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.
Our students are like a rose....waiting to bloom and be admired.
Monday, October 18, 2010
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.
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