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Post by Cynthia on Sept 24, 2015 2:19:41 GMT
Choose a strategy from this chapter and answer the following questions. You DO NOT need to respond to colleagues for this chapter.
1. What are the key components of the strategy?
2. How would you need to adjust your planning in order to use the strategy with fidelity?
3. What are some other questions or factors you need to consider as you plan to implement this strategy for the purpose of differentiation?
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don
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Post by don on Oct 8, 2015 20:30:46 GMT
I real did not drink the Kool-Aid for this chapter. I really liked and learned a lot from the last two chapters so I can not be accused of being closed-minded to this program. We are told that not a particular instructional method or script that will make a difference in student learning, it's getting more precise about how students are progressing in their learning and then using that information to personalize learning. It's about choosing the strategy that will work best for a given learner at a given time. (2) Time. Time and more time. I am also not just talking about student time. The amount of teacher time for example to do Orbital studies (page 116-121) . Again, if I was teaching one subject to five different classes this could be doable. To get this organized and to do it well?  tough one! (3) The three aspects that keep popping up were Differentiating what? Differentiating how? and Differentiating why? What? An example was on page 108 What was content and process! How was by student readiness working on tasks at similar difficulty levels. Why so essential understandings and skills about for example math operations are more accessible to the students |
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Post by brenda on Oct 12, 2015 5:51:13 GMT
Choose a strategy from this chapter and answer the following questions. You DO NOT need to respond to colleagues for this chapter.
1. What are the key components of the strategy?
2. How would you need to adjust your planning in order to use the strategy with fidelity?
3. What are some other questions or factors you need to consider as you plan to implement this strategy for the purpose of differentiation? Chapter 7 1. The key components of agendas: (1) Agendas are personalized for each student. (2) They must be completed in a specified time. (3) The duration of agendas is usually 2-3 weeks. (4) Students usually determine the order of the tasks to be completed. (5) A particular time of day is "agenda time". It is often done in the first part of the day for elementary classrooms and block-scheduled secondary classrooms. Other classes use agendas once a week or as activities to be completed when other assigned work is complete. (6) Teachers use agenda time to work with small groups of students who need extra help on certain concepts or skills. (7) Teachers use the time to meet with individual students to check their progress. (8) Agendas can be used for homework, for both classwork and homework, or for extra activities to be worked on when students complete assigned classwork. 2. I have used agendas in the past. I used them when I had literature circles and each group was reading a different novel. At the end of the novel the students chose from among a list of tasks to complete. All of the tasks could be used with each of the novels. Currently, I have my 5th graders read four novels throughout the year. At the completion of some of the novels I have the students complete one major task. Agenda were not used on a regular basis. If I were to use agendas again and on a regular basis, I would would have one major task of my own to complete! I would need to decide what to cut out of my curriculum. Certain mini-units and other projects would need to be eliminated. Much time would be needed to plan and organize tasks that would cover the educational standards that were being covered by the other things I delete from the curriculum. I would NOT want the tasks to just be busy work. The tasks would need to be purposeful and ones that deal with the standards. 3. I would need to spend major amounts of time creating rubrics for the tasks. Subjective grading has never been a favorite of mine, but it is so much easier with a good rubric. However it takes a lot of time to create a good rubric. Would one be needed for each differentiated task to be completed? I think so. If I were to incorporate agendas into my classroom, I would start with using one at the completion of a novel for Reading class like I have done in the past. I would start with a small one. I just think an agenda of 2-3 weeks is too much time. Would students tire of the agenda if it took that long to complete? What about the students who can't keep up with day-to-day assignments? This is where differentiation would really come into play as being necessary! I see agendas as being overwhelming for certain students. I just think a shorter agenda would be better. |
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Post by maryroman on Oct 13, 2015 18:02:03 GMT
1. Key components of a strategy:
Stations-Stations are a great "bucket" for my limited library time with the 4-6th graders. Currently the 6th graders are working in heterogeneous pairs rotating through reference materials stations with an apple or pumpkin theme. This strategy emphasizes organization and the groupings emphasize arrangement of the students. Most students like working in groups. Access and process differs week to week depending on which station they are visiting. When all stations have been completed by all groups, then the real product differentiation begins. Because these students are all capable of reading the directions for each station that is not an issue. Exploring the sources takes some time, but exploration is the only way I know of to be exposed to ALL of the information contained in an almanac or an atlas. Finally, we will apply all these resources to the study of our good old North Dakota.
