Connecting Three Theories to My Own Teaching Emily Davis

Project-Based Learning
I incorporate Project-Based Learning in my classroom by creating projects for my students after
their science units. An example that I have done previously is our unit with motion. After
learning about motion for 2 weeks, students were able to design a rollercoaster of their own. The
rollercoaster was first drawn out on paper and then they were able to create a more digital
version using a computer. After students designed their rollercoaster, they were able to make
them. We used cardboard, toilet paper rolls, paper towel rolls, masking tape, and a marble. They
were able to create their own rollercoaster on their own. Once they were done, they were able to
see if the marble made it through the rollercoaster. Based off the results, students were either
finished or redesigned their rollercoaster. This PBL has been one of many that I have completed
in my classroom. I believe this is the best way to get students engaged in their learning. This
allowed my students to have more knowledge and skills about motion after their PBL was
complete.

Inquiry
Inquiry based learning is integrated into my classroom by allowing students to answer their own
questions. Since I teach a kindergarten class, they are not able to do their own research.
However, I do allow them to develop their own questions during small group reading time. After
reading our text together, I ask them if they have any questions for the group. When they do have
a question, students are able to go back in the text and search for the answers themselves. At this
age, they are still needing support and guidance with some of their searching of answers.
However, this will continue to build on their inquiry of learning.

Differentiated Instruction
I am able to incorporate differentiated instruction in my classroom each day. I teach in a
kindergarten classroom meaning that majority of my teaching is completed in small groups. With
this being said, I have my small groups created based off of academic levels. For example, if we
are learning about addition 1-10 in math, I will have three different groups based off of that, a
high, medium, and low group. My high group would be able to complete an addition worksheet
on their own. My medium group would be able to complete the worksheet with support. My low
group would be able to complete the worksheet with support and manipulatives. These groups
are based off of my observations, weekly assessments, and standardized testing. Their groups
change every 3-4 weeks based off their performance.