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Post by alecia on Oct 6, 2015 0:11:51 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." Differentiation would probably reduce the amount of struggling and failure, I would agree. This quote Brenda, is awesome! I havent ever heard of it but completely agree!! WE are the deciding factor majority of the time on how they feel and react daily in school environment.  |
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Post by alecia on Oct 6, 2015 0:17:07 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. I like your statment Noreen about how we need to celebrate our students' differences and appreciate them for who they are, if more did that I think they would get more out of them as a student and a person. |
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Post by marissao on Oct 6, 2015 0:48:40 GMT
1. The teachers from Chapter 1 are aware of their students’ differences and adapt to their needs. They engage their students by including their interest into the lessons and allow the students to help with the teaching. Each teacher has an idea of each student’s learning style and groups them together to support each other within the classroom. One way I like to engage my students is providing books that interest them for silent reading time and allowing students to work in partners and use the board to “act as the teacher” to get them moving around the room.
2. As a teacher we want each student to succeed, encourage them to be thinkers and problem solvers and create a classroom to where each student can learn and want to learn. I enjoy learning something new each day from my students while I am teaching them something new. Without these beliefs, each student is unable to accomplish their life goals.
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Post by marissao on Oct 6, 2015 0:50:48 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. I agree with your point, that the teacher believes in the capacity of every student to succeed. We need to let our students know that we believe in them and are here to help them accomplish their goals and be the best student that they can be. |
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Post by marissao on Oct 6, 2015 0:53:11 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 agree with you that hands on learning environment can help some students learn from their mistakes. Students need to be remembered that is is okay to fail, but try again. While student teaching, I told my students that even teachers and adults make mistakes just like children and it is totally okay to happen. |
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Post by marissao on Oct 6, 2015 0:56:51 GMT
1. Of those that did a well job of differentiated in Chapter 1, I believe they all fall into this flowchart very well. Take Ms. Cunningham's class for example. She has the 4 colors next to each child's name where the color represented how they were going to interpret and show that how well the understand the concert. Then moving further down the flowchart, they are all covering the same content and the product are going to be the same, just the process they will go about to get their will be a little different. The environment as well was different for each student. Some of the students were required to look around the room for examples of compound words, so knowing they were going to be up out of their seats, she could decide if a student would be able to handle that while still staying on task. And then moving to the last part of the flowchart, she selected students to be the spotlight during circle time who she thought would be capable of it. She can reach interests of students with the ones that like to write with the group that had to write a story or poem with compound words. This is something I could definitely incorporate in my lessons, but because of all the details, this is definitely something that you would have to start small with and maybe just focus on one class and do one lesson per week. Then as you get better with it, gradually do more and more. 2. If a teacher choses to ignore those beliefs, then what's the point of actually getting to know about your students? All those students affect that student, which could result in their learning styles. Also, if these beliefs are ignored, then wouldn't that make every student the same? Every student would have the same story, be in the same situations, and not have any other distractions going on in their everyday life which as we know is not realistic. I like your point of if teacher ignore those beliefs, then what's the point of actually getting to know their students. Showing your students that you care about them and what they enjoy doing outside of school, will encourage them become successful in school. |
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Post by maryroman on Oct 6, 2015 12:53:35 GMT
Powerful quote...what a responsibility we are entrusted with!
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bruce
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Post by bruce on Oct 15, 2015 2:39:27 GMT
Mark - I like how you summarized your philosophy about schools. I agree that every learner has a hidden capacity and an extensive capacity to learn. Very well stated.
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bruce
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Post by bruce on Oct 15, 2015 2:50:54 GMT
Noreen - Great job of summarizing your belief. I really like the statements you made about our students and this one really stands out "not only are we teaching students but our students are teaching us". So very true.
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Post by Penny Nash on Nov 17, 2015 21:57:55 GMT
likewise, we should never stop learning, whether the teacher or the student.
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don
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Post by don on Nov 17, 2015 22:39:17 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. I agree with you that we have had to become more flexible when teaching today's youth. That is not to say that we were not effective teachers but with all the technology we can for sure enhance what we do. In my opinion we still need to read, read, and discuss things to get a greater understanding of the material. You cannot make a good judgement on politics home and abroad unless you understand the history of democracy or socialism Don Nash |
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