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Post by Cynthia on Sept 17, 2015 23:49:25 GMT
This chapter gives a brief overview of what a differentiated classroom is. Please answer the questions below and respond to two colleague's answers.
1. On pages 5–12, the author presents portraits of sets of classes at various grade levels. In some, the teachers largely use whole-class instruction; in others, they plan with student differences in mind and regularly differentiate to address those differences. How would you compare the differences in teaching styles between whole-class instruction and those who differentiated instruction? You do not need to compare ALL philosophies. Give a general comparison.
2. Based on what you've read in this chapter, what do you see as the key principles, or governing ideas, of differentiated classrooms?
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Post by cyarndt on Sept 22, 2015 22:18:01 GMT
This is how to reply  |
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Post by Cynthia on Sept 22, 2015 22:20:07 GMT
This is how to reply Great thoughts! |
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Post by Cynthia on Sept 23, 2015 20:09:44 GMT
1. Answer
2. Answer
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Post by mtoepke on Sept 23, 2015 20:10:23 GMT
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Post by mtoepke on Sept 23, 2015 20:11:43 GMT
This is how to reply Gotcha! |
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Post by Cynthia on Sept 23, 2015 20:11:54 GMT
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markw
New Member
Posts: 34 
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Post by markw on Sept 23, 2015 20:21:55 GMT
great reply |
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markw
New Member
Posts: 34
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Post by markw on Sept 23, 2015 20:22:32 GMT
This chapter gives a brief overview of what a differentiated classroom is. Please answer the questions below and respond to two colleague's answers. 1. On pages 5–12, the author presents portraits of sets of classes at various grade levels. In some, the teachers largely use whole-class instruction; in others, they plan with student differences in mind and regularly differentiate to address those differences. How would you describe the teaching philosophy of each of the teachers in these examples? Why did you choose to describe the teaching strategies in this manner? 2. Based on what you've read in this chapter, what do you see as the key principles, or governing ideas, of differentiated classrooms? |
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Post by maryroman on Sept 23, 2015 21:10:23 GMT
Question 1: On page 5 Mrs. Jasper (of the whole-class instruction family) laments that it would be unfair to the students if they don't all do the same thing. Mrs. Jasper needs to understand that fair does not mean equal. Fair means everyone getting what they need in order to succeed. Missing this basic premise caused Mrs. Jasper, and her cohorts, to miss the education bus.
Educators like to use fancy words to make themselves feel important, but I truly believe that differentiated teaching is simply fair teaching. Ms. Cunningham, Mrs. May, Mr. Santos and Mrs. Wang all understand and implement fair in their classrooms.
Question 2: Key principle/governing idea of a differentiated classroom......you guessed it....fairness.
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Post by Cynthia on Sept 23, 2015 21:33:31 GMT
Thanks for joining, Megan!!! |
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Post by Cynthia on Sept 23, 2015 21:40:14 GMT
Question 1: On page 5 Mrs. Jasper (of the whole-class instruction family) laments that it would be unfair to the students if they don't all do the same thing. Mrs. Jasper needs to understand that fair does not mean equal. Fair means everyone getting what they need in order to succeed. Missing this basic premise caused Mrs. Jasper, and her cohorts, to miss the education bus. Educators like to use fancy words to make themselves feel important, but I truly believe that differentiated teaching is simply fair teaching. Ms. Cunningham, Mrs. May, Mr. Santos and Mrs. Wang all understand and implement fair in their classrooms. Question 2: Key principle/governing idea of a differentiated classroom......you guessed it....fairness. Mary, I have always agreed with the thought that fair isn't giving them all the same thing, but allowing access to learning opportunities by making adjustments so that students can demonstrate an understanding of the learning target! For question 2, being fair (as described above) is a corner stone to differentiation! |
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Post by brenda on Sept 23, 2015 22:11:07 GMT
Chapter 1
1. Mrs. Jasper is using whole-class instruction with her centers because every student goes to every center regardless of the student's need. Some students breezed through the center which means they did not need it.
Mrs. Cunningham uses centers, but she does not have every student go to every center. She assigns centers based on readiness. She is differentiating. Students do not all work on the same tasks.
Mr. Elliot uses whole-class instruction with some differentiation. He lets each student select their own biography, so he is trying to meet the varying interests of his students. This could also allow each student to choose a book at their reading level. However, each student was given the same assignment and graded with the same rubric.
