Our students are like a rose....waiting to bloom and be admired.
Wednesday, November 17, 2010
Blog #10
OK, this is easy enough. One of the best things is I have had alot of fun teaching and working with the kids. They are a handful, but its great to see most of them really grasp things and learn. I really liked teaching the math unit (well most of it anyway) and my first literacy lesson was great too. The worst thing is that there are a couple of kids that just wont stay on task for almost nothing. Somehow they have decided that they can't do anything, so they just don't. I know the teacher has tried but she is really frustrated too. I think some differentiation might make a difference, but since this is the way it has been most of their elementary career, they just won't try anymore. I hope I can figure out some things before student teaching!
Tuesday, November 9, 2010
Blog #9
For this blog, I'm asking you to have a "What if?" experience. Think of one of the strategies you've learned about, and a realistic application in, let's say, math, in your specific field experience classroom. (If not math, you choose the subject area... but something you really might be teaching during field!). This does not have to be lengthy... just state the content you're talking about and the strategy you can envision using.
I hope this doesn't have to be something I would be thinking about because I have spent many hours actually doing just that. I have planned, written and taught (atleast 3 of the 5 lessons so far) a math unit on integers. The lesson I will be teaching tomorrow will be both differentiated for level and interest. I am having the students divided into cooperative groups where they will work together on real life situations involving positive and negative integers. The groups have been carefully chosen to reflect their individual readiness level, as well as interest in what the real life situations are, such as football yardage, bank accounts and shopping, as well as other areas. I am hoping this will inspire the students to really do their best and be able to successfully present their real life situations to the rest of the class.
I hope this doesn't have to be something I would be thinking about because I have spent many hours actually doing just that. I have planned, written and taught (atleast 3 of the 5 lessons so far) a math unit on integers. The lesson I will be teaching tomorrow will be both differentiated for level and interest. I am having the students divided into cooperative groups where they will work together on real life situations involving positive and negative integers. The groups have been carefully chosen to reflect their individual readiness level, as well as interest in what the real life situations are, such as football yardage, bank accounts and shopping, as well as other areas. I am hoping this will inspire the students to really do their best and be able to successfully present their real life situations to the rest of the class.
Monday, November 1, 2010
Blog #8
Which of one of the "differentiate-able" strategies shared in class this past week will you be most likely to try out, not including the one you presented? What about this strategy appeals to you? What do you understand about differentiating it rather than applying it in a general way?
I really liked the stategies of "Think Dots" becasue it really appealed to me as a fun, creative way to help students learn. I think the stategy really allows students to choose activities based on interest and learning profile. This also would allow me as a teacher to place specific activties according to readiness and this could also include tiering. I really feel like the more we can help our students by allowing them to have choices in the types of learning activities, the more we are really helping them to learn and grow. When we can provide these choices based on both student readiness and interest, the most learning will take place.
I really liked the stategies of "Think Dots" becasue it really appealed to me as a fun, creative way to help students learn. I think the stategy really allows students to choose activities based on interest and learning profile. This also would allow me as a teacher to place specific activties according to readiness and this could also include tiering. I really feel like the more we can help our students by allowing them to have choices in the types of learning activities, the more we are really helping them to learn and grow. When we can provide these choices based on both student readiness and interest, the most learning will take place.
Monday, October 18, 2010
Blog #6
In YOUR blog, tell me whose blog you are discussing, and then tell me what you learned or confirmed about differentiation from reading that idea for the hero unit. Don't critque the idea; just tell me what you learned or confirmed about differentiation.
I chose Anne Krapela's blog aboug using the Tic-Tac-Toe strategy for the hero unit. She had some great ideas about not only encouraging students of all abilities to branch out and use various ways to show what they have learned about their hero, but it also gives them the opportunity to do something creative. It confirmed to me that by giving many options for our students to use to show they understand something, they can do it. We have provided this opportunity for them by giving them options by using this strategy. The options must be at a level to challenge them, but not so much that they become frustrated. By allowing the students to choose and vote on the final two choices in the strategy, this can also provide more creative options that accomodate even more students that we may not have previously thought of.
I chose Anne Krapela's blog aboug using the Tic-Tac-Toe strategy for the hero unit. She had some great ideas about not only encouraging students of all abilities to branch out and use various ways to show what they have learned about their hero, but it also gives them the opportunity to do something creative. It confirmed to me that by giving many options for our students to use to show they understand something, they can do it. We have provided this opportunity for them by giving them options by using this strategy. The options must be at a level to challenge them, but not so much that they become frustrated. By allowing the students to choose and vote on the final two choices in the strategy, this can also provide more creative options that accomodate even more students that we may not have previously thought of.
