tammy
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Post by tammy on Dec 4, 2015 22:20:20 GMT
We need to talk more with each other about what's going on in our classrooms - what we are teaching and how. We need to be more open to suggestions from other teachers on what we can do to make our teaching better. We are at an advantage in a smaller school because we know that students so well and we know each others' students. We need to use this advantage and share what works with each other. I think, overall, we just need to be willing to try something new.
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tammy
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Post by tammy on Dec 4, 2015 22:27:39 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. I absolutely agree! and I think our students benefit more from this approach. They see that the teachers do really care for them and are genuinely concerned about them both professionally and personally. |
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tammy
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Post by tammy on Dec 4, 2015 22:34:00 GMT
The line stated on page 178 pretty much sums it up. "Do not send teachers alone into uncharted territory." That, and leaders who model differentiation exemplify the kind of respectful environment needed in responsive classrooms. To start smart and first begin small makes a lot of sense to me. The idea of developing small support groups that meet regularly to discuss differentiated strategies and review how they worked or were not effective if that were the case need to be discussed among peers without inhibition or being threatened. Small stable steps need to be exercised and adjusting ones lessons to meet diverse learning styles has to be constantly taken into consideration. Lengthening class times for Science labs, P.E. Tournaments, and class projects like for elections are all logistical components that could be included in scheduling when needed. Again, it all comes down to time for class preparation, analysis, and practically making it work together within a designed time frame to make it all come together. Administrative, colleague, and community support all have to be in place, and again that will take time to fully implement. 5-10 years? Really? By that time something else will be in vogue for us in education to get all caught up with. I wondered about the 5-10 year time frame, too. To me, that seems like a lot of time invested in one idea and then what? We all know there will be something new coming before that 5-10 years are up. |
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Post by cyarndt on Dec 5, 2015 3:58:49 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? The ways we can support one another is to have time built into our day to meet and discuss students, help come up with strategies, and share what works for one another and what didn't. There has to be some flexible scheduling so that we have time to collaborate and continue giving the best for our students. |
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Post by cyarndt on Dec 5, 2015 4:17:46 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. Bruce, I also wonder how all these pieces fit together. The state requires so many contact days, budgets allow for only so many contract days, and there is so much time required for true quality of "studying" any new concept as well as trying to implement. As with all professionals, teachers should be compensated for their willingness and ability to demonstrate an understanding of concepts and willingness to improve for students. I know the system is currently not set up for functionality of proper training, time, and compensation; I hope one day it will be. I agree that in order for that to take place, there has to be a push from those in leadership roles to demand a change. I am anxious to see what the new ESEA reauthorization brings to our state and country. |
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Post by cyarndt on Dec 5, 2015 4:27:12 GMT
We need to talk more with each other about what's going on in our classrooms - what we are teaching and how. We need to be more open to suggestions from other teachers on what we can do to make our teaching better. We are at an advantage in a smaller school because we know that students so well and we know each others' students. We need to use this advantage and share what works with each other. I think, overall, we just need to be willing to try something new. Tammy, I agree that we are at the advantage with being at a small school because we know the students so well. I also agree that it would be great to be able to sit down and have conversations about what worked well for a student. The challenge that comes with being from a small school is that we don't have the time to do that. I am proud that though this book study required extra time from all of us, that everyone was willing to consider the ideas behind differentiated instruction. Our staff has done a great job keeping up with the extra work load! |
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Post by mtoepke on Dec 8, 2015 2:47:05 GMT
I think we all understand that making these changes will take time and another thing we need to remember is to start small, and I think this needs to be VERY small. So if its by changing one lesson a week, you are still making progress. This book as definitely brought out some good in all of us, but one thing that we all struggle with is the time factor. Sharing ideas and doing cross curriculum activities cause us to stay interactive with each other, which sometimes is lacked in the HS end of the teachers.
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Post by mtoepke on Dec 8, 2015 2:48:14 GMT
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 your idea of forming small groups (k-3) to meet regularly to discuss learning needs & goals! I think this would be quite beneficial to hear our colleagues ideas, strategies, and thoughts on a regular basis!  In my response, I mentioned something similar to this. Getting teachers to do more cross curriculum activities in the HS end. |
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Post by mtoepke on Dec 8, 2015 2:49:22 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. I also liked that comment from Becky. TOGETHER is the key word here and I don't think it is done enough. |
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Post by marissao on Dec 14, 2015 1:12:24 GMT
We can be a support system to the other teachers within our school. We can be there when they want to bounce off ideas to others and receive feedback. They can ask for advice from those around them and ask for materials they made need. We can ask what they are doing in their classroom to help their students and see if that can help within our own classroom.
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Post by marissao on Dec 14, 2015 1:14:03 GMT
chapter 10 First of all our teachers need to set our beliefs and goals together. Even if school change is difficult it is not impossible. It just involves work. The work load could be lightened if teachers work together. Don't overload yourself but plan and engage how to teach with other teachers. Teachers can adapt to longer class times to have differentiated labs. We can use different subjects and grade levels we can have smaller classroom sizes and communicate more with parents. We don't need to try to do everything at once. Each year try to add one step at a time. Students and you will adapt easier. These are some ways to differentiate with other teachers. I agree that the work load each teacher has can be lower if we work together and help each other out. We can to work as a team if we want to be successful as a school. |
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Post by marissao on Dec 14, 2015 1:16:10 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. I agree with you that communication is a key idea when looking for support with other teachers. |
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