Mrs. May is also using some whole-class instruction and is differentiating. She is using interest inventories to help her students choose a famous person to research. This is to be sure that each student will enjoy the assignment process because they have a connection to the topic. Students can select reading material that they can understand. Mrs. May is meeting with each individual students as they set goals for themselves. She is providing personal coaching to individual students based on their needs. However, all students are following the same assignment process and are given the same rubric.
Ms. Cornell uses a very structured whole-class approach as she basically follows the same routine for each chapter.
Mrs. Santos is differentiating a lot in her classroom! She is grouping students according to reading levels and uses different graphic organizers for different groups. She frequently has two versions of labs, one for students who need more help in understanding the concepts, and one for students who have already grasped the concepts. Mrs. Santos often gives students a choice for performance assessments. She uses a single rubric for all options.
Mrs. O'Reilly uses whole-class instruction with her novels. Everyone reads the same novel and does the same assignments.
Mr. Wilkerson is using novels, too, but he is differentiating by letting the students chose among 4 or 5 novels. While the novels might have the same theme, they cover a variety of interests.
Mrs. Horton follows the same routine for every students for her language lessons. She does allow for a bit of collaboration among the students when they are allowed to work with partners on assignments.
Mr. Adams uses a lot of differentiation. His students work on different exercises that are of varying degrees of difficulty. He meets with individual students to set goals. His use of mixed-readiness pairs is more like traditional classrooms.
Mr. Matheson uses whole-class instruction as he follows the same routine with each of his math lessons.
Mrs. Wang is differentiating when when she allows students to select their own homework assignments to help with areas of need.
Mrs. Bowen is not differentiating. Every student does the same exercises and drills in phy. ed., while Mrs. Horton does differentiate because she identifies a starting point for teaching skills for each student.
Ms. Robertson and Mrs. Washington both use a lot of whole-class instruction, but Mrs. Washington is trying to meet varying interests by supplementing a lot of the lessons and by using a variety of resources at varying degrees of difficulty and in different languages.
2. (1) The teacher is really clear, and specific about what she wants students to learn.
(2) The teacher knows that her students are all different and she changes and adapts accordingly.
(3) What the students are assessed on is what they were being taught!
(4) The teacher must make adjustments in every part of the teaching process to meet the differences of her students. They
have different needs, interests, and learning styles.
(5) There is a lot of collaboration among students and teachers and among students with other students.
(6) The teachers are very flexible.
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Post by butler on Sept 24, 2015 0:34:45 GMT
1) The classes that do not differentiate plan activities and expect all students to complete the activity to the same standards, even though not all of the students are achieving at the same levels. The classes that are not differentiated also expect good work out of students that have no interest in a subject matter. The teachers that did differentiate leveled their students for centers or gave the students topics they were interested in. The teachers that differentiated had the students learn the information, but made it at their levels, so the students can be successful.
2) The key ideas to me are to assess the student, so they can be leveled. With the leveling teachers can challenge the students, but not to make them become frustrated. Also, that the students can learn the same general ideas the teacher is trying to convey, but at different levels.
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Post by butler on Sept 24, 2015 0:57:37 GMT
Question 1: On page 5 Mrs. Jasper (of the whole-class instruction family) laments that it would be unfair to the students if they don't all do the same thing. Mrs. Jasper needs to understand that fair does not mean equal. Fair means everyone getting what they need in order to succeed. Missing this basic premise caused Mrs. Jasper, and her cohorts, to miss the education bus. Educators like to use fancy words to make themselves feel important, but I truly believe that differentiated teaching is simply fair teaching. Ms. Cunningham, Mrs. May, Mr. Santos and Mrs. Wang all understand and implement fair in their classrooms. Question 2: Key principle/governing idea of a differentiated classroom......you guessed it....fairness. Mary, I have always agreed with the thought that fair isn't giving them all the same thing, but allowing access to learning opportunities by making adjustments so that students can demonstrate an understanding of the learning target! For question 2, being fair (as described above) is a corner stone to differentiation! Mary I think this is a great response. I also agree that just because the students receive the same information does not mean it is fair for all students. We as educators need to find ways to present the information to students to make it fair for all. |
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