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Chapter 8
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So, I did check the Treasures teacher's guides (referring to Chapter 5 post). There are multiple ideas for differentiation for each selection/week. There are also weekly contract equivalents that could be used or modified. I am sure the Sadlier math has the same type of curriculum ideas. We have excellent resources (not even counting the IXL), just have to work to use them correctly in our mission to reach all students/learners...
ReplyDeleteWow! This chapter has the coolest Dinosaur center... cluster idea for Lana?! I love the interest Center Template (Figure8.3). I will definitely use that... have always been into the KWL thing.
I am happy she says "small-group instruction or mini-workshops are classroom workhorses that require minimal teacher preparation time and can be used to benefit learning", page 150 As my friend said the other day (regarding coffee, I think)...thank God for the small stuff!
~ Laura
"Teaching up" is far more likely to benefit a very broad range of students. Design assignments for advanced learners first and then create versions of the task for more varied learners. (page 132) I will keep this in mind when I begin my instructional planning.
ReplyDeleteI loved all the examples of instructional strategies within each classroom. While reading the Tri-mind strategy for studying the human cell, I smiled remembering Sister Pieta explaining her "Cell City USA" analogy. I am sure Laura remembers this story. I don't think I will ever forget the structure and function of the human cell. Although Sister was not using the Tri-mind strategy, she knew how to teach such an abstract idea and make it relatable to our world.
*Lana
Laura, I think the center template would also work for clusters. Perhaps that would be a beneficial way to start a research topic/project.
ReplyDeleteThe author states, “A one-size-fits-all activity is unlikely to help either struggling or grade-level learners come to own important ideas, nor will it extend the understanding of students with great knowledge and skill in the area.” Throughout the chapter, she gives more instructional strategies that will help make our lessons and activities meet the needs of diverse learners. Many strategies given in this chapter were discussed by Janessa. However, I did learn a few new concepts.
Tri-mind was new to me. The example given was for tenth grade Biology. I think this could be adapted for the lower grades.
I am not sure I knew there was a difference between stations and centers. Good to know!! As Laura’s good bud said, “Thank God for the small stuff!”
*CindyF
I liked the descriptions of the differences between stations and centers, I didn't realize the major differences in those before. I would like to do a whole group/ exploratory intro lesson on my topic and pre-assess the students and then use a mixture of centers and stations that have math and other subjects going on simultaneously. For my higher tiered students I like the contracts and agendas!
ReplyDeleteFor those teaching 2nd and up, I HIGHLY recommend literature circles. I studied and carried them out in college several times with my 4/5th graders but it can be adapted for down to 2nd. I am considering trying a mini version of lit circles for my class. This would be something I would like to collaborate with an older grade on possibly. Perhaps have an older student come read to the group of 2-3 students and they all do the circle together with the older student helping and guiding. Anyone??
-Brianna
I would be willing to give it "a go" - perhaps lit circle with K could be a part of an upper level student contract on the same theme as the K circle - perhaps character education value? ~ Cindy C.
DeleteDitto for me - thought centers and stations were the same thing. One of the ideas I had for a station for the last chapter is probably a center instead! We keep learning new things!
ReplyDeleteI thought all of the Figures in the chapter were most helpful. I really liked the Middle Ages Entry Point Investigation (Fig 8.4). I have done characters in Middle Age society (king, minstrel, church person, etc) as 8th grade research and "ahha" - how the example in the book opens up a whole different focus and depth on learning - concepts rather than facts!
Tri-Mind was new strategy for me also. I think it is a little more compact and focused than the Entry Point. The learning contract on poetry was helpful as well to see how slight changes in the block description makes a big difference in the differentiation. To the casual observer, the 2 contracts look alike but offer immediate clues to the teacher. Helpful to know that directions also come with the contract and that those too are differentiated. ~ Cindy C.
Centers were the bane of my existence in my methods class Mrs. Berry tried to explain it but my centers seemed more like stations after reading Ch 7 & 8. I would love to have centers in my room but I feel like my classroom is bursting at the seems as it is now. I would love any thoughts or recommendations from you about how I could change the layout of my room to accomodate these centers.
ReplyDeleteEntry points just make sense! We all know about Gardner's Eight Intelligences so entry points just seem to be the next logical step. As we have read throughout this book everyone is unique and different and therefore learns in different ways. Entry points just give us another way to teach to our students.
-Amy
Learning centers, interest centers, and tiered activities seem to be the best strategies for me to use in my math classes to differentiate instruction.
ReplyDeleteSince none of the examples in this chapter covered a math class, I would like to observe a math class where these strategies are used.
Pat