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- 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 7
Please provide your responses to Chapter 7 here. Please take some time to read through everybody's responses.
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1. Stations 2. Agendas 3. Orbital Studies
ReplyDeleteI like them all. I think they are already used to an extent by all of us. The exact use with the what, how, and why included is something I will work on for the fall. My "work orders and packets" can be modified to differentiate instruction across the curriculum. I have station ideas as well and am thinking about classroom set-up to best accommodate all the learners.
~Laura
Teachers seek key moments in group work when a student, often not perceived as "successful" by peers, makes a worthwhile comment or suggestion. The teacher then tells the whole group how important that contribution was to the group. (page 114)
ReplyDeleteI too, like all the instructional strategies described in the chapter. I agree that we all use one or more of these techniques. Of course, there are always ways in which we can adjust these strategies to better support differentiation. In my science classes, I would like to keep our activities more open ended so the students can come up with new ways to manipulate the data into a brand new activity. Then they can learn to answer their own questions.
Oops! Forget my name at the end. *Lana
ReplyDeleteThe instructional strategies that were discussed in this chapter were very helpful. I think the Orbital Strategies could be implemented as well for the 6th to 8th grade Brain Power Hour.
ReplyDeleteThese instructional strategies will involve some cross-curriculum teaching which will help our students make connections.
A concern I have here is time. We have 42 minutes from class to class which leaves us with approximately 40 minutes for actual class time and I don't know how I can accomplish everything during that time frame. I am always running short on time.
Pat
The author states, “There are many avenues to creating an instructionally responsive classroom.” The avenues or strategies discussed are stations, agendas, and orbitals. I agree with the posters above that these are all good strategies. I especially enjoyed reading about the stations in Ms. Minor’s 4th grade Math class. However, the strategy that really got me thinking was agendas. I would implement this just like Ms. Clayter does – as morning work. This just seems like a meaningful and powerful way for each student to start the day!
ReplyDelete*CindyF
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ReplyDeleteCindyJuly 20, 2014 at 1:42 PM
The agenda is a great idea, but not sure how it would work to be "my" agenda as a non-classroom teacher. It would work great if I was one of the support persons for items on another teacher's agenda! Stations and orbitals are real possibilities for me. I think what I would use and when would be curriculum dependent and hence class dependent to a certain extent. I think the orbitals have great potential for 8th grade research once we get the note-taking skills defined and developed. I have some ideas for introducing more options in the note-taking area - better addressing student profile and entry point. Note-taking could be developed into stations perhaps once the basics are introduced and then applied through orbitals.
I second Cindy's comments on Ms. Minor's math class - what a dynamic and interesting way to teach math!! I love Mr. Fuddle and the fact that language arts plays a role in each of the stations. Very reality based. ~ Cindy C.
I found the following website called "Integrate to Differentiate." It has assessment tools, strategies (additional support for some of the ones listed in the chapter as well as info on lots of others), resources to help determine learning styles and more! The url is for the intro page - if the tabs at the top do not work, try the links at the bottom of the page.
ReplyDeletehttp://farr-integratingit.net/Trainings/Differentiate/index.htm
Stations and agendas are definitely doable in my classroom. I like the idea both teachers used for putting those into motion. "The Shop" is a great one for my students too just learning about money and small addition. I like that sometimes the teachers had stations going all week and the students could move at their leisure.
ReplyDeleteI think the orbital studies would be beneficial with our middle school students. It would be interesting to let them choose their own books in English and see where they can take it. Perhaps after reading a book about a child who goes through self discovery, they will be able to do their own discovery. It allows students to find things THEY like and not just everyone reading The Crucible or House on Mango Street. The students will not fail in life if they don't read every classic book right now. I didn't read a lot of them until I was an adult and choose it on my own.
-Brianna
I loved this chapter. It really gave me a better sense of ways that I could differentiate in my classroom. Like all of you have mentioned the use of Stations, Agendas, and Orbital Studies is definitely something we can accomplish at school. I think letting the upper wing students take more ownership of their education is a win-win. They will become more engaged and learn all at the same time.
ReplyDelete-Amy