NAME:
Kim Richardson
SCHOOL:
Tatum Ridge Elementary
CLASS:
Fourth Grade 2009-2010
SCHOOL PHONE:
941/316-8188
This is my 24th year of teaching. I was a music major for two years in
college in voice and classical guitar. I earned my degree from the University
of South Florida in Elementary Education. My experience has been primarily in
first and fourth grades with two of those years spent as a Literacy and Data
Coach. I have a wonderful husband named Keith, who I have known since I was
12, and who serves Sarasota County as a firemedic with the fire department.
My two handsome children are Jason and David, and I have 3 stepchildren. I
also have 4 grandchildren. My grandson, Christopher, is starting third grade
in Hillsborough County this year. In my leisure time I love to read, travel,
bake, and busy myself around my home with projects.
Groupings for instruction include direct skill instruction, interest groups,
paired learning, cooperative learning, ability groups, and of course, whole
group instruction throughout the year.
I differentiate instruction in my classroom when possible. Below you will
find some background information to aquaint you with this philosophy.
The 12 Principles of Differentiated Instruction
Differentiation is planning to accommodate multiple and varied learning needs
(social as well as cognitive) within regular units of instruction, rather
than primarily attempting to accommodate those needs apart from the regular
curriculum or attempting to accommodate them after student frustration or
failure.
Effective differentiation requires creation and maintenance of classroom
community where students feel safe and valued as they are; at the same time
each student is supported in maximizing his or her potential.
In an effectively differentiated classroom, the teacher interacts with each
student with positive regard and positive expectations.
Teachers successful with differentiation see the whole learner and emphasize
the student’s strengths rather than accentuating labels, deficits, or
differences.
Teachers effective with differentiation do not call attention to the
differentiation, but rather help students appreciate varied ways in which all
of them can find personal success with important goals.
Differentiation requires use of multiple and alternative forms of assessment
at all stages of student learning in order to uncover and address a full
range of learning needs and strengths.
Differentiation calls on teachers to develop knowledge about human learning
so that they can know their students well enough to identify and address
varied readiness levels, interests, and learning profiles.
A central goal of differentiation is successful student achievement of
meaningful and powerful ideas, information, and skills-not reduction in
standards, watered-down curriculum, or busy work.
Differentiation calls on teachers to use multiple methods to engage students
in active learning. Although whole-class instruction is a component of
differentiation, differentiation does not take place during whole-class
instruction.
Effective differentiation calls on teachers to develop complex management
skills that allow (1) multiple tasks to proceed smoothly in the classroom,
(2) students to take increasing responsibility for their learning, and (3)
the teacher to monitor student activity and coach for student growth and
quality work.
A teacher skilled in differentiation does not expect students to assume the
major responsibility for differentiating their own work or making tasks a
good fit for other students.
To differentiate successfully, teachers must accept responsibility for
successful teaching and learning of each student in the class while working
collaboratively with specialists to ensure success of individuals and the
class as a whole.
