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Post by paulette on Oct 2, 2015 1:16:34 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, I like that quote and as an educator, it says it all. A great piece of advice as we dive into differentiation! |
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Post by paulette on Oct 2, 2015 2:29:48 GMT
1.think the organizer in figure 2.1 maps out the process of differentiation quite well. Teachers architects of learning, but students should assist in the design and building. Besides providing diagnostic information, students can develop classroom rules, participate in the governing process, and actively help one another learn. When they are partners in shaping all parts of the classroom experience, students develop ownership of their learning and become more skilled at understanding themselves, appreciating one another, and making choices that enhance their own learning as well as that of their classmates. Together, teacher and students plan, set goals, monitor progress, analyze success and failures, and seek to multiply successes and learn from failures. Because most of my students are in individualized programs at their ability level, I find that one of the things that make my students shine is when they can be a role model or help out a peer. The beams on their faces says it all. They love being that "teacher" for a few minutes and assist in the learning process.
2. Differentiation is a model designed to guide teaching that provides success for every student. The teacher believes in the capacity of every student to succeed. It requires every student to be a thinker and a problem solver creating a classroom that actively supports the growth of each of its members. We want students to feel that they can be successful in every walk of life. If they need to be challenged, challenge them. If they need supports, support them. Don't let them fall through the cracks. Every student is as important as the other. If we do not reach out to differentiation, we are failing to reach each individual in our classrooms. For some of my students, thinking and problem solving are a difficult process , but we will keep learning and trying different strategies and supports to help with their endeavors to be successful.
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tammy
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Post by tammy on Oct 2, 2015 4:05:25 GMT
1. The examples from Chapter 1 fit in that those teachers were taking the individual differences of the students into account and were basing what was taught to the students and how on the students' needs and not the class as a whole. The students were made to feel comfortable with where they were at, how they were going to move forward with their learning, and where they were going. I think I do a good job of making my students comfortable in my classroom. I try to use different methods of teaching, But, I do expect all students to take the same assessment at the end of a unit.
2. In my experience this philosophy helps students be seen as unique and important. It says "we'll take you as you are and we'll work with you so you can be successful. I care about you!" When those beliefs are absent students are left feeling like no one cares and it doesn't matter how well I do - or don't do - in school.
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tammy
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Post by tammy on Oct 2, 2015 4:16:35 GMT
1. Mrs. Santos, the middle school science teacher, get's her students in the mindset for the material through labs, videos, online models and supplementary material before actually reading the chapter. She varies the material through the various learning methods appealing to those who are auditory, visual, and physical in their learning methods. I get the feeling that none of this is set in stone and that she will change her methods depending upon the class. I'm not sure if I follow this ideal, but in four years I've introduced physical chemistry concepts differently each time, and it looks to be just as different the fifth year. 2. I'll answer this in a round-about way. The average core body temperature is 98.6 degrees Fahrenheit, but if doctors treat people based on this "fact" then a large part of the population will either have too high a core temperature or too low. The problem is the "average" label which suggest this is "normal." 98.6 is not normal, it's just average. My normal is 97 degrees, so I start to feel messed up when my temperature approaches the "normal" of 98.6 while a person who's normal is 99 would feel a bit chilly at 97. I admit that we can't treat everyone as normal because "abnormal" is the real normal. I agree on both accounts. I don't think I do things the same every year. Aren't we always trying to improve? And who decides what "average" or "normal" is anyway? I think that changes from year to year with each new group of students. |
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tammy
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Post by tammy on Oct 2, 2015 4:26:38 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. So true! If we don't look for the greatness in our students, who will? If we don't think they can learn it or do it, then why should they? I learn from my students every day and I hope they learn from me too - not just the academics, but how to be a responsible and caring person. |
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Post by butler on Oct 2, 2015 12:20:18 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 great response to the question, very insightful. I also enjoyed your quote, because I think it hits the nail on the head. It is all up to us as education with the experiences the students have at school. |
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Post by butler on Oct 2, 2015 12:23:42 GMT
In some cases the teachers have elements of differentiated instruction listed in figure 2.1 because they are part of teaching, like quality curriculum. However, some teachers do not go any farther than that or the reader would have to make some assumptions about how the class operates. Other teachers allowed for more choices and gave options for completing assignments. In giving options to students, the teacher would proceed farther down the flowchart of differentiated instruction. I find that depending on the assignment or project, I can be found just about anywhere on the flowchart. I also find that some materials in the curriculum do not lend themselves all that well to differentiated instruction. I also find that older students are better focused, reliable, and prepared for some of the skills required of differentiated instructions and learning. Joel, great job breaking down the situations in chapter one compared to the flow chart. I also agree with you on some lessons are much easier to differentiate than others. |
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bruce
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Post by bruce on Oct 2, 2015 20:52:12 GMT
Chapter 2
1. I looked back to the sample used in Mrs. May's 5th grade class. Everything in her sample class aligns perfectly with the organizer for differentiation in Chapter 1. Examples of things that fit into the organizer include: 1. interest inventories to help identify areas of special talent or interest 2. nice learning environment 3. students generally lead themselves 4. students are involved in the decision making process 5. uses a variety of resource people 6. methods for organizing information 7. follow a rubric that guides students on content, research, and planning 8. ways developed to express what is learned (essays, historical fiction, etc.) 9. Follow up complete class project at the end of the unit. Again, this follows the model step by step. I would personally have many questions for this teacher that would deal with things like class numbers, ability range of students, time to plan, prep time, assessment, etc.
