Problem: How do I adapt my individualized
teaching style, build a personal connection, and engage the students by eliminating
the robotic feel this ridged reading curriculum leaves me feeling?
The SFA reading
program has a lot of positive aspects of build a cooperative learning classroom. The program works on reading fluency, Think–N-Connect,
write-on, meaningful sentences, reading and response, reading comprehension, and
adventures in writing. The student
praise, classroom cheers, and team points that applies student support. I would like to see more formative assessment
and classroom use of technology. With
this great system, I am frustrated and needing to feel a connection because I
feel this system is too robotic in its deliverance of lessons. I hope to find some adaptive methods or
techniques that I believe will support this curriculum and bridge my teaching
style.
Hi Diane! It's nice to meet you as well. It's interesting that within your problem lies a educational paradox. How can you differentiate in your teaching when the curriculum that you are working with does not allow for a range in teaching styles? Hmm...that's a doozy. I look forward to witnessing your problem-solving and solutions seeking. Buena suerte! BLH
ReplyDeleteI love the word cloud!
ReplyDeleteDiane, sounds like the curriculum needs little variations and you are determined to bridge the gaps.
ReplyDeleteI too love the word cloud. We use Reading Street and EnVision Math. Is SFA Success for All? Do you have scripted lessons like we do? Do you have the opportunity to work with colleagues to "bend" the program a little?
ReplyDeleteThis is a tough one. In my district we are told not to teach the program but to teach the curriculum. Maybe there is a way to find these differentiated ways through items that may not be in the program but are in the curriculum.
ReplyDelete