Wedgwood Elementary

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Wedgwood Elementary School/Differentiated Learning and Advanced Learning

Differentiated Learning and Advanced Learning

At Wedgwood Elementary, we have high expectations for all students, and we know that each will be challenged by the rigor and depth of our curriculum. To that end, Wedgwood follows an inclusion model in which teachers differentiate instruction for all students. Current research shows that inclusion is generally best educational practice for all learners, including advanced learners, especially in math. An inclusion model is also consistent with the Seattle Public Schools’ Strategic Plan focus on “undoing legacies of racism in public education.” The following are various strategies we use to meet the needs of all learners, including those identified as advanced either by their teachers or district testing.

ALO Math Strategies. Wedgwood utilizes the enVision Math 2020 curriculum, which builds conceptual understanding through a combination of problem-based and visual learning strategies. Teachers implement differentiated instruction in varied groups: whole class, small group, partners, and individual. Listed below are instructional strategies used at Wedgwood (note that not every strategy will be used in every classroom):

  • Parallel Tasks. All students work on the same core content with tasks of different complexity.
  • Curriculum Compacting. Use assessment to determine student skill level in a core content area. Then eliminate or enhance parts of the curriculum based on instructional need.
  • Flexible Groups. Students are grouped by interest, achievement, activity preference, or specific instructional needs.
  • Math Centers and Games. Activities in small groups based on student choice or teacher designation.
  • Small Group Instruction. Teacher works with a small group of students on a targeted learning goal. 
  • Tiered Assignments. Adjusted degrees of difficulty of a question, task or product to match student’s current readiness level.
  • Open Questions. A question framed in such a way that a variety of responses/approaches are possible. 
  • Targeted Questioning.Teacheris intentional about depth of questions asked. All students are asked questions that require critical thinking at a level that is challenging for them, and all students benefit from hearing their peers’ thinking.

ALO Reading Strategies. The strategies listed above are also adapted for use in reading instruction. We use a wide variety of reading materials from our classroom and school libraries, Junior Great Books, teacher read-alouds, and content area reading. Classroom groupings include:

  • Flexible Leveled Reading Groups (K-3). Utilizing the Collaborative Classroom curriculum, students are placed in groups by current reading level to ensure appropriate instruction and reading materials. Groups can change as students’ reading skills develop.  
  • Literature Groups (3-5). A group of students read the same book.  They ask peer questions, discuss major themes, study vocabulary, and analyze author’s purpose and style. 
  • Independent Reading. Each student will have an opportunity for self-selected reading during the school day to develop reading fluency and get in the habit of reading.
  • Support for Students in Selecting Appropriate Books. Teacher will guide students in choosing just-right books for independent reading. (Criteria include instructional level, high-interest reading, and student choice.)

Teachers may also use the following differentiated approaches to support the ALO Reading Strategies above:

  • Reading Logs. Students keep a reading record to allow both student & teacher to monitor choices.
  • Independent Book Study Projects. Opportunities for students to explore a topic of interest to them.
  • Book Reports (2-5). Depth of student analysis and comprehension is appropriate to student reading level.  
  • Response to Literature. Opportunities for students to demonstrate understanding by using text to make connections and support thinking. Projects could include art, drama, writing, reports or other presentations.
  • Extension Menus. Developed in conjunction with members of a grade level team, students choose an option from a predetermined “menu” of options (or propose an alternate option) that allows them to demonstrate and extend their learning.

Differentiation in the Classroom at Wedgwood Elementary:

At Wedgwood Elementary, we hold high expectations for all students and recognize that each will face challenges from our rigorous curriculum. To support this, we follow an inclusion model where teachers differentiate instruction to meet the needs of every learner. Research indicates that inclusion benefits all students, including advanced learners, particularly in math. This approach aligns with the Seattle Public Schools’ Strategic Plan aimed at addressing systemic inequities in education. Below are some strategies we employ to support all learners, including those identified as advanced through teacher observation or district assessments.

What Advanced Learning Opportunities (ALO) Are Available in Math?

Wedgwood uses the enVision Math 2020 curriculum, which emphasizes conceptual understanding through problem-based and visual learning. Teachers implement differentiated instruction in various formats: whole class, small groups, pairs, and individual work. Here are some instructional strategies used at Wedgwood (note that not every strategy will be used in every classroom):

  • Parallel Tasks: All students engage with the same core content but at different levels of complexity.
  • Curriculum Compacting: Assessments help determine student skill levels, allowing us to modify the curriculum based on instructional needs.
  • Flexible Groups: Students are grouped based on interest, achievement, or specific needs.
  • Math Centers and Games: Activities are organized in small groups, based on student choice or teacher direction.
  • Small Group Instruction: Teachers work closely with small groups focused on specific learning goals.
  • Tiered Assignments: Tasks are adjusted in difficulty to match each student’s readiness level.
  • Open Questions: Questions are framed to encourage a variety of responses and approaches.
  • Targeted Questioning: Teachers ask in-depth questions that promote critical thinking, benefiting all students through peer interaction.

What ALO Reading Strategies Are Used at Wedgwood?

The strategies listed above are also adapted for reading instruction. We utilize diverse materials from our libraries, Junior Great Books, teacher read-alouds, and content-area texts. Classroom groupings include:

  • Flexible Leveled Reading Groups (K-3): Students are grouped by reading level using the Collaborative Classroom curriculum, allowing for tailored instruction. Groups can change as skills develop.
  • Literature Groups (3-5): Students read the same book, engaging in discussions about themes, vocabulary, and the author’s intent.
  • Independent Reading: Each student has time for self-selected reading to enhance fluency and foster a reading habit.
  • Support for Book Selection: Teachers assist students in choosing appropriate, high-interest books for independent reading.

What Additional Strategies Do Teachers Use?

Teachers may employ the following differentiated approaches to support ALO reading strategies:

  • Reading Logs: Students track their reading to help monitor choices and progress.
  • Independent Book Study Projects: Students explore topics of personal interest.
  • Book Reports (2-5): Analysis and comprehension are tailored to each student’s reading level.
  • Response to Literature: Students use texts to make connections and support their ideas through various projects, including art, drama, writing, and presentations.
  • Extension Menus: Students select from a “menu” of options to demonstrate and extend their learning, with the possibility to propose alternate choices.

Do All Students Have Access to ALO?

Yes, all students at Wedgwood are offered access to Advanced Learning Opportunities.

What if I have specific questions about my child’s performance?

Please contact your child’s homeroom teacher.

Additional online information:

 For more information about Advanced Learning Opportunities, please visit the Seattle Public Schools Department of Advanced Learning.

For more information on Advanced Learning Programs in Seattle Public Schools, please visit the Advanced Learning Information page.