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Post by noreen on Dec 2, 2015 21:14:56 GMT
Becky-I like how you said, "Teachers need to set our beliefs and goals together." Working together makes everything seem easier, the process of differentiation does at time appear to be difficult.
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Post by butler on Dec 3, 2015 1:10:18 GMT
Answer the following question and respond to two colleagues.
1. What are ways in which you and the experienced teachers in your school might support other teachers' efforts to purposefully and effectively address the varied learning needs of the students they teach? Chapter 10 Quoting the author, "to start smart, first begin small" makes sense to me! The author also stated "it's vital to avoid a feeling of overload among teachers". Later the author writes, "various teachers have differing readiness levels, interests, and learning profiles. They will need to develop the process of differentiation and different timetables, through different routes, and with differing forms of assistance". This being stated by the author, I think the best way for us to begin this is with each teacher setting his/her own beginning goal and assessing the learning needs of his/her students. Then form small groups (possibly K-3 and 4-6 for elementary and similar subject groups for high school) to meet regularly to discuss the varied learning needs and ways to achieve the goal each teacher has set. This would include areas to differentiate and strategies to try. I know that when I read the two chapters on strategies, I had definite thoughts about which ones I would want to implement and the specific subjects or concepts I would use them with. I'm sure every other teacher had a similar experience. Each teacher can choose a strategy he/she feels comfortable with, implement the strategy, and then come back to the group to discuss it. If the teacher wants to tape the lesson(s), that could be an option. It could be helpful to the discussion process. I think implementing the process of differentiation is like implementing any other initiative. A teacher starts small, gets her feet wet, and begins to feel more comfortable. Gradually the teacher gains more knowledge and, above all, more confidence. She then does more and more to make the implementation complete. Brenda, I like the quote "to start smart, and begin small." Many people look at this and go wow this is a lot of work, but if we stat small we can build up to big things. Brick by brick we will make it. |
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Post by butler on Dec 3, 2015 1:15:22 GMT
Doing this ongoing book study has forced us to keep differentiation in the forefront for this semester. I see a lot of assignments come through the library and I can say assignments themselves are getting closer to standards, using more technology, and becoming more applicable. Way to go, guys! I think better lessons has to be our first step. I realize this is easy for me to say, only teaching 1 full time class that CAN NOT be differentiated (very structured reading series). I still see low level busy work, but less and less. Let's just keep on encouraging each other to take it from where we are to the next step. Differentiation is NOT the next step for some...yet, and that is OK. Mary, it is great how you see all these homework assignments coming through the library and can see the change for the students. It is also a way to support the staff be giving positive reinforcement. Even as adults it is always good to have a pat on the back. |
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Post by butler on Dec 3, 2015 1:25:55 GMT
Communication is key in any situation or new idea. Communicating about ideas for differentiation or struggles of teaching a subject idea is important. Like chapter 10 stated, “it will take 5 to 10 years for significant change to build sturdy roots.” We need to communicate for support to achieve the long haul that is needed to change the classroom to a more open positive environment for students. It may be a good idea to have PLC groups within our school that meet to discuss ideas that have been successful in our classroom.
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lori
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Post by lori on Dec 3, 2015 3:45:04 GMT
Chapter 10 The author states that this chapter is directed toward department chairs, principals, superintendents, and others in leadership positions so that is what I will respond to. In detail she outlines the responsibilities of school leaders. Text book wise, she is right about each one. In my opinion this chapter is about our leaders making staff development a success. I believe that it deals with all the things she mentions but especially the following (1) more time (include prep time, staff development time, and time to meet with staff members (2) paying staff an adequate amount of money for work after school hours, and (3) results. I will use an example that could be played out in South Dakota schools. Adequate funding of education in South Dakota has not been a priority for years. Over 80% of the districts have opted out (this means - public vote to increase local taxes) just to operate. The author(as superintendent) makes a presentation before the board explaining the differentiated classroom process. She explains that it's not an instructional strategy, a collection of strategies, or a teaching model. It is a way of thinking that challenges how educators typically envision assessment, teaching, learning, classroom roles, use of time, and curriculum. She also states that test scores should improve in a few years but there is no guarantee. There is no grant money available so she feels that we will need about $80,000 to start the first year. With this money another teacher could be hired. This would reduce current teacher work load allowing each teacher an additional preparation period. The rest of the money would be used to provide adequate stipends for out of classroom time for each instructor. This is a five year project so the same amount will need to budgeted for the next four years. A discussion follows. I know what the results of this discussion would be. She may not sleep to well that night. Welcome to life as an administrator in most South Dakota schools. This same example could be played out with any staff development project, not just the differentiated classroom. The end result is not so text book any more. We will then have to start smart, and begin small. Teachers will have to work any staff development into their normal schedule, no stipends will be paid, and we will only use staff development days as allowed by the state. The biggest challenge for administrators is they need to find a way to create the time for teachers to try new methods and pay them an adequate stipend for extra time involved. Our current system needs to change. I failed as an administrator to find a solution. It bothered me to ask teachers to do these things on their own time and with very little compensation. The answer to the question for Chapter 10 is here. School leaders need to some how change the system and provide staff with the time and compensation necessary to effectively implement any type of staff development. Lori- Very well stated. |
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lori
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Post by lori on Dec 3, 2015 3:50:33 GMT
Communication is key in any situation or new idea. Communicating about ideas for differentiation or struggles of teaching a subject idea is important. Like chapter 10 stated, “it will take 5 to 10 years for significant change to build sturdy roots.” We need to communicate for support to achieve the long haul that is needed to change the classroom to a more open positive environment for students. It may be a good idea to have PLC groups within our school that meet to discuss ideas that have been successful in our classroom. Lori- Yes communication is the key. It helps to talk to other teachers to see how they are incorporating different activities in their classroom. It gives a person some new ideas on what may work in your own classroom. |
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lori
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Post by lori on Dec 3, 2015 3:57:56 GMT
Some ways we can support each other is to communicate with the other teachers. Talk about what works and what hasn't worked the greatest in your classroom. All classrooms have such a different mix of students in their classrooms at various learning levels. It helps to get insight and feedback from other teachers to give a new perspective on things.
