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INSTANT PDF DOWNLOAD – Study resource for D188 The Collaborative Leader. Covers Tasks 1, 2, and 3 with structured guidance to help you understand requirements, organize responses, and prepare for successful submission. Clear, concise, and aligned with course competencies for efficient review. D188 task 1 help, D188 task 2 guide, D188 task 3 example, WGU D188 tasks, collaborative leader WGU, D188 performance assessment, WGU leadership course tasks, D188 study guide PDF, WGU education leadership tasks, D188 assignment help, WGU teacher program assessments, D188 course notes, D188 task walkthrough, WGU leadership assessment tasks, D188 assessment tips, WGU collaborative leadership course
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Collaborating with Team Members to Improve Teaching and Learning
students far beyond their mathematics and academic careers in kindergarten.
1. Instructional Strategies: a. Differentiated Instruction (Math Workshop): We will use the math workshop model to provide differentiated instruction to
students when teaching mathematics. Students will have a tailored learning experience to meet the needs of our diverse students. Differentiated instruction ensures that each student is able to experience mathematical content at their level. Struggling learners can focus on mastering counting 1 to 10 while the above grade level students can work on composing and decomposing numbers to prepare them for addition and subtraction units. By differentiating instruction, students tend to be less overwhelmed while still being challenged. Before teaching the unit, students are given a pre- assessment provided by our curriculum (Reveal Math). Students are placed in ability-based groups based off of pre-assessment scores, progress monitoring, and teacher discretion. Math workshop model provides students with the opportunity to experience 4, 15 minute stations daily. These include Math with a teacher, Math with someone, Math by myself, and Math with technology. These stations are intentionally planned to provide additional differentiated instruction (Differentiate Elementary Math Instruction to Increase Engagement and Flexibility: Build Your Toolbox, 2024). Math with Someone: Students play a differentiated math game with a partner during this time. Students
add one more or one less depending on academic ability. Students are assigned animal groupings with folders to allow for ease of access to materials. Students in the fish group know to grab from the fish folder for this station daily. Math by Myself: Students complete differentiated math independent practice activities. This may include working on number formation or completing an assignment from our curriculum. A parapro is available to assist students during this time. Math with Technology: Students complete assignments on SplashLearn that are assigned based off mastery of skills shown. Students can follow learning paths that make instruction easier or more challenging based off of students showing mastery or lack of mastery. SplashLearn provides students with hints and explanations if extra assistance is needed. b. Hands-on Active Learning: We will use hands-on manipulatives when teaching students in mathematics. Students will use tools such as counting blocks, counters, toy objects, and tens frames to help students understand numbers and counting to 20. Manipulatives in math allow students to explore mathematics in tactile
and concrete ways. This can strengthen students’ understanding of the content being taught. “Math is full of abstract
Hands-on Learning: A challenge that we expect to see is distraction. When using concrete objects like manipulatives it is common to see students off task and playing with the manipulatives. It can be a challenge to keep students on task and using the manipulatives (counters, connecting cubes, etc.). To combat this we start by allowing students a minute or two to explore the manipulatives how they see fit. Students are then explicitly taught the way to use manipulatives in math workshop, and it is expected that students will follow the rules. Students who become off task or distracted are often offered a nonpreferred activity or tool to use instead (tens frame, drawings, etc). This has helped combat students being off task or distracted while focusing on the learning target for the day. b. Student Questions: Differentiated Instruction: Students may ask what station they go to first. Students will be explicitly taught how to follow the math center rotation slides displayed on the smart board. The rotation slides will depict which station students are at with a picture. The slides will also include a timer that will let students know when to rotate. When the slides rotate it will move students to the next group. Students are responsible for finding their name on
the chart and then going to that station. Students will be taught procedures for when they can come up to my small group table. For example,
with differentiated instruction will allow students to make exponential gains in mathematics. Students would not receive the same differentiated
instruction in a whole group setting. Math workshop allows for me to be intentional with differentiated instruction in a small group setting while meeting the learning goal of the day.
Hands-on Learning: I anticipate that students will be engaged in the learning due to using hands-on manipulatives. Students are more likely to gain mathematical knowledge and grasp the content being taught if they can experience mathematics in concrete ways. By providing students with concrete mathematical experiences, they have the potential to increase their ability in foundational mathematical skills, which can be applied to later units of addition and subtraction. Students gaining foundational mathematical skills will assist them in their academic careers.
3. Measuring Student Success: Student success will be measured using formative assessments. Students will be progress monitored on number recognition and counting objects to 20 weekly. Data will be collected from exit tickets and activities completed in the math workshop. Students’ scores will be analyzed. If students’ scores do not increase or remain stagnant I will discuss options to provide more interventions for our students until mastery and score
planning for the upcoming week. At these meetings we discuss curriculum pacing and needs in our classrooms. We modify instruction and curriculum for the following week based on data from the week prior. All 4 teachers are offered opportunities to provide insight into their classroom happenings. We discussed what we noticed that went well during the week and what could have gone better with the curriculum. Teacher A is our grade level chair. Teacher A hosts the meetings in her classroom. Teacher A also brings our district provided pacing guides to meetings. Teacher B is our math representative. Teacher B sits our math curriculum board for the district and updates us on math curriculum for the upcoming week. Teacher C is our writing and reading representative. Teacher C sits on our writing and reading curriculum board for the district and updates us on ELA curriculums for the upcoming week. Teacher D is our phonics representative. Teacher D sits on our phonics board for the district and updates us on our phonics curriculum for the upcoming week. Each teacher on our team provides insight to curriculum and pacing. Each teacher has a curriculum they are responsible for being an “expert” in and answering questions/concerns and bringing feedback to the board for. Teachers are paired together for co-teaching in math workshop. Teachers rotate pairings year to year. Teacher B will provide math curriculum pacing and guides to all teachers. Teachers A,
C and D will work together with their assigned co-teacher for how they will implement math workshop. All teachers decided they will take turns hosting math workshop in their
workshop model with co-teaching, each student is able to be seen daily for differentiated instruction with like-ability peers.
3. Implementation of Collaboration Plan: Teachers will follow their assigned roles and duties from above to ensure each math unit is planned intentionally with differentiated instruction and hands-on learning. Teachers will have multiple opportunities throughout the school year to observe peer teachers implementing the math workshop. This will allow for Teachers A- D to share ideas and be sure the curriculum is being implemented with fidelity. 4. Assessing Collaboration Plan: Teachers will use formative assessments, classroom observations, and teacher feedback to assess if co-teaching has assisted in meeting the instructional goal. Formative Assessments: Pre-assessments, post- assessments, exit tickets, and independent practice data will be collected and reviewed to see if students are improving in foundational mathematical skills. Classroom Observations: Teachers will keep running records to assess if activities are assisting students in building their foundational math skills daily. Teacher Feedback: Teachers will discuss how co-teaching is going at weekly meetings. Data from the beginning of the year to the end of the year will be reviewed to see if students are making adequate progress in their
