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Post by Cynthia on Sept 23, 2015 2:59:57 GMT
Answer the following questions and respond to two colleagues.
1. Review Figure 2.1's organizer for differentiation. How do the various examples of differentiation in Chapter 1 fit into the organizer? What about your own work with students?
2. Beginning on page 27, the author focuses on several key elements of the philosophy that governs differentiation: diversity is normal and valuable; every child has hidden and extensive capacity to learn; it's the teacher's job to be the engineer of student success; and educators should be the champions of every student who enters the schoolhouse door. In your experience, how does the presence of these beliefs shape schools and classrooms? What about the absence of these beliefs?
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Post by brenda on Sept 24, 2015 4:43:22 GMT
Chapter 2
1. The teachers in Ch. 1 who were differentiating had a classroom that made the students want to learn. The curriculum was such that the students had an interest in what was being taught. It mattered to them. Their assessments were both formative and summative. The teachers were continually getting information, as were the students getting feedback. The differentiating teachers made a point of determining student differences (different interests, abilities, learning styles, etc.) and then created their lessons with those differences in mind. These teachers were the leaders in their classrooms and had their students following their organized routines with ease. They realized when the content needed to be differentiated and then they provided different avenues for students to learn the content. Differentiating teachers are continually assessing and providing a variety of assessments for their students. They are making their classrooms a place where all students feel good about the learning process. These teachers are connecting the curriculum to the real world. Teachers who differentiate will preassess to determine the level or ability of students and then guide those students down the appropriate path to meet the learning goals. They are giving each student an opportunity to learn how he learns best!
I feel I have a ways to go to be like many of these teachers. I definitely do not want students to struggle or even fail, but I often do see just that. I always try to work with the students who are not doing well, but I think differentiation would prevent much of the struggling and the failure from occurring in the first place.
2. A teacher just has to adhere to these beliefs. I must include a quote. I do not know who the author is. I thought about paraphrasing this opinion in my own words, but I just can't. The words are so great! I have these words posted in my room. I read them often to keep me realizing just how important my job is and how important it is to try to be my best. "The Impact of Teachers: I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be the tool of torture or an instrument of inspiration. I can humiliate or humor ... , Hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or de-humanized."
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markw
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Post by markw on Sept 27, 2015 3:19:27 GMT
For Chapter 2 Question 1 part 1 The example of differentiation fall under the principles of differentiation, and also include flexibility and the classroom turning into a more "student driven approach" that meets the individual needs of the students. I find that throughout my 37 years of instruction that one should be more flexible in how concepts can be introduced in many ways and not just one all inclusive approach. Content and environment are areas I feel are areas of strength for me where process and product are areas I wish to enhance further to meet the students readiness, interests, and learning profile levels.
Question 2-These beliefs can greatly be enhanced and manifested by incorporating the philosophy that every learner has a hidden capacity and extensive capacity to learn. I have long believed in that approach from the very first year I began in teaching and coaching in 1979. With that model being infused with a school's environment everybody has value that can contribute to a a school being positive in nature and that creating a place to look forward coming to and learn, and develop as a person. The parallel drawn to the orchestra having sections to work on and then putting it together as one finely tunes entity is the same approach we utilized in developing a sound basketball program that produced scorers, defensive stoppers, decision makers, etc. to form viable and very competitive teams that depended upon everybody contributing. To me, this is the most essential ingredient of making it all work. In essence, it should also serve as the foundation of a school system's success.
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Post by brenda on Sept 28, 2015 1:24:08 GMT
For Chapter 2 Question 1 part 1 The example of differentiation fall under the principles of differentiation, and also include flexibility and the classroom turning into a more "student driven approach" that meets the individual needs of the students. I find that throughout my 37 years of instruction that one should be more flexible in how concepts can be introduced in many ways and not just one all inclusive approach. Content and environment are areas I feel are areas of strength for me where process and product are areas I wish to enhance further to meet the students readiness, interests, and learning profile levels. Question 2-These beliefs can greatly be enhanced and manifested by incorporating the philosophy that every learner has a hidden capacity and extensive capacity to learn. I have long believed in that approach from the very first year I began in teaching and coaching in 1979. With that model being infused with a school's environment everybody has value that can contribute to a a school being positive in nature and that creating a place to look forward coming to and learn, and develop as a person. The parallel drawn to the orchestra having sections to work on and then putting it together as one finely tunes entity is the same approach we utilized in developing a sound basketball program that produced scorers, defensive stoppers, decision makers, etc. to form viable and very competitive teams that depended upon everybody contributing. To me, this is the most essential ingredient of making it all work. In essence, it should also serve as the foundation of a school system's success. It is true! Everyone has value and everyone has something to bring to the table to make our school great! Faculty, students, and parents! |
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Post by rebeccadathe on Sept 28, 2015 21:01:03 GMT
Answer the following questions and respond to two colleagues. 1 . Review Figure 2.1's organizer for differentiation. How do the various examples of differentiation in Chapter 1 fit into the organizer? What about your own work with students?2. Beginning on page 27, the author focuses on several key elements of the philosophy that governs differentiation: diversity is normal and valuable; every child has hidden and extensive capacity to learn; it's the teacher's job to be the engineer of student success; and educators should be the champions of every student who enters the schoolhouse door. In your experience, how does the presence of these beliefs shape schools and classrooms? What about the absence of these beliefs?