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Post by alecia on Dec 3, 2015 4:24:39 GMT
I believe the way we can support each other is that we turn to each other for advice and to bounce ideas off of one another. Maybe have meetings or discussions on different teaching techniques and what each of us are doing in our own classrooms. Taking that information and giving opinions and advice to one another would be supportive.
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Post by alecia on Dec 3, 2015 4:27:22 GMT
Some ways we can support each other is to communicate with the other teachers. Talk about what works and what hasn't worked the greatest in your classroom. All classrooms have such a different mix of students in their classrooms at various learning levels. It helps to get insight and feedback from other teachers to give a new perspective on things. I agree Lori, we do need to communicate with one another especially with previous year's teachers. Every year you get new personalities and learning abilities and so the whole dynamic changes and getting feedback from previous teachers wouldnt hurt. It would/should benefit you. |
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Post by alecia on Dec 3, 2015 4:30:27 GMT
I think the biggest thing we can do is communicate with each other. What is working with students for you and what isn't. We can adjust to fit our specific class. Many times you can get more valuable information from other teachers on what has worked in your school versus a one size fits all from a book. Agreed Jeff, we learn best from experience and all students are different and we need to adjust to this. |
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joel
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Post by joel on Dec 3, 2015 22:05:48 GMT
It is not difficult to make accommodations for students or even for groups of students. If a teacher came to me and wanted to work on a project that was cross-curricular and required me to accept different types of end products because of different learning styles, I would be willing to give it a try. I would also be willing to provide another teacher more time with students if additional time was required for a lesson. It is easy to remain flexible and work with other teachers for the good of the students.
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joel
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Post by joel on Dec 3, 2015 23:03:44 GMT
Mark, I hope the school is not going to jump on every bandwagon that comes along. I do not feel the school is really jumping on the bandwagon for differentiated instruction. This book study shares tools that can be implemented in the classroom or put aside for a later date by teachers. I do not find differentiated instruction on the same level as moving to a block schedule which forced teachers to drastically change their teaching style and how curriculum is presented. I have taught in a number of schools with a block schedule and have not found it beneficial to all curriculum areas. There was a math teacher who told me that under the block schedule, she only covered half as much as she covered under a 7 period day. A school schedule change doe not necessarily improve learning nor does going to a four day week or adopting a single teaching strategy. Teachers need to work with students as a class and individually and change and adapt as needed.
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Post by paulette on Dec 4, 2015 1:34:12 GMT
I think the biggest thing we can do is communicate with each other. What is working with students for you and what isn't. We can adjust to fit our specific class. Many times you can get more valuable information from other teachers on what has worked in your school versus a one size fits all from a book. Agreed Jeff, we learn best from experience and all students are different and we need to adjust to this. Well said, Jeff. Communication is very important. |
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Post by paulette on Dec 4, 2015 1:42:43 GMT
I, too, think communication is very important among our colleagues and administration. We have a great source of a variety and valuable knowledge in our school and to share this knowledge is important. Sometimes ideas from other teachers helps to give a boost. And I definitely agree that we need the time to share these ideas.
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Post by paulette on Dec 4, 2015 1:44:13 GMT
Communication is key in any situation or new idea. Communicating about ideas for differentiation or struggles of teaching a subject idea is important. Like chapter 10 stated, “it will take 5 to 10 years for significant change to build sturdy roots.” We need to communicate for support to achieve the long haul that is needed to change the classroom to a more open positive environment for students. It may be a good idea to have PLC groups within our school that meet to discuss ideas that have been successful in our classroom. Well said, Butler. |
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