Advice to Hussain

1. How would differentiation be frameworked and sustained? Frequent assessments-documentation-proof of learning-will help shape the framework of learning. Students need to demonstrate what they know (or don’t know). Since each lesson includes some sort of activity or assignment through which students demonstrate their knowledge or skills, the shape lessons take can be very changeable. Maybe students are very strong in one area but not another. They might need extra scaffolding in certain areas and less in others. It is all a learning experience. Each day the teacher is getting to know the students better.

2. How and when are students involved in the planning process? By completing self-assessments, students are informing the planning process, as the teacher is supposed to really take these reflections into consideration when planning the curriculum including units of inquiry. I think that the teacher will present the concepts of the unit of inquiry and will ask students what kinds of wonderings they have about this topic. The teacher can make a concept map on the board with students' questions. After this lesson, Hussain can take into consideration the direction the unit might take--while still keeping a flexible/growth mindset. Students can help determine the direction of the lessons/unit based on their interests. This is where Transdisciplinary Learning becomes important. Students’ questions and wonderings can determine which direction the unit will take. I think this type of teaching would be very hard for people who are very controlling and set in their ways.

3. At our school, students might need additional ESL support in order to access the unit of inquiry. ESL teacher might offer "push in" or "pull out" support our dual language classrooms, teachers might switch back and forth between English and Portuguese. Depending on students' WIDA level, speaking in one's first language allows ELLs to understand the material much better.

3.1. Team Meetings: Since there is only one of each grade, Hussain will meet with classroom teachers from one grade below and one above. Teachers can share their ideas or plans for units of inquiry and get feedback from their colleagues-in the process they will be improving their well-being, as they can share information about students. They can help each other through the iterative process of lesson & unit planning.

3.2. Some students might need additional support in order to complete the assignments. Students might receive SPED services, Reading Specialist services, Math coach support depending on the unit topic.

3.3. Communication with Parents-At our school, we use Class Dojo and/or email addresses to contact parents about students' progress-Hussain will keep the parents apprised of students' progress, especially if children are struggling with the material.

4. At the beginning of the year, Hussain can ask the teacher from the previous grade if he may view some of his new students’ end of school year reflections. He will also spend a good deal of time getting to know his students. He will assess their learning styles. He will assess how they feel they have advanced with their development of learner profile attributes, and he will ask them to set goals for the school year related to their Learner Profile Attributes. He should give students a questionnaire to attain their feelings about the subject he teaches and how they feel they performed, developed, and grew in that subject in the last school year. Hussain will ask students what their goals, dreams, and aspirations for the upcoming school year are. In which areas do they want to improve and what is their level of commitment to do so. He could also ask what type of activities do you enjoy and do well in? Do you feel you need to become more reflective about your performance in school? Are you able to accept feedback without overreacting? Do you have a growth mindset? I would explain what a growth mindset is if students don’t know. How can I relate what I am suggesting Hussain do to my teaching?