they can use to guide them to become

problem solvers, she does this in the beginning of the lesson, she starts by modeling how the

students should interact with one another in order to solve the problem. Modeling is essential for

students, Borich (2017) describes modeling as one of the most effective instructional strategies

(260), which is why it is practiced by many of the host teachers in these videos.
Field work with Differentiation and Pedagogical Observation Paper 5

I saw the host teacher in the video “SIOP Model for Teaching English Learners - Lesson

Delivery” (Mayerson Academy, 2012), demonstrate the English Learners pedagogical model

when she prepares her lesson to be able to target the needs of her EL students, she has created

activities that engage students in meaningful learning throughout the lesson. The host teacher

also has used the SIOP model by the way she delivers her lesson, she paces herself according to

her students' pace, she is constantly asking questions to the students to make sure they are

understanding and if they are not, she refrases herself to make sure the students are

understanding and they are not being left behind. The host teacher also uses the SIOP model with

the students because she has them discuss with one another and hear out their own opinions,

which allows them to practice their language acquisition skills.

In the video “Using a Problem-Centered Classroom To Teach Math At A Conceptual

Level” (TeachnKidsLearn, 2012), I saw the host teacher demonstrate the grouping pedagogical

model when she instructed the students to work in small groups in order to solve the math

problem. By placing the students in small groups, the host teacher has engaged the students to

stay focused in completing the task. She is also allowing the students to become independent

thinkers by allowing them to work in small groups and solving the math problem, Borich (2017)

describes grouping flexibility as providing the students with “incentives to learn based on a

student’s individual interest and current level of understanding” (39). The host teacher is

encouraging the students to work collaboratively because it will be beneficial for their learning

and will help them get to where they need to be.

Student Access, (UDL, Differentiation for EL, SPED, GATE)

Asides from learning about the different ways host teachers implement pedagogical

models in their instruction, I was able to observe videos which emphasized Universal Design for
Field work with Differentiation and Pedagogical Observation Paper 6

Learning, differentiation, modification and adaptations for all the learners in a classroom. Some

of the observations I noticed in the video “UDL Guidelines in Practice: Grade 5 Language Arts”

(National Center on Universal Design for Learning, 2020) is when the host teacher is applying

UDL strategies to make sure his students learn effectively. Some of the strategies used by the

teacher is when he explains to the students what to do if they do not know the meaning of a

word, he makes sure that the students know to use their background knowledge they had

previously learned in the classroom. This strategy is very popular in other videos as well, for

example, this strategy is also used in the “Differentiated Instruction Strategies: Flexible

Grouping” (QEP VideosCoursesForTeachers, 2016) when the teacher is telling her English

Learners students to use their background knowledge to find meaning of words and to use the

tools provided to them. Another UDL strategy used in the videos observed is when the host

teachers engage the students by allowing them to have options and to have autonomy of their

own learning, by letting the students choose how they want to approach the activity. For

example, In the Language Arts video (National Center on Universal Design for Learning, 2020),

the host teacher allows the students to choose what role they want to play in their small groups,

they also get to rotate which provides an opportunity for all the students to experience each role.

These strategies allow for different learners to approach and demonstrate their knowledge to

their best ability and interests.

Some of the differentiation and modification strategies observed in the videos is when

teachers create small groups to support the student’s learning, each of these groups are taught

different approaches depending on their level but the goal is the same for all groups. In the video

“BSRI Small Group Instruction-5th Grade (A. Lincoln)” (RPS Elementary Literacy, 2014), the

teacher has broken up the class into small groups based on their different reading levels, two of
Field work with Differentiation and Pedagogical Observation Paper 7

the groups work independently and one group works with her. The group of students working

with her are learning strategies to better improve their learning by adding more details to create

complex and complete sentences and statements supported by evidence. Each group that works

with the teacher is given a different approach, for example, one of her groups, Tier 3, she

provided extra support, she describes this as “extra push, extra introduction of instruction,”

(RPS Elementary Literacy, 2014), however, the goal is the same as it is for the other Tiers. So

what the host teacher does is that she provides an example and gives them steps to better their

writing and to support their main idea with evidence. Another modification and differentiation

observed in the “Differentiated Instruction Strategies: Flexible Grouping” video (QEP

VideosCoursesForTeachers, 2016) , is when the teacher allows her students to work

independently at their own pace. This option makes it possible for students who are in different

academic levels to get support from their own groupmates and from the teacher when struggling.