My own classes are skill type classes such as keyboarding, computer ll, accounting, etc. I compared my accounting class with a similar diagram in Chapter 5 and parts matched up and others did not. Like just about everyone here my method of teaching is the traditional design so some parts don't match up well.
2. "Educators should be champions of every student who enters the schoolhouse doors". This statement jumped out at me right away as I took my first look on p. 27. To me it's all about building solid relationships with all students and treating them every day with a warm and caring attitude. Once that solid relationship is established there will be a bond of trust and our students will do what is asked of them. We as teachers are some of the biggest role models that our students have today. Our students need more than ever solid role models and someone they can count on to provide them with the tools needed for whatever they choose to do. Our students can count on us as a team here. Without that trust and commitment we have students that fall through the cracks and fail.
My personal assessment of Chapter 2 is "a thumbs down C.A.T. There are many good ideas presented in Chapter 1 and 2 that I could easily experiment with in my business classes. On page 24 there is a chart that is used to compare tradition methods and the so called differentiated methods. I do no agree with all the negative comparisons that are used with the traditional methods and the glowing reasons for using the so called differentiated methods. I guess that in order to sell books it has to be extremely one sided.
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Post by cyarndt on Oct 3, 2015 0:58:41 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. In reviewing the differentiated classroom teachers, the examples in the book seemed to have all aspects of the graphic organizer listed in 2.1. It seemed as though the teachers were utilizing various types of assessment to gear readiness for content and that the teachers had flexibility in determining products for demonstrating competency. Furthermore, the curriculum and activities were very engaging for the students. I believe the more engaged students are with their learning and the more successful they believe they can be, the less discipline problems you will have. When discussing work with students, I've witnessed students who felt valued, who have been engaged in the curriculum, perform at higher levels than most would've expected. I have witnessed these students change how they have looked at themselves and begin to change what they do for other teachers. 2. I think as a teacher, this philosophy should be at the core of all that we do. Every student has a strength and as educators we have the responsibility of helping students nurture their strengths while using those strengths to guide them in new learning targets. Without these beliefs, students will not try for their teachers, they will not be motivated, and will eventually tune out school. |
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Post by cyarndt on Oct 3, 2015 21:33:12 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, I love, love, love your quote!! Research shows the SINGLE most important factor in student success is the educator in front of the room! It is SO necessary that students feel that their individual learning needs are going to be met, as well as feeling that their teacher believes that they can be successful! I also feel that students need to be involved in determining their learning goals! My absolute favorite memory was working with a student, determining a goal with that student, and showing them their computer generated graph of improvement. I remember how PROUD that student was and how they had their parent come see me so that they can look at the same graph. That student continued to work hard (for themselves) on meeting their goal. That student became intrinsically motivated. |
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Post by cyarndt on Oct 3, 2015 21:40:25 GMT
1.think the organizer in figure 2.1 maps out the process of differentiation quite well. Teachers architects of learning, but students should assist in the design and building. Besides providing diagnostic information, students can develop classroom rules, participate in the governing process, and actively help one another learn. When they are partners in shaping all parts of the classroom experience, students develop ownership of their learning and become more skilled at understanding themselves, appreciating one another, and making choices that enhance their own learning as well as that of their classmates. Together, teacher and students plan, set goals, monitor progress, analyze success and failures, and seek to multiply successes and learn from failures. Because most of my students are in individualized programs at their ability level, I find that one of the things that make my students shine is when they can be a role model or help out a peer. The beams on their faces says it all. They love being that "teacher" for a few minutes and assist in the learning process. 