Your response should include:
- 2 concepts that strike you as important or significant and your reasons why.
- 1 concern or question about how the chapter content applies to you or in your classroom OR comment constructively on someone else's post.
Chapter 1
Please provide your responses to Chapter 1 here. Please take some time to read through everybody's responses.
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ReplyDelete1. "...all grow as much as they possibly can each day, each week, and throughout the year." (p.3)
ReplyDelete2. "...students compete against themselves" (p.4)
I try to take each child from where they are to as far as they can go during the course of each school year. Years ago one of my classroom rules was Cooperate with Others, Compete with Yourself. My concern/prayer is that I can continue to lead the students in their path and that I can remember the rules.
~ Laura
1. the importance of ongoing formative assessment - either formal or informal
ReplyDelete2. agree with Laura on the 2nd point...a student is competing against themselves - eliminates the comparison with other students and enables the "personal fit" of learning
I was struck by this quote from the example of Mrs. May's classroom research project: "Mrs. May and her students talk about how to take notes and try various way to take notes during their research." (pg 8) I am very "single method" focused when I teach research note taking. I need to think more about what offering different formats for taking notes would look like. ~ Cindy C.
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ReplyDeleteI thought these two ideas were important:
ReplyDelete1. "Teachers in differentiated classes use time flexibly, call upon a range of instructional strategies, and become partners with their students so that what is learned and the learning environment are shaped to support the learner and learning." When thinking of differentiated learning, I think this statement is powerful!
2. "In differentiated classrooms, teachers ensure that students compete against themselves as they grow .... always moving toward - and often beyond - designated content goals." I agree with Laura and CindyC. I believe using the Scantron results will help us with this.
*CindyF
While reading through the many portraits of differentiated classrooms, I am struck with so many "AHA" moments. The teacher's goal is to involve the student in their own blueprint for learning, and to recognize that a student should be recognized as an individual and require their own personal fit. One size does not fit all, and we should make sure that their satisfaction should be in their learning, not the curriculum coverage.
ReplyDeleteI agree with CindyF. I too believe that using the Scantron results will help us identify the students specific learning needs.
*Lana
With differentiated instruction, hopefully I will be better able to meet the needs of all students. Slower learners may need additional instruction to help develop understanding and skills while advanced learners are challenged to apply ideas and existing skills to new concepts.. It is also important to use a variety of strategies, such as learning centers, power point lessons and graphic organizers, to help meet the needs of all students.
ReplyDeletePat
The biggest thing I took from this chapter was a sample from a classroom. Having a list of students names during center time and a colored sticker next to the name. That color corresponds with a folder where they will find their assignment. I was trying to figure out a method for differentiated centers last year and it was a disaster but this is exactly what I need in the classroom. My only issue is explaining directions to each child individually, especially my low readers. Ill take some ideas if anyone has them!
ReplyDeleteI think I need to pre-assess more and USE those to guide.
Also, all grades, even older ones can do more icebreakers and get to know you activities. This will allow our student driven planning to be easier if we know what they like!
-Brianna
In the lower wing, the classroom teacher has the largest bank of knowledge on a student. In the upper wing, there is a larger group of teachers with knowledge. And then there are all of us who don't see a student every day and are hence much slower in building our knowledge. If we could figure out a way to share information, it would strengthen all of us. Perhaps we could develop a short form (multiple intelligence?) that could be completed together by all the teachers who have a student? Once it is done the first time, it can be adjusted as the student "grows" and is passed along in an informal way (not part of formal records)? Thoughts anyone?
DeleteI like the idea but we would really need to think the logistics of it. Would it be better to have a Word document passed around and filled in by each teacher or a hard copy? Word is so much more convenient for must of us I would think. Perhaps just writing our obs on their interests and strengths?
DeleteThis year I am starting the year by having the kids tell me what they want to learn and list all the things they like. That way I have a starting point right from the beginning of the year.
-brianna
Hi Brianna,
ReplyDeleteI love the more icebreakers idea. I'll do it! Stay cool.
~Laura
Somehow I lost ability to edit before I published - previous reply is Cindy C.
ReplyDeleteUsing differentiating instruction is the key to a students success in many ways. Our Scantron scores will help to define the students into groups if that is the way we want to go. I do want to try to group my students this year if possible especially in math. This chapter was great for ideas in that area. I also think I need to assess my students more frequently, before and after a lesson, most textbooks have a pre and post test that can be used for this. Small classes can benefit from centers but it would be hard to do it with larger classes. I think choices are important when it comes to projects. I use that path when my students do their Biography and state reports. They have a choice as to how they want to do the project, it seems to take off some of the pressure and they can express themselves in a way they feel more comfortable instead if always having to do a written report.
ReplyDeleteAs many of you have already commented, the idea of students competing with themselves spoke to me. Unfortunately though we are living in a society where the parents are pressuring their children to do better than student X. So how do we curb that thinking and get the parents on board of a no comparison classroom. Just you focus on you and be responsible for your own learning.
ReplyDeletePoint # 2 I would like to comment on is this:
On page 5 it said, "There is no single "right way" to create an effectively differentiated classroom, teachers craft responsive learning places in that match their own personality and approach to teaching."
That is all well and good but this brought up a few questions for me. Such as
1) How many elements constitute a differentiated classroom?
2) What do I need to do in order to differentiate in my classroom?
3) Do I need to differentiate in all subject areas or only focus on Math and Reading?
4) How long does it take to completely make the switch to the "one size fits all" model to differentiation/\?
5) What about the space and time constraints that we face in our school?
This last question is the most troublesome for me. As we all are aware my schedule is the most chopped up and confusing of all the grades at St. Columba. I have multiple 15 minute blocks through out my day. When am I supposed to fit in all my classroom instruction and differentiate my lessons. What happens when another teacher is absent and we are asked to cover their period? Are we getting more planning time in the lower wing?
Amy
Later in the book it talks about doing one thing at a time and not a ton all at once. so you will evolve into a differentiated class instead of running head first into a set list of things to do.
DeleteDifferentiate all the subjects!
Later it also gives ways to diff. Starting with pre assessment to determine need and getting to know the students interests and likes.
-Brianna
I agree that, like many other endeavors, the differentiated classroom embodies common sense. We have to see what it is that our particular students need to succeed.
ReplyDeleteI hope that all of my budding writers will somehow apply their learned skills and enjoy their writing.
I still feel that grammar and vocabulary skills are the roots of achieving these goals. "Good writing is rewriting".