These strategies are also applied with EL students because both of the teachers mentioned above

work with English Learners, these strategies seem to be successful with ELs because they help

students learn at their own level and work on their writing skills with the proper adaptations and

modifications asat the same concepts non-EL students are learning

Some of the strategies I would apply in my classroom to meet the needs of my EL

students is to incorporate appropriate differentiations based on the students’ language acquisition

level. The EL students will be grouped with non EL students but they will be with the group that

is at their level so they get the support they need. For example, in one of the videos the teacher

has grouped the students in groups according to their reading levels, all the students work on the

same goal but with different accommodations and with the support they need to achieve that

goal. As an educator, I plan to follow that example and to create the appropriate modifications
Field work with Differentiation and Pedagogical Observation Paper 8

based on the flexible groups. Another strategy for my EL students I will incorporate in my

instruction is to make sure that the students feel represented and included in the lessons. For

example, if I am teaching about the history of California I would make sure to incorporate in the

curriculum information about the student’s race, culture, ethnicity, religion, etc. in the state of

California, I would make my teaching lesson from different perspectives rather than a mono-

experience. I believe that incorporating the student’s culture in the lesson will help my EL

students better understand the material because they will make a personal connection with the

lesson. I will also create relationships and bonds with the students’ families so they can approach

me when they have questions about the student’s learning. I will also allow students to have

options for the style they prefer to learn or complete assignments, for example, if students want

to write their assignments they can do so, but they can also do recordings, videos, presentations,

group discussions, etc,. This will allow all students to have autonomy of their own learning as

well as express themselves however they feel most comfortable instead of me forcing them to

complete an assignment one way only.

Fostering Care, Equity, and Diversity in the Classroom.

During my observations I noted that host teachers do not only focus on pedagogical

models and students' success, but they also promote equity and diversity in their classrooms. The

host teacher introduces equity to her students by introducing characters that are interesting and

relevant to them. In the video “Culturally Relevant Lesson” (House, 2017), the host teacher

wants the students to write about a character and she makes this lesson diverse by allowing

students to choose which character they would like to write about. The students have options of

choosing between Pokemon, Shopkins, and Paw Patrol. The teacher lets the students decide

instead of automatically assigning characters that the students might not like or that they might
Field work with Differentiation and Pedagogical Observation Paper 9

not connect to, this is a way teachers can incorporate diversity and equity in the classroom.

Another example is when one of the host teachers demonstrated equity and diversity in the

classroom is when the host teacher in the video “Coaching/Training Culturally Relevant Math

Lesson” (Mozer, 2017) is when she reads the book “Math Curse” which talks about different

ways math can be present all over people’s lives and she incorporates all students in the activity

so they can understand the main idea of the book. The host teacher incorporates an activity that

includes all students to participate and feel included in the lesson. The host teacher also

discussed with the whole class strategies to solve the problem and discussed the main idea of the

book which allowed for students to express their ideas and opinions.

I noticed the host teacher encouraging and supporting diversity by reading a book that

introduces the idea of different types of families. In the video “Kindergarten Culturally

Responsive Teaching” (MPSGEF, 2014), the host teacher introduces “The Family Book” which

discusses the different types of families someone can have. This book introduces and discusses

the topic of diversity because the students learn about the diverse types of family there are, the

host teacher also encourages students to discuss the types of families they have, the students also

draw what they like to do with their families and the teacher provides crayons that resemble

different types shades of skin color. The students use colors that resemble their and their family’s

skin color to demonstrate how their family looks like. By incorporating simple things such as

crayons that resemble student’s skin color, teachers demonstrate diversity in the classroom.