1. In Chapter 1 differentiated teaching, all students are divided into groups and are given projects of all kinds to full fill the learning of all levels of learning. On the organizer for differentiated learning chart the teacher needs to have the students choose the learning content and ideas to reach their goals. Then the students will think and discuss the content. Now show what they have learned, understand and can do. Lastly are the students ready, interested and have they learned what we want them to accomplish. 2. Our job as teachers are to provide all students with being successful. We are to understand the talents of all students with hidden and intensive capacity to learn. This has made students every where be successful. Without these beliefs students are left behind and never given the opportnity to succeed. |
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Post by lindsey on Sept 28, 2015 21:47:06 GMT
1. The Figure 2.1 organizer for differentiation shows the general principles & guidelines one should follow when organizing & designing a differentiated classroom. The various examples of differentiation in Chapter 1 fit into the organizer because many of those classrooms focused on the success of each learner. The teachers in Chapter 1 also believed the learning environment was key to student success. They believed assessment was diagnostic and ongoing. That it provided them with day-to-day data on student readiness, interests, & approaches to learning. Many of the ideas & concepts discussed in Chapter 2 are reflected in my own classroom. In the section: "The Learning Environment Actively Supports Learners and Learning" I strongly agree with the book when it explained that the learning environment is key to student success & that teachers work consciously & purposefully in maintaining an inviting learning environment as they do in designing curriculum or implementing instruction. I try to provide a classroom where the students are welcomed & valued, we work together to enhance one another's growth, and I provide routines & processes in the classroom designed to give all students access to whatever they need for success!
2. Differentiated classrooms offer a variety of ways to approach learning & help students determine which of those ways are most effective in supporting their learning. The promise of schools must belong to all children EQUALLY no matter their differences. The absence of these beliefs result in schools where children feel put down rather than lifted up and are not challenged or motivated.
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Post by lindsey on Sept 28, 2015 21:51:05 GMT
Chapter 2 1. The teachers in Ch. 1 who were differentiating had a classroom that made the students want to learn. The curriculum was such that the students had an interest in what was being taught. It mattered to them. Their assessments were both formative and summative. The teachers were continually getting information, as were the students getting feedback. The differentiating teachers made a point of determining student differences (different interests, abilities, learning styles, etc.) and then created their lessons with those differences in mind. These teachers were the leaders in their classrooms and had their students following their organized routines with ease. They realized when the content needed to be differentiated and then they provided different avenues for students to learn the content. Differentiating teachers are continually assessing and providing a variety of assessments for their students. They are making their classrooms a place where all students feel good about the learning process. These teachers are connecting the curriculum to the real world. Teachers who differentiate will preassess to determine the level or ability of students and then guide those students down the appropriate path to meet the learning goals. They are giving each student an opportunity to learn how he learns best! I feel I have a ways to go to be like many of these teachers. I definitely do not want students to struggle or even fail, but I often do see just that. I always try to work with the students who are not doing well, but I think differentiation would prevent much of the struggling and the failure from occurring in the first place. 2. A teacher just has to adhere to these beliefs. I must include a quote. I do not know who the author is. I thought about paraphrasing this opinion in my own words, but I just can't. The words are so great! I have these words posted in my room. I read them often to keep me realizing just how important my job is and how important it is to try to be my best. "The Impact of Teachers: I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be the tool of torture or an instrument of inspiration. I can humiliate or humor ... , Hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or de-humanized." Brenda- What a GREAT quote! It really puts into perspective why we do what we do!  |
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Post by lindsey on Sept 28, 2015 21:57:36 GMT
