Curriculum overview & Philosophies
Read about my educational philosophy and watch to learn about effective
differentiation as well as Common Core basics.
differentiation as well as Common Core basics.
Throughout my years teaching Kindergarten, first, second, and third grades as well as my vast array of experiences with ETA/Cuisenaire, differentiation has been an integral component of my educational philosophy and implementation. To meet the diverse needs of ALL students a variety of differentiation and modification practices must be continuously integrated into all aspects of instruction.
In my classroom, I incorporate individual learning styles, interests, and motivational factors in a developmentally appropriate manner. Building and connecting concepts and prior knowledge to new learning experiences as well as affording students opportunities to ask questions, contribute, and participate in a variety of ways are imperative components to reaching individual student needs. Facilitating this type of differentiation has been extremely successful with my students through incorporating Gardner’s multiple intelligences, integrated thematic instruction, project-based learning, Bloom’s taxonomy, and the consistent use of hands-on manipulatives into my daily instructional practices.
In order for these tactics to be most effective, I manage my classroom through whole group, small group, and indep\endent learning opportunities that allow for the gradual release of responsibility of learning (“I Do”-Teacher models, “We Do”-Practice together, “You Do”-independent practice). This allows me to address all students with group mini-lessons and introductions, provide individual attention in small, guided groups, and give students opportunities to practice skills learned independently at work stations. Approaching instruction in this manner is effective across all subject areas throughout the entire instructional day, and allows me to make the most of every classroom minute.
While educational philosophy, practices, curriculum, and management are important, student data and progress monitoring must be what drives instruction in order to truly meet the differentiated needs of all students on a continual basis. I monitor learning through a variety of assessment methods (formal and informal) and adjust instructional decisions and practices accordingly in order to guide the learning process. Doing so allows me to provide intervention, modifications, continual practice, and/or enrichment to students.
My goal every day is to foster an absolute LOVE for learning within each and every one of my students. When they look back on their school years, I want them to have fantastic memories of learning new and exciting facts, feeling nurtured and supported, challenged, and encouraged to explore, be creative, and continually strive for personal excellence. It is my hope that they become well-rounded, kind, respectful individuals, who contribute positively to society and pursue life-long learning. The greatest compliment and feeling of satisfaction would be to discover that when students think of me, they smile fondly with warm memories of someone who truly knew and cared about them, expected the very best from them, and filled their school days with magical moments of exploration, discovery, and learning.
Best Regards,
Lindsey Petlak
In my classroom, I incorporate individual learning styles, interests, and motivational factors in a developmentally appropriate manner. Building and connecting concepts and prior knowledge to new learning experiences as well as affording students opportunities to ask questions, contribute, and participate in a variety of ways are imperative components to reaching individual student needs. Facilitating this type of differentiation has been extremely successful with my students through incorporating Gardner’s multiple intelligences, integrated thematic instruction, project-based learning, Bloom’s taxonomy, and the consistent use of hands-on manipulatives into my daily instructional practices.
In order for these tactics to be most effective, I manage my classroom through whole group, small group, and indep\endent learning opportunities that allow for the gradual release of responsibility of learning (“I Do”-Teacher models, “We Do”-Practice together, “You Do”-independent practice). This allows me to address all students with group mini-lessons and introductions, provide individual attention in small, guided groups, and give students opportunities to practice skills learned independently at work stations. Approaching instruction in this manner is effective across all subject areas throughout the entire instructional day, and allows me to make the most of every classroom minute.
While educational philosophy, practices, curriculum, and management are important, student data and progress monitoring must be what drives instruction in order to truly meet the differentiated needs of all students on a continual basis. I monitor learning through a variety of assessment methods (formal and informal) and adjust instructional decisions and practices accordingly in order to guide the learning process. Doing so allows me to provide intervention, modifications, continual practice, and/or enrichment to students.
My goal every day is to foster an absolute LOVE for learning within each and every one of my students. When they look back on their school years, I want them to have fantastic memories of learning new and exciting facts, feeling nurtured and supported, challenged, and encouraged to explore, be creative, and continually strive for personal excellence. It is my hope that they become well-rounded, kind, respectful individuals, who contribute positively to society and pursue life-long learning. The greatest compliment and feeling of satisfaction would be to discover that when students think of me, they smile fondly with warm memories of someone who truly knew and cared about them, expected the very best from them, and filled their school days with magical moments of exploration, discovery, and learning.
Best Regards,
Lindsey Petlak
keys to effective differentiation
Common Core in 3 minutes |
Common Core Foundations |