Monday, October 11, 2010
Blog #5
For this week's blog, please look over the variety of strategies and unit structuring ideas I have posted for you on Blackboard (in a folder that says, "Strategies and Ideas for Differentiating"). Then write and tell me about one of those ideas that you can see would work in my unit on heros. Tell me a little bit about why you think it would work for my unit, and why kids might feel the work is engaging and respectful for all.
I really like the cubing whole unit idea. I read through the idea and looked over several examples and I feel like this would be a fun, creative way for students to report what they have learned by reading books on hero's. This activity could be directed to students of all levels. The types of questions would just need to be adjusted according to what level it was for, making sure that each level showed respect for their ability and not meant as busy work. This activity would be seen as engaging to students and not seen as just another task to keep them busy. Students typically like to work with their hands and by making the cubes and they deciding what to answer in each section would keep them engaged.
I really like the cubing whole unit idea. I read through the idea and looked over several examples and I feel like this would be a fun, creative way for students to report what they have learned by reading books on hero's. This activity could be directed to students of all levels. The types of questions would just need to be adjusted according to what level it was for, making sure that each level showed respect for their ability and not meant as busy work. This activity would be seen as engaging to students and not seen as just another task to keep them busy. Students typically like to work with their hands and by making the cubes and they deciding what to answer in each section would keep them engaged.
Sunday, October 3, 2010
Blog #4
Part A: Read through the 12 Hallmarks (or principles) of Differentiation (again). Choose any 2 of them you wish, and for those two, do the following:
Re-state the # of the hallmark from your "golden ticket," and the bolded words of the hallmark.
Create (make up) and describe a brief scenario of good instruction that does NOT specifically "adhere" to this hallmark.
Then create (make up) and describe a brief scenario of differentiated instruction that DOES specifically "adhere" to this hallmark.
Hallmark # 5: Shared responsibility for the classroom is between teacher and students, in the goal of making it work for everyone.
One way that would not adhere to this hallmark is for a teacher to dictate and enforce classroom rules for the students. Then the teacher would run the classroom somewhat like a drill sergeant. fulfilling each day with boring lectures and routine worksheets.
In order to adhere to this hallmark, the teacher would act as a facilitator in guiding everyone to discuss and implement agreements for the classroom. This would instill a feeling of community and since everyone participated, most would be willing to keep them.
Hallmark # 7: Respectful and engaging work for all students.
A teacher would not be adhering to this hallmark by dictating to students with boring lectures and providing dull routine worksheets that are really just busy work for the students.
An example of a way to promote this hallmark is by providing interesting and worthwhile instruction that promotes individual learning and problem solving through activities and open-ended questions.
Part B: B-3: Which "additional strategy" discussed on pages 78-87 are you most interested in learning more about? Explain.
Most of the strategies appealed to me and I plan to implement them in my teaching, but one that stood out to me as being important and I would like to learn more about is Take a "no excuses" stance. I really liked the definition from the author as " A no-excuses teacher is formed with one part Mother Superior and one part Marine Drill Sergeant at the core". One the outside, our students need to know we care for them and their education and have respect and dignity for them as individuals, but underneath, we need to be firm in our efforts to help them understand that they are responsible for their education and prepare them for a lifetime of being respectable citizens who should not expect exceptions for their best effort. I also particularly loved the quote " A great classroom conveys to all students, 'This is hard, but you can do hard things, and I am not willing to let you settle for less'". We must first and foremost help students to become knowledgeable citizens who take responsibility for themselves and to contribute to their community in a dignified manner. After all, life is not easy or fair and we must prepare them for this reality but do so in an equitable way.
Re-state the # of the hallmark from your "golden ticket," and the bolded words of the hallmark.
Create (make up) and describe a brief scenario of good instruction that does NOT specifically "adhere" to this hallmark.
Then create (make up) and describe a brief scenario of differentiated instruction that DOES specifically "adhere" to this hallmark.
Hallmark # 5: Shared responsibility for the classroom is between teacher and students, in the goal of making it work for everyone.
One way that would not adhere to this hallmark is for a teacher to dictate and enforce classroom rules for the students. Then the teacher would run the classroom somewhat like a drill sergeant. fulfilling each day with boring lectures and routine worksheets.
In order to adhere to this hallmark, the teacher would act as a facilitator in guiding everyone to discuss and implement agreements for the classroom. This would instill a feeling of community and since everyone participated, most would be willing to keep them.
Hallmark # 7: Respectful and engaging work for all students.
A teacher would not be adhering to this hallmark by dictating to students with boring lectures and providing dull routine worksheets that are really just busy work for the students.
An example of a way to promote this hallmark is by providing interesting and worthwhile instruction that promotes individual learning and problem solving through activities and open-ended questions.