For Chapter 2 Question 1 part 1 The example of differentiation fall under the principles of differentiation, and also include flexibility and the classroom turning into a more "student driven approach" that meets the individual needs of the students. I find that throughout my 37 years of instruction that one should be more flexible in how concepts can be introduced in many ways and not just one all inclusive approach. Content and environment are areas I feel are areas of strength for me where process and product are areas I wish to enhance further to meet the students readiness, interests, and learning profile levels. Question 2-These beliefs can greatly be enhanced and manifested by incorporating the philosophy that every learner has a hidden capacity and extensive capacity to learn. I have long believed in that approach from the very first year I began in teaching and coaching in 1979. With that model being infused with a school's environment everybody has value that can contribute to a a school being positive in nature and that creating a place to look forward coming to and learn, and develop as a person. The parallel drawn to the orchestra having sections to work on and then putting it together as one finely tunes entity is the same approach we utilized in developing a sound basketball program that produced scorers, defensive stoppers, decision makers, etc. to form viable and very competitive teams that depended upon everybody contributing. To me, this is the most essential ingredient of making it all work. In essence, it should also serve as the foundation of a school system's success. Mark- I like how you made a personal connection between the orchestra example in the book & how you approached developing a sound basketball program! |
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markw
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Post by markw on Sept 29, 2015 16:39:02 GMT
Brenda, You are right on with your take on chapter 2 where everybody has a strength to bring to the table.
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don
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Post by don on Sept 29, 2015 20:11:00 GMT
So, Mrs. Washington was proactive in a response to her learners. Her environment encouraged the students to singly and collectively discuss the class material. She tried to reach the visual learners by using a lot of visual aids. Hopefully, her instruction would be a response to the different students. I thought she did a good job of leading the students through their material and if I did not do that more times than not, not much would be done in my classes.
I have always tried to teach to all levels of education in my classes. I ask easier questions to those that struggle to understand and they can feel some encouragement and success with their class contributions.
Before and after class I walk around the classroom and I make sure their worksheets are completed and I ask them questions to see if they are on the right track or not. I am also in the school at 7:00 a.m. each morning so I can offer more time to those that need to retaught the material at hand.
In conclusion, we can not make students care! Why did we have a class that was at 18% reading and math and few years ago??
They did not care! They had no goals, they had no drive, they just wanted to get out of here. They looked at high school as being a type of prison. When only 12% of the parents have four-year degrees there is also a lack of modeling for our students to follow.
We can not push and pull the bus! Every kids I have ever had knows #1 I care about them #2 They know I want them to get a great education #3 I am here before and after school and some cases weekends to help them get a H.S. diploma. I believe that in many cases I have been a champion to our students. It bothers me when I do not see the same value put on our kids by fellow teachers. They all do matter and like my teachers told me. "Don. you are going to be a good ditch digger some day."
Well, if I am going to be a ditch digger I want to be the best ditch digger. We need to teach all students to take pride in themselves and to take the pride in their school and community.
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markw
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Post by markw on Sept 29, 2015 20:29:49 GMT
Lindsey, I totally support the concept of the importance of "environment" and what role it has to making the classroom a more conducive component in the process of learning being enhanced.
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lori
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Post by lori on Sept 29, 2015 22:20:59 GMT
1. The various examples of differentiation fit into the organizer by the teacher is using instruction that responds to student variance, the assessments inform teaching and learning and students are able to manage their work and show more ownership. The teacher also looks at readiness, interests and learning profile and thats how the teacher differentiates the content, process, product, and environment. Teachers will get to know their students better and this may help them plan some of their lessons according to their interests in certain areas.
I feel that I have an inviting environment in my classroom. I welcome my students and tend to their needs. We work on our academics and also work on all the daily things that come up with the "little people" in my classroom. I am trying to help mold these young children into becoming more independent thinkers and problem solvers. Their work is displayed throughout the classroom and the hallway. They get so excited to see their projects displayed around the room. My students come in at many different levels and they are all warmly accepted and valued as who they are. We work hard and we will continue to grow as the year progresses.
2. As a teacher I feel you do believe that every student can succeed and it is our job to help them find their way. We want our students to be thinkers and problem solvers and we do everything in our power to guide them in the right direction. When teachers and students work together they can see more success and students will be eager to learn and be excited about it. Lets value and respect our students and let the learning process begin!
When these beliefs are not present, we are not reaching all of our students. Our low students may continue to struggle feeling that we are not reaching them, the average students may not put forth all of their effort to strive to get higher, and the high students may not feel as challenged as they should be. Thoughtful and reflective teaching contributes to the success of our students.