While working with an English Learner, I would demonstrate equity, encourage and support

diversity and diverse student perspectives, and foster a caring community by introducing books

which are relatable to the student’s culture, background, and traditions. I will also incorporate

books that are in the student’s native language so they can feel incorporated in the classroom. To
Field work with Differentiation and Pedagogical Observation Paper 10

create diversity and equity for my EL students I will incorporate in my lesson plan things that

they can relate and connect to so they can connect with the material and learn effectively. The

host teachers observed in these videos promote diversity and equity in their classrooms by doing

things that are easy to follow and easy to apply. The host teachers created a sense of community

by allowing the students to learn from one another by discussing what their families are like and

things that they like to do and providing the students with options of choosing how they want to

work and who they want to work with.

Teacher’s Interviews of SPED and Gen.Ed teachers

I interviewed two teachers, one in general education, Ms. Padilla who is a first grade

teacher, and one in special education, Ms. Uchida who teaches Kindergarten-Fifth graders. Both

of these teachers work at Aurora Elementary school and sometimes they get to lesson plan

together every now and then but not constantly. Both of the teachers I asked the same questions

based on the following categories: Preferred Pedagogical Models, Goal Outcome of the Lesson,

and Factors of Pedagogical Choice.

Preferred Pedagogical Models:

When asked about their preferred pedagogical models Ms. Padilla stated that her

preferred models are direct instruction, differentiated instruction, and cooperative learning. She

states that she prefers direct instruction because this is where she does “the explicit teaching of

subject matter” (M. Padilla, personal communication, December 11th, 2020). She also explained

that she prefers differentiated instruction because she gets to “assign activities based on the

student’s learning” (M. Padilla, personal communication, December 11th, 2020). Lastly, she

stated that she prefers cooperative learning because it “encourages students of mixed abilities to

work together” (M. Padilla, personal communication, December 11th, 2020). On the other hand,
Field work with Differentiation and Pedagogical Observation Paper 11

Ms. Uchida stated that her preferred pedagogical models are exploratory models, grouping

models, and problem based pedagogy. Ms. Uchida has chosen exploratory models because

“students get the opportunity to explore and problem solve by using hands-on activities and

working together” (L. Uchida, personal communication, December 14th, 2020). She also stated

that she prefers grouping models because “students get different points of view, learn how to

work in a group, understand the different ways other people learn” (L. Uchida, personal

communication, December 14th, 2020). She also stated that she prefers problem based pedagogy

because “students will have hands on learning, also, students that might have a learning disability

might thrive being that the way they learn is hands on.” (L. Uchida, personal communication,

December 14th, 2020). Though both teachers have the students' success at heart, they both have

different pedagogical preferences and they both have chosen what they believe works best for

their students. Both of the teachers prefer grouping models because they believe that the students

learn from one another, so they both implement flexible grouping in their lesson planning. I

believe that as educators we may have different pedagogical models than our colleagues because

not all of our students learn the same way, however, just because we have different pedagogical

approaches, just like Ms. Padilla and Ms. Uchida, it does not mean that we are not successful

educators.

Goal Outcome of the Lesson

Both of the teachers were asked if in their pedagogical practices, content or the needs of

the student were more important when lesson planning? Ms. Padilla stated that “the needs of

students are more important to my pedagogical decision. Standards are very important, but if the

needs of students are not met, we will not get very far. I use differentiated instruction to help

meet the needs of students because students are all at different levels academically.” (M. Padilla,
Field work with Differentiation and Pedagogical Observation Paper 12

personal communication, December 11th, 2020). Similarly, Ms. Uchida stated that for her

“Students' needs are more important in pedagogical decisions because my goal is to make sure

students understand the lesson. Trying different ways of teaching, even if it is not conventional,

will always have the same goal which is getting the students to thrive” (L. Uchida, personal

communication, December 14th, 2020). Even though both of the teachers may have different

pedagogical approaches, they both want their students to succeed and be successful learners.

When lesson planning, both of the teachers have their student’s needs set as a priority, even

though both teachers care about meeting the state standard they do not prioritize that over the

student’s success. As a future educator, I believe that meeting the state standards is important but

not as important as providing the students with the tools needed to succeed and engage in their

learning.

