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 9
Please provide your responses to Chapter 9 here. Please take some time to read through everybody's responses.
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Tomlinson ends her book with classroom management strategies to help facilitate differentiation. She says, as Janessa did, not to try to do everything at once - small steps, "One step at a time, you will get there.", p.168. I think I have good first steps, resources, and information. Hopefully, I can create a classroom world that allows for more differentiation.
ReplyDelete~ Laura
I am glad Tomlinson ended with classroom management strategies. They were practical and concrete. I liked her ideas on giving students thoughtful directions. I also liked her strategy to use when a student gets stuck about what to do next. RICE (Recall, Imagine, Check, Expert) p.162
ReplyDeleteI too, think I have good first steps, resources, and information so I can create some differentiated lessons.
*Lana
The last chapter of the book, How Do Teachers Make It All Work, gives us classroom management strategies to facilitate differentiation strategies in our classes. The author gives good practical suggestions. Tomlinson says, “Grow slowly, but grow!”
ReplyDeleteThe posters above mention that Tomlinson has given us good first steps. I felt like the author just didn’t throw a bunch of strategies at you and then left you hanging. She wrapped it up very nicely with the management suggestions. (Lana, I also like the RICE mnemonic.)
I saw an idea on a teacher’s blog that I thought might help in our pursuit of differentiation. This teacher circulates around the classroom conferring with her students during their independent reading/book studies (5th grade). She was looking for a way to gather and manage data during her student conferences. She decided to use “Survey Monkey.” She created a simple survey that would only take her 30 seconds to fill out using her Ipad after each student conference. The data – did student meet goals – are they struggling – what book are they reading, etc. - fed into a spread sheet that she could print out. That data would be used to differentiate lessons for her students. She also used the data for parent conferences.
*CindyF
I'm going to check out survey monkey! if I can do it on my laptop or phone that would be awesome.
Delete-Brianna
Survey Monkey is great my room mom used it a lot last year to get ideas from the class parents for our parties and our auction basket.
Delete- Amy
The last chapter eased my mind a little because I have been on overload trying to figure out how to make my classroom 100 percent differentiated. But doing one thing at a time is going to be the best way to go. However, with my really small class size, it will make it easier.
ReplyDeleteOne of my worries was about trying to give directions so I like the break down she gives. I'd also like to try and find a way to do pre-recorded directions, I just need the equipment. Direction cards with pictures and symbols may also work.
-Brianna
Re: recording - I believe - just trial ran it in a very minor way - you can create a PowerPoint slide and Insert (tab) Audio (tab) and make a recording. So you just need a mic to make the sound clearer. I believe that we still have some headsets in the lab that have mics to them. If not we can figure it out. That way you could have a laptop with the PowerPoint up (and a picture on the slide that matched the activity?) and they would just have to click on the arrow that plays the recording. You can also record on an Ipad I believe. (We have a couple that are ESL purchases - Title III but I think we could work it).
DeleteBriana-
DeleteThere are nifty little recorders that look like small colorful tap lights. They are called talk point (record for 10 secs.) or talk block (record for 30 secs.). They come in a pack of 5 recorders. These are made for the classroom. You record your directions, then lock it. The student pushes it to hear your directions. You might need to check Amazon or EBay for a cheaper price. I believe you can find similar recorders.
*CindyF
Just saw another idea on "A Cupcake for the Teacher" blog. She uses picture directions for her little ones. Right now, they are free in her TPT store. CindyF
DeleteLast year I tried some of the strategies listed in this chapter such as the student work folders for each group. Not only could I see what each group had accomplished but I could leave written instructions and feedback for each individual group. One issue that I thought would be addressed in this chapter, and I have major problems with, is timing. When the students are working in groups on differentiated assignments, some groups finish in 10 minutes while others ask to have another class period to work on it. Giving them more assignments doesn't work, at least in middle school- they feel like they are being punished for doing what they are supposed to do. Thoughts?
DeleteThis is Jenna by the way :)
DeleteJenna, You're not the only worried about timing. I posted that as one of my first concerns in my Ch. 1 response. I am really nervous about this new schedule and how that will impact my already confusing 4th grade schedule. How do we fit all this in to less than a 8 hour day?
DeleteOops that post was from Amy
DeleteThis comment has been removed by the author.
ReplyDeleteThe book talks about anchor assignments as a help for timing. (I have a Kindle version of the book so I searched to help locate where it was discussed.)
ReplyDeleteChapter 7 under "agendas" - page 109 and the 5th grade example
Chapter 9 under "start small" - page 154 and "stay aware, stay organized" - page 162 (student folders) .
The other part is that to keep working in meaningful activities is part of the philosophy of differentiated instruction - working to your potential - depth, breath, quality. Our students are not used to that for the most part. It will take time to change the attitude, but if we all do it, then it will become the expectation of the school - this will be a place where we truly meet the academic needs of every student. ~ Cindy C.
I would like to see more parent involvement with their child in the differentiated classroom. The parents can learn from the teachers and the teachers can learn from the parents. This opens opportunities for enhanced learning for the child.
ReplyDeleteWith differentiated instruction, hopefully we will be able to help our slower learners build self-confidence which will help to improve their learning skills and build essential knowledge. Our advanced students will also be able to develop skills more independently and be challenged to build on their essential knowledge.
I am still concerned about the limited space in my classroom and only 42 minutes to accomplish the skills, strategies,and movements needed.
Pat