2. I am trying to figure out an efficient way to get a quality final ND product from these students and their now familiar reference sources with only 15 minutes once a week. Chunking it down that small has me wondering......
PS-Many of us wear many hats every day. I do not see how any teacher with 6-7 full preps a day has the time to create these lessons. That question has never really been addressed other than to say lessons can be reused with modifications year after year if desired. I can see if you teach the same class multiple times a day as Mr. Nash mentioned, but that is not our reality. How differentiate THAT?
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markw
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Post by markw on Oct 15, 2015 15:26:55 GMT
7-1 "Buckets". Stations and agendas are strategies that I can readily identify with and concepts also relate and have meaning to me. The component of keeping the students learning personalized through; items completed in a period of time along with the what, why, and how of differentiation coming into place make a lot of sense and substance to me. As far as the fidelity part I know I would have to make adjustments with time, homework for agendas ( As 90 % of my assignments are done in class time), along with making sure i stay in touch with each student personally while they are in group settings or stations. Also, fostering more independence with the students is something I need to let them develop.
7-2 But, when it comes to the reading about complex instruction and orbital approaches this is where my head really began to hurt in reading this chapter.
"IVORY TOWER" approach to the maximum. TIME. TIME. and MORE TIME. Pretty good in theory if a teacher was facilitating 3-4 sections of the same subject matter in one day. But, when one is an instructor for 5-6 separate preps, being a full time Athletic Director day an night for a 25 year run, and also serving as a Head varsity Coach for 6 months in twenty of those 25 years, not even superman or superwoman would be capable of pulling that off. Again, great in theory, but in practicality---No way with the number of multiple roles a small school setting such as ours has people responsible for.
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Post by alecia on Oct 20, 2015 22:35:50 GMT
1. "Agendas" The Key components of this strategy that this involves individual tasks, they perform things on their own. Its teacher developed and teacher has freedom to observe and move from student to student.
2. My planning would be based on the individual student and not based on whole group instruction or planning as has been in the past.
3. Does the student have initiative to organize their own time? Will parent helps with this or think it is too much on one child to manage?
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joel
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Post by joel on Nov 9, 2015 16:43:22 GMT
Chapter 7 and 8
Complex instruction’s key element is allowing a range of possible answers to an assignment based on student interest and ability. The key design of this strategy is that the assignment is open ended which in turn allows students to pursue personal pathways to come up with possible solutions to the questions.
While complex instruction does not lend itself to assignments where specific answers are required, like grammar and mechanics, it does lend itself well to open ended writing assignments. Much of writing is open ended in nature because it is exploratory by nature and often leads the write to place not necessarily intended from the beginning. To use this strategy effectively, a teacher would have to look at a longer timetable for completing the assignment. The teacher would want to provide students the chance to pursue the open ended questions personally, plus get feedback from their peers. In the end, or after a couple of weeks students could share and learn how others have approached the question. This would give everyone a chance to contribute and to go back and edit their own paper. After a small group editing, students might be asked to share with the whole class for their final contribution for the assignment. While complex instruction lends itself to multi-media, the teacher may have to put limits on how students complete an assignment like this.
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joel
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Post by joel on Nov 9, 2015 17:01:36 GMT
The key components of a tiered activity is that students build on their learning through more complex steps that show or demonstrate a higher level of learning and understanding. The idea here is to take a simple concept that students must show proficiency with following multiple stages of difficulty. All students can master the simple idea, but may struggle as the level or tiers increase in difficulty.
If I were to implement a tiered instruction, I would want to change my instruction slightly to stay true to the strategy in the book. Instead of spreading out the tiered instruction over the year, I might want to go through all the tiers within a matter of a couple of weeks. This might improve comprehension and improve mastery.
What I would want to consider is what can the students do when asked to accomplish the lesson as simple examples verses using the skills in general writing. I find most students can write the four sentence types in isolation, but struggle to use them in their own writing. I would want to know what types of sentences they show skill with before I ask them to write the sentences they struggle with in a practice session or as part of a writing assignment.
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Post by rebeccadathe on Nov 9, 2015 20:05:40 GMT
1. The key components in using agendas is to reflect in groups the content, process, and product. The students fill out their own agendas and goals to be completed by a specified time. The teacher will meet with all the groups and work on their own agendas. She has freedom to move along with individual students, monitoring and giving suggestions their understanding and progress.