Part B: B-3: Which "additional strategy" discussed on pages 78-87 are you most interested in learning more about? Explain.
Most of the strategies appealed to me and I plan to implement them in my teaching, but one that stood out to me as being important and I would like to learn more about is Take a "no excuses" stance. I really liked the definition from the author as " A no-excuses teacher is formed with one part Mother Superior and one part Marine Drill Sergeant at the core". One the outside, our students need to know we care for them and their education and have respect and dignity for them as individuals, but underneath, we need to be firm in our efforts to help them understand that they are responsible for their education and prepare them for a lifetime of being respectable citizens who should not expect exceptions for their best effort. I also particularly loved the quote " A great classroom conveys to all students, 'This is hard, but you can do hard things, and I am not willing to let you settle for less'". We must first and foremost help students to become knowledgeable citizens who take responsibility for themselves and to contribute to their community in a dignified manner. After all, life is not easy or fair and we must prepare them for this reality but do so in an equitable way.
Monday, September 27, 2010
Blog #3
Option 2: Choose 2 (two) of the hallmarks of differentiation (from the golden ticket) to discuss on your blog. Be certain to choose ONE from hallmarks 1 - 6 and ONE from hallmarks 7 - 12. Explain what you now understand about differentiation because of these two hallmarks. Also explain how differentiation is different from just very, very good teaching where you might find elements of these hallmarks, but where there is no differentiation occurring.
Hallmark #1: A strong link between assessment and instruction. Assessment and instruction are inseparably connected. The teacher continually assesses student knowledge, understanding, and skill in both formal and informal ways, making ongoing adjustments to instructional plans to ensure progression toward individual and group goals.
This hallmark stood out to me because it is so central to how we can implement good differentiation skills within our classrooms. We will be ineffective teachers if we are not adequately challenging each of our students. If we teach with a one-size-fits all mentality, we are only serving the students who are at the level of that instruction. Really good teachers must constantly be assessing all of our students to determine where we need to instruct them. In order for all of our students to learn and grow they need to be learning in their ZPD, and we need to be scaffolding this learning. Many students in our class are on various levels and we need proper assessment to determine where to guide our instruction to benefit them all.
Hallmark #11: Proactive rather than reactive teaching. Systematic planning for student differences, based on purpose and responsiveness to student variance, with improvisation as needed, is the way to become a differentiating teacher. No...you cannot possibly differentiate every unit, every lesson, or for every child all of the time. You can (almost) always be a responsive teacher. But when the stakes are high enough to warrant differentiation, is should be as proactive and deliberately planned as possible.
This hallmark also stood out to me because I have a strong belief that we must be proactive in our teaching. If we just wait for specific incidents to occur or needs arise, our classroom and therefore teaching will become laboured and ineffective. We need to plan ahead for circumstances and have these plans ready to implement so we can respond to these student needs. From school year to school year, the needs of our students will change and we need to be prepared for those needs by being proactive. Realizing that we are human and will not be able to do everything perfectly will keep us humble, but we must always strive to do what we can and do better than the time before by learning from our mistakes.
Hallmark #1: A strong link between assessment and instruction. Assessment and instruction are inseparably connected. The teacher continually assesses student knowledge, understanding, and skill in both formal and informal ways, making ongoing adjustments to instructional plans to ensure progression toward individual and group goals.
This hallmark stood out to me because it is so central to how we can implement good differentiation skills within our classrooms. We will be ineffective teachers if we are not adequately challenging each of our students. If we teach with a one-size-fits all mentality, we are only serving the students who are at the level of that instruction. Really good teachers must constantly be assessing all of our students to determine where we need to instruct them. In order for all of our students to learn and grow they need to be learning in their ZPD, and we need to be scaffolding this learning. Many students in our class are on various levels and we need proper assessment to determine where to guide our instruction to benefit them all.
Hallmark #11: Proactive rather than reactive teaching. Systematic planning for student differences, based on purpose and responsiveness to student variance, with improvisation as needed, is the way to become a differentiating teacher. No...you cannot possibly differentiate every unit, every lesson, or for every child all of the time. You can (almost) always be a responsive teacher. But when the stakes are high enough to warrant differentiation, is should be as proactive and deliberately planned as possible.
This hallmark also stood out to me because I have a strong belief that we must be proactive in our teaching. If we just wait for specific incidents to occur or needs arise, our classroom and therefore teaching will become laboured and ineffective. We need to plan ahead for circumstances and have these plans ready to implement so we can respond to these student needs. From school year to school year, the needs of our students will change and we need to be prepared for those needs by being proactive. Realizing that we are human and will not be able to do everything perfectly will keep us humble, but we must always strive to do what we can and do better than the time before by learning from our mistakes.
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