Factors of Pedagogical Choice

The last question asked to both of the teachers was, what were other factors that

determined pedagogical choices in their daily teaching? Ms. Padilla answered “Other factors that

determine pedagogical choices in my daily teaching is whether my students have an IEP and

student interest in the concepts taught.” (M. Padilla, personal communication, December 11th,

2020). Whereas, Ms. Uchida answered “Other factors that might determine pedagogical choices

would be environmental, classroom classification, language barriers.” (L. Uchida, personal

communication, December 14th, 2020). Both of the teachers have similar and different factors

that dictate their pedagogical choices, Ms. Padilla considerers the students interests and Ms.

Uchida considerers classroom classification, perhaps this is because Ms. Uchida has students in

different grades, so her students are from various ages which means that they have different likes

and dislikes. However, Ms. Padilla has students with similar ages, therefore, they have similar
Field work with Differentiation and Pedagogical Observation Paper 13

interests. Even though both teachers have different factors of pedagogical choices they take into

consideration student’s abilities, IEPs, language barriers, and the curriculum. When creating

content for their students both Ms. Padilla and Ms. Uchida acknowledge that they will need to

make accommodations and modifications for those students who need the extra support. As

educators, we need to factor in the different needs that our students have so we can choose the

appropriate pedagogical model that will best benefit our students.

Closing Reflection

It is important that we understand and know the different pedagogical models that we can

implement in our future classrooms, so we can choose appropriately the best approach for our

students and we can teach them successfully. Observing different host teachers and different

grade levels has really helped me understand and strategize the different pedagogical models that

I can implement in my future classroom regardless of the grade level I teach. Observing various

teachers in their classrooms was very beneficial and practical because I was able to visually see

the models in practice instead of just reading about them in a textbook or an article. Having

done my observation hours virtually was extremely helpful because if I would have done my

observations in a non virtual classroom I wouldn't have had the opportunity to experience and

learn different strategies and different approaches the observed host teachers used in these

videos. When we understand the pedagogical models better and we are able to recognize which

model will work best for our students, we can more successfully implement them in our lesson

plans so they can be successful and engaging for all learners in the classroom. Choosing and

implementing the correct pedagogical model is important for our students because they are, after

all, the priority, and we as teachers should aim to help our students be successful in their

learning.
Field work with Differentiation and Pedagogical Observation Paper 14

References

Borich, G. D. (2017). Effective Teaching methods: Research-based practice.(9th ed.). San

Francisco: Pearson

House, T. (2017, March 16). Culturally Relevant Lesson [Video]. YouTube.

https://www.youtube.com/watch?v=Kf7Nn1BJbcQ

Mayerson Academy. (2012, June 26). SIOP Model for Teaching English Learners - Lesson
Delivery [Video]. YouTube. https://www.youtube.com/watch?
v=lVGbz4EqyGs&t=2s

Mozer, B. (2017, July 24). Coaching / Training - Culturally Relevant Math Lesson [Video].
YouTube. https://www.youtube.com/watch?v=iXuIZ9AGEog

MPSGEF (2014, July 24). Kindergarten- Culturally Responsive Teaching [Video]. YouTube.
https://www.youtube.com/watch?v=BKpJ_Q0sjxA

National Center on Universal Design for Learning. (2020, March 17). UDL Guidelines in
Practice: Grade 1 Mathematics [Video]. YouTube.
https://www.youtube.com/watch?v=KuTJJQWnMaQ&feature=youtu.be

National Center on Universal Design for Learning. (2020, March 17). UDL Guidelines in
Practice: Grade 5 Language Arts[Video]. YouTube.
https://www.youtube.com/watch?v=zE8N8bnIlgs

QEP VideosCoursesForTeachers. (2016, February 22). Differentiated Instruction Strategies:

Flexible Grouping [Video]. YouTube.
https://www.youtube.com/watch?v=wvT0m8g5k1A

RPS Elementary Literacy. (2014, June 15). BSRI Small Group Instruction ~ 5th Grade (A.
Lincoln) [Video]. YouTube. https://www.youtube.com/watch?v=a-PuQJ7p54M

TeachnKidsLearn. (2012, April 22). Using a Problem-Centered Classroom To Teach Math At A

Conceptual Level [Video]. YouTube. https://www.youtube.com/watch?v=rkse8-
sjMZo