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Post by noreen on Sept 29, 2015 23:09:41 GMT
Answer the following questions and respond to two colleagues. 1 . Review Figure 2.1's organizer for differentiation. How do the various examples of differentiation in Chapter 1 fit into the organizer? What about your own work with students?2. Beginning on page 27, the author focuses on several key elements of the philosophy that governs differentiation: diversity is normal and valuable; every child has hidden and extensive capacity to learn; it's the teacher's job to be the engineer of student success; and educators should be the champions of every student who enters the schoolhouse door. In your experience, how does the presence of these beliefs shape schools and classrooms? What about the absence of these beliefs?
1. The teachers that use differentiation instruction are using quality curricula to meet the different needs of all their students. By making the curriculum fit the students' needs and interests, they are invested in the learning process. The teachers in the first chapter that used differentiation were great examples of being leaders for their students. I liked how the teachers knew where their students' learning level were and how they challenged their students to grow. I believe that getting to know my students' interests are key, allowing me to bring in materials that get them involved in the learning process. I need to use more assessment to ensure I'm teaching is at the right level. I believe it so important to find a student's individual greatness. We as educators need to celebrate our student differences and appreciate what they bring to our learning environment. Teachers need to remember, not only are we teaching our students but our students are teaching us. I want every student to know I'm there for them. I believe those beliefs can be found in an understanding and supportive learning environment which make students want to come to school and learn. The lack of those beliefs will hurt our students in the long run. |
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Post by noreen on Sept 29, 2015 23:15:59 GMT
1. The various examples of differentiation fit into the organizer by the teacher is using instruction that responds to student variance, the assessments inform teaching and learning and students are able to manage their work and show more ownership. The teacher also looks at readiness, interests and learning profile and thats how the teacher differentiates the content, process, product, and environment. Teachers will get to know their students better and this may help them plan some of their lessons according to their interests in certain areas. I feel that I have an inviting environment in my classroom. I welcome my students and tend to their needs. We work on our academics and also work on all the daily things that come up with the "little people" in my classroom. I am trying to help mold these young children into becoming more independent thinkers and problem solvers. Their work is displayed throughout the classroom and the hallway. They get so excited to see their projects displayed around the room. My students come in at many different levels and they are all warmly accepted and valued as who they are. We work hard and we will continue to grow as the year progresses. 2. As a teacher I feel you do believe that every student can succeed and it is our job to help them find their way. We want our students to be thinkers and problem solvers and we do everything in our power to guide them in the right direction. When teachers and students work together they can see more success and students will be eager to learn and be excited about it. Lets value and respect our students and let the learning process begin! When these beliefs are not present, we are not reaching all of our students. Our low students may continue to struggle feeling that we are not reaching them, the average students may not put forth all of their effort to strive to get higher, and the high students may not feel as challenged as they should be. Thoughtful and reflective teaching contributes to the success of our students. Lori-I liked how you personalized your response. Striving to make your students become independent thinkers and problem solvers is a great goal. |
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Post by noreen on Sept 29, 2015 23:29:16 GMT
1. The Figure 2.1 organizer for differentiation shows the general principles & guidelines one should follow when organizing & designing a differentiated classroom. The various examples of differentiation in Chapter 1 fit into the organizer because many of those classrooms focused on the success of each learner. The teachers in Chapter 1 also believed the learning environment was key to student success. They believed assessment was diagnostic and ongoing. That it provided them with day-to-day data on student readiness, interests, & approaches to learning. Many of the ideas & concepts discussed in Chapter 2 are reflected in my own classroom. In the section: "The Learning Environment Actively Supports Learners and Learning" I strongly agree with the book when it explained that the learning environment is key to student success & that teachers work consciously & purposefully in maintaining an inviting learning environment as they do in designing curriculum or implementing instruction. I try to provide a classroom where the students are welcomed & valued, we work together to enhance one another's growth, and I provide routines & processes in the classroom designed to give all students access to whatever they need for success! 2. Differentiated classrooms offer a variety of ways to approach learning & help students determine which of those ways are most effective in supporting their learning. The promise of schools must belong to all children EQUALLY no matter their differences. The absence of these beliefs result in schools where children feel put down rather than lifted up and are not challenged or motivated. Lindsey- I loved how you stated, "The absence of these beliefs result in schools where children feel put down rather than lifted up and are not challenged or motivated." I struggled with finding the words to express that exact sentiment. |
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