When it comes to adapting your instruction to fit student needs, do you do it before instruction, during instruction, or after instruction? Prior to this year, I always managed to foresee changes and adapt my lesson plans/instruction prior to teaching. This year? This year brings all new challenges.
In a class with multiple reading abilities, behavior abilities, and concentration abilities, plus handwriting abilities, I have to think about adaptations before, during, and after my instruction.
Before Instruction
Prior to teaching, when I am in the planning stages, this is the moment when I consider many of my accommodation needs. Some require lessons that do not involve writing (they cannot read their own handwriting), some require a lower Lexile, and others cannot be on the computer (they will not complete work on the computer). I have to plan out my instruction to meet all of these accommodations that are in their IEPs (Individualized Education Plans) to insure that students are given an opportunity for success in the classroom.
During Instruction
Depending upon the class, lessons must be chunked into smaller equivalents. Because attention spans vary, I keep instruction short, practice short, and have frequent short transitions. I keep an eye on my students to know when I can move on. Too much time practicing and behavior issues will crop up among those who are already struggling academically and looking for an escape. Too short, and the lesson is completely lost. Transitions are the same. They have to be kept short to avoid escapism behavior issues.
After Instruction
Reteaching is often a must with certain classes. I still need to pull students aside to work on various skills, but at the same time trying to do this with a classroom full of students who can’t sit still or concentrate is a difficult thing to do. While I can put them to working on something on their own, I can’t guarantee that they will remain focused. Working individually is not their strongest trait due to some students’ need to escape what they feel is difficult or where they don’t feel success. Finding ways to adapt instruction after the lesson often involves whole class reteaching, or pulling students from other activities. Pulling these students from recess or another needed class interrupts other needs (activity to help burn off stored energy or a much needed extra reading class).
When I have to reteach as a whole class, I try to find another way to teach the same lesson. Finding multiple ways for students to learn the skill that I need them grasp and learn can be difficult, but I’ve found that having a list to pull from eases the burden of creating new lessons on similar topics.
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