2. The teacher will have to be organized and make use of time to meet the needs of all students. By using agendas is a great way to see the students differences in readiness, interest, and learning profile. Agendas allow flexibility for modifications for student readiness and interests. Assigning many different groups it's easier to get to know the student's abilities and weaknesses.
3. One of my main concerns is having enough time for all the groups. It takes a lot of time organizing on the part of students and teacher. What happens when students are gone for several day? How do they catch up?
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lori
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Post by lori on Nov 11, 2015 4:45:38 GMT
Chapter 7 and 8
1. The key components of centers are; 1. Focus on important clear learning goals 2. Have materials available that promote students' growth toward those goals 3. Materials and activities need to address a wide range of reading levels, learning profiles and student interests 4. Include things that vary from simple to complex, concrete to abstract and structured to open ended 5. Provide clear directions for students 6. Offer instruction about what to do if help is needed 7. What do the students do when finished? 8. Use a record keeping system to monitor their work 9. Do formative assessments to guide development of center tasks.
2. I use the strategy of centers in my classroom. I do not follow all the components that are listed but I do most of them. Centers are an enjoyable time of the day for my students that they always look forward to.
3. I could make more of my centers interest based more often through the year instead of just with certain topics and the students could help create some of the centers to show more ownership.
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jeff
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Post by jeff on Nov 11, 2015 21:18:43 GMT
Chapter 7 and 8
1. Strategy that I liked and actually use is stations. In welding I have students at stations working on either Arc, wire or oxy fuel welding. They work on different skills on various thicknesses of metals and applications. When they reach a skill level they are satisfied with they can move around or go back. I also do this for maximum use of equipment by students and so they are always working.
2. I really don't need to adjust my planning much. I have them do all the safety things first, and put them in areas first where they appear to feel most comfortable.
3. Usually the big problem is time. Students are at different skill level and they require more time at different stations. So I need to have some basic projects to reinforce those skills for students that obtain skills at a quicker pace.
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Post by lindsey on Nov 12, 2015 22:19:07 GMT
#1. Key Components of the instructional strategy: Centers *Focus on clearly identified goals *Contain materials that promote growth towards those goals *Use materials and activities addressing a wide range of levels, profiles, & interests *Include a variety of activities *Provide clear directions *Offer instructions if students need help *Offer instructions if students complete center assignments *Use a record-keeping system to monitor student work *Use formative assessments to guide development of center tasks & assignment of students to tasks #2. Organization would be extremely important when implementing this strategy! When planning centers you need to make sure ALL materials and manipulatives are available for each activity. Provide clear instructions about what students should do if they need help and about what students do when they complete a center assignment. This is a necessity when planning so that all involved know the expectations, steps, and rules. Practice - Practice - Practice - so that students know the routine and the center time runs smoothly! #3. Time How much time will it take to plan and prepare all these different learning centers? How many different centers are being created? How often are centers changed? How much time during the day is spent on centers? How many centers does a student do per day? |
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Post by paulette on Nov 13, 2015 2:39:29 GMT
1. The key components to choice boards
* Choice boards are suited to dealing with readiness and interest of students.
* Teachers place changing assignments in pockets on choice boards.
* Student makes a selection
* Teacher targets work toward student need
* Cards can be coded with icons or colors
* Cards may use words to designate a task
* Full instructions for the task are given at the place the student works
2.I use choice boards to some extent already. I guess one of the main components is to target the work to the student individual needs so they are learning and not just keeping busy. Therefore, you would need to know individual needs of your students.
3. Things to consider would probably be what everybody else needs - organization and time.
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tammy
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Post by tammy on Nov 13, 2015 2:58:36 GMT
Strategy - Stations
1. Key components - students work at different tasks at the same time; they rotate to all the different stations; all students visit all stations; not all students do the same tasks; students don't need to spend equal time at each station.
2. It comes down to a matter of having the time to set it all up and having the time to develop different stations.
3. Something else to consider - discipline; students who don't, or won't, work with other students; having enough time in the day/week to carry it out effectively.
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Post by rebeccadathe on Nov 13, 2015 17:05:06 GMT
I agree with Mary that stations are good. Students can move when they are ready.
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tough one!
