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 6
Please provide your responses to Chapter 6 here. Please take some time to read through everybody's responses.
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1. Key Principles of a Differentiated Classroom (Figure 6.1, p.81)
ReplyDelete2. Differentiating: What, How, and Why (Figure 6.2, p.83)
These two graphics are very informative and important. The author builds on them through this chapter and the following two. There are specific examples for various grade levels. I did find the following web cast that might be useful.
http://www.readingrockets.org/webcasts/1001
~Laura
As I read through all the specific examples of grade level differentiated classrooms, I felt a little overwhelmed. Then I remembered the author's comment "teachers in the most exciting and effective differentiated classes don't have all the answers. What they do have is optimism and determination." (page 80) I also fixated on the Key Principles of a Differentiated Classroom. I found these points helpful in determining a successful learning environment. The term "flexible classroom routine" is what most of us need to work on. We need to modify the curriculum and our instruction to ensure success for all students. (page 81) We need to learn to ask ourselves the What, How and Why in determining differentiated instruction.
ReplyDelete*Lana
I agree Lana this chapter was a bit overwhelming. Several times I wondered to myself if this was something I could easily do or try in my classroom. I think it is important to note that we are all capable of differentiated in our classrooms especially when we are asking ourselves the essential questions of What, How and Why. I know I will be referring back to Figure 6.2 (pg. 83) throughout the school year!
Delete-Amy
Oops I meant to say we are capable of differentiated instruction in our classrooms. Summer brain!
Delete-Amy
Oops I meant to say we are all capable of differentiated instruction in our classrooms. Darn Summer brain!!!!
DeleteAmy
Laura, Thanks for the link. It is a very interesting panel discussion that includes Dr, Tomlinson who wrote our book. Many points echo the book (meeting individual needs, flexibility, shared interests, motivating students, etc.) but the panel comes at the issues from slightly different angles which I found helpful to better understanding. Lots of other nuggets as well. Worth watching - about an hour.
ReplyDelete1. One of the principles that keeps repeating in this chapter is the importance of formative, continuous assessment via a variety of measures. In order to make differentiated instruction work, you really need to know all your kids.
2. In the summary of the Dateline: Troy project re: tiered assignments: "respectful activities" that are interesting, focused on essential ideas/skills, promote challenge and success and allow for students to work in many different groupings. I thought is was very interesting the way the teacher not only had students work in the different tiers but then pulled students from each of the tiers to collaborate together. ~ Cindy C.
Cindy,
DeleteGlad you had time to view the web cast and thought it was helpful.. I have not looked at it yet. I will be sure to view it soon. Thanks. Take care.
~ Laura
Formative assessment informs teaching and learning. With our Scantron testing results and pre-testing, we should be able to identify the needs of our learners and differentiate accordingly.
ReplyDeleteTeachers need to differentiate based on content, process, product, and affect/learning environment. This can be done in pairs or groups. The content and process can be modified to meet individual needs.
One concern I have is the amount of space in my classroom. There is no room to set up stations so I am thinking of ways to modify this.
Pat
I agree Laura, the graphics – figure 6.1 & 6.2 - were very helpful. I will be sure to watch the podcast. Thanks!
ReplyDeleteThere are many good examples of differentiated classrooms in this chapter. However, I highlighted several points in the “Other Principles Reflected in the Examples” section. The author states how the examples in the chapter illustrate ongoing assessment of student readiness, interest, and learning profile for the purpose of matching task to student need. They do not force-fit students to tasks. (pg. 91)
I also highlighted the paragraph that begins, “Teachers in these illustrations are crafting escalators of learning.” The author goes on to say that teachers need to demonstrate a systematic intent to find students who are one floor –or two of three – below performance expectations and move them up. (pg. 91)
* CindyF
I'm a little annoyed that all the examples are for grades 1-12. While the sections are all helpful, I'd love a direct K example. I need to look up some blogs I suppose on it.
ReplyDeleteMrs. Lupold's sample lesson was great (pg 95) and gave a lot of ideas for how to make connections. It also uses the focus of concepts and principals that the previous chapter mentioned. I liked the T.R.O.Y. grouping. I think that is a fun easy way to play up groups instead of using shapes or colors.
Figure 6.2 is useful as a planning tool. While we differentiate we can think about what, how and why we are doing it.
-Brianna
I also found Figures 6.1 and 6.2 very helpful. We need to look at differentiation as the elephant in the room, we need to eat it one bite at a time. I really hope we are not expected to differentate every lesson the first year, this is an approach that as to be taken one step at a time and if we learn to use assessment more with our students it will be easier to differentiate our lessons when needed to fit each student's needs.
ReplyDeleteChris