2. Differentiation is a model designed to guide teaching that provides success for every student. The teacher believes in the capacity of every student to succeed. It requires every student to be a thinker and a problem solver creating a classroom that actively supports the growth of each of its members. We want students to feel that they can be successful in every walk of life. If they need to be challenged, challenge them. If they need supports, support them. Don't let them fall through the cracks. Every student is as important as the other. If we do not reach out to differentiation, we are failing to reach each individual in our classrooms. For some of my students, thinking and problem solving are a difficult process , but we will keep learning and trying different strategies and supports to help with their endeavors to be successful. Paulette, I couldn't agree with you more on how technique has to continually change, and not only for your students, but I believe for all students as well. For special education students, inclusion continues to be something that is strived for due to various reasons. We are required to teach state standards to all students and differentiated instruction will serve as a tool to meet these standards for those students that do not learn by traditional methods. |
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Post by cyarndt on Oct 3, 2015 21:43:22 GMT
The figure 2.1 organizer shows general guidelines a teacher should use to develop a differential classroom. The many examples in chapter 1 are organizers because they are heavily focused on student success. Curriculum and activities are developed based on student interest and levels of learning. Being able to connect the concepts of what is being taught with what a student is interested in creates a much higher level of learning. Using steady smaller assessments show how much a student has progressed. 2. I believe we need to find ways in which students learn the best and use all these methods. Sometimes, guiding a student direction and learning on their own actually works the best. Hands on activities can solidify this point. Providing a safe hands on learning environment where it is okay to fail at times and that we as a team can fix this and develop the skills needed to create a quality project and a sense of accomplishment. I love that you added that it is okay to fail at times and that we as a team can fix it! In education, it very much is a team approach between students, staff members, and parents! In order to be successful, we have to feel safe enough to fail and try until we get it right! |
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Post by cyarndt on Oct 3, 2015 21:48:23 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 love the team analogy! Everyone has their individual strengths to bring to our LPS team! We just need to help those floundering with skills fine tune their abilities so that all of our students my become successful, contributing member of society (whether that be joining the workforce after high school or proceeding to post secondary education and then on to the workforce). |
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Post by brenda on Oct 4, 2015 19:58:30 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. Actually, Don, there are things we can do to make kids care. Just what you stated. Show kids that we care about them as a person and that we care about their success in school. This will, hopefully, help them feel good about themselves and want to succeed in school. |
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Post by maryroman on Oct 5, 2015 18:01:37 GMT
As I reread the book to answer the chapter questions I am struck over and over with the comment that this book should be split into 2 books; elementary and high school. Although perhaps the basic tenants stay the same, the informing assessment and resulting applications are so very different.
In the differentiated classrooms of chapter 1, very specific skills were being assessed and taught to very specific groups. Homogeneous to be sure. I get that that has it's place for very skill specific lessons. Higher order skills require, I think, a heterogeneous group. The higher order of thinking skills can be scaffolded, but modeling is so important. Many teachers habitually assess informally. With teacher to student ratios like Lidgerwood's it is a given. Without that hard data to back up these informal assessments, we often negate them. I struggle with all the individualization of product, when the only product that the school really cares about is a number on a test or two. Lessons plans that are written and posted weekly obviously do not lend themselves to on-the -fly adjustments due to student feedback. GFor this reason, my lesson plans are often off pace. I love student led groups, and they do get "better" as time goes on, but really, the teacher is still at the lead even here. Adding, correcting and editing group work is still the job of the teacher.
Pages 26-28 offer the book's version of Education Review 101. That's nice. The only point I must take a bit of issue with is that teachers are the engineers of student success. In high school, especially, the engineer has drawn the plans. Opportunity is given to make that plan a reality. It is still, and will always be, a student's job to implement those plans in their best interest. A useful skill is asking for help when you need it.... THAT'S where all this is currently falling apart. in high school.
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