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Post by Cynthia on Sept 24, 2015 2:24:05 GMT
Choose an instructional 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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Post by maryroman on Oct 13, 2015 18:15:50 GMT
This chapter was done with seven, correct?
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don
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Post by don on Oct 13, 2015 20:21:09 GMT
Don Nash: Chapter 8 was written to give us more ideas how to expand our differentiation. So, they mentioned learning centers, entry points, tiered activities, learning contracts and Tri-mind. I think this would work well with a self-contained elementary class. The idea of having the students focus on clearly identified learning goals and providing clear directions for students is a very good strategy. I am going to focus on page 131 Grade7 History: Entry points to the Middle Ages! I like the fact that they write about the medieval cathedral as being exemplar. That is worthy to be copied or to follow that example. Think about how many churches and steeples have been copied from this era. It is mind-boggling to be sure. The entry points are listed on page 132 and I really liked the points here. The Entry points included, narrational, logical-quantitative, foundational, aesthetic, and experiential points.. Cathedrals tell stories, the build legacies, beauty is more than the eye of the beholder here. So, differentiating is what, how and why. Despite the different modes of learning each student comes away from the entry point with some common understanding of the time, period, and people of the Middle Ages.
(2) How would you need to adjust your planning in order to use the strategy with fidelity? Fidelity means to have faithful devotion to duty or ones obligation. This is the key because if we do not do what is necessary to meet our goals and standards differentiation is not a positive thing but it very destructive in accomplishing our goals for the year.
(3) What are some other questions or factors you need to consider as you plan to implement this strategy for the purpose of differentiation.s I think the last line of this chapter says a lot. A goal of the teacher over TIME should be to develop an extensive tool kit of strategies that facilitate teaching and ENHANCE learning at any point in the learning cycle. If I was teaching the same material to 5 classes this really would be a reality. However, teaching five different classes or seven classes(for 10 years) this is not going to possible or feasible.
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Post by brenda on Oct 19, 2015 3:58:07 GMT
Choose an instructional 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 8 1. There are several key components of Jigsaw: (1) The teacher introduces students to a topic or idea the Jigsaw groups will study. (2) Students meet in home base groups where they look at the directions and materials for the task. (3) Groups work in teams to learn about the topic assigned to them. Each group should have about the same number of students. (4) The overall task should have as many parts as there are students in the group. Each person in the group is assigned a part. (5) Students divide into "expert groups" or "study groups". They research their topic or question. Members of this group discuss what they have each learned and share it with each other. (6) Students in the expert groups return to their home base groups and share what they have learned with the home base group. (7) The teacher often leads a whole group discussion to bring together all of the important information and ideas. (8) Differentiation is possible with reading levels and assigned topics. 2. I am very familiar with this strategy. I have used it in the past, but I also had a course at NDSU that was done entirely with this strategy! I have to be honest. I hated it! The reason I disliked it was because I was in the same group for the whole 10 week quarter, and I had two people in my group that were not very competent. They came back to the home base group and did not have their assignments done well, so the group did not have the information needed. I felt my work suffered because of them. That bothered me because I wanted to do well and others were preventing me from doing that. I would have rather done the entire task myself. However, I would never use it that way. I would always have different groups each time I used the strategy, but I think there will always be students like me who feel some group members are not doing a good job. Social studies would be perfect for this strategy. That is the subject I used it for in the past. There are tasks that I have had students do on their own in the past that I could easily now use this strategy with. I do not think the time required to complete the task would be much longer than if the students completed it on their own. Before Thanksgiving I have the students do some small group work, and some whole group reading and discussion on the experience of the Pilgrims. It also involves several videos. I have always felt the content was good, but I have struggled with the presentation of the material. I really feel this mini unit would be a great opportunity for me to try Jigsaw again! 3. I think one of the most important tasks for a teacher using this strategy is the formation of the groups. A lot of thought would be needed to make the groups. My college teachers did not have the advantage of knowing everyone in the class. They put us into random groups. I would form the home base groups with all ability levels, but I would have my expert group members at the same level. Some expert groups would have easier tasks then others. Although the tasks would be easier, students would still need to do individual work. There could be a problem with some groups finishing their "part" before other groups that have a more time-consuming and difficult "part". There could also be a problem just like I had in my college course. If one group member does not bring back the necessary information, the home base group is affected. I think I would make sure that does not happen. My college class had many students, but there were several instructors. However, they were still not aware when group members were not doing their "part" well. |
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markw
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Post by markw on Oct 20, 2015 14:03:49 GMT
Chapter 8 gave us additional strategies and ideas with differentiation. After reading through the Tiered activities, the Tri-Mind approach, and and Learning Contract strategies which all can have their place with enough time attached to in making them work, I much more identified with the small group and Jig-saw strategies, that I am familiar with, and going to apply to a unit we have coming up with Health 8 and drug classification groups. This strategy will employ both and individual and collaborative approach that should enhance engagement to another level. We will have assigned groups where I will introduce the topic, the students will then be the "experts" with their assigned unit with differentiation taking place with reading levels and assigned topics being taken into consideration. Again, this chapter is in conjunction with chapter 7 giving us additional strategies to help facilitate instruction which also contributes to the teachers developing an ever increasing extensive tool kit to reach their students.
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Post by alecia on Oct 20, 2015 23:39:56 GMT
1. Learning Contracts/Contract Like Strategies: This strategy gives students freedom in how to acquire knowledge of a certain subject. It gives them more responsibility and focuses on the students' ability levels. It is more scheduled and there are time constraints.
2. My planning would be more invasive and I would have to put students in groups first. Then I would need to plan for that certain group of students. This is similar to small groups.
3. Some questions that would come up for me is "will I run into students that compare each others assignments or jobs?" Kids would make comments or think one person has an easier task than others.
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bruce
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Post by bruce on Oct 24, 2015 4:48:54 GMT
1. The strategy that interests me the most is "centers". The key components of centers would be: 1. Students focus on important, clearly defined learning goals 2. It contains material that promotes individual student growth toward these goals 3. Uses material that could cover a wide range of learning materials 4. Includes activities that vary from simple to complex 5. Offers instructions about what students should do if they need help 6. It uses a record keeping system to mention what students do and the quality of the work.
2. Each one of the strategies covered requires an extensive amount of training and planning time. I picked "centers" because I have seen the strategy used in a tech education program in a larger school district. A pair of teachers wrote curriculum the entire summer to be used to instruct students in each separate center during the school year. I am not sure if they received adequate compensation for their time or not, but they did receive something. The staff development methods we use in South and North Dakota are not compatible with supporting these strategies with fidelity. Some of these strategies are good, but it can't be done successfully using the training and planning time that we are provided.
3. There are some questions that did enter my mind as I read each of the examples used in a given strategy. A few factors or questions that I would need to ask would be: 1. What kind of school was each teacher employed at? (public, private, charter, large city, small rural, etc.) 2. How many students were in each classroom? 3. How much help did each teacher have? 4. Did teachers form a team to teach a strategy in a particular discipline? 5. How many preparation periods did each teacher have? 6. How much training was provided? 7. Did they receive a stipend for their extra work? 8. How successful was this as compared to the strategy that was used before? 9. What were the test results on state testing? The strategy I chose was of interest to me but I am not sure if it would work in my classroom. There have been no examples provided that deal with business education or technology so it would take some thought as to which ones would possibly work in my area.
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lori
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Post by lori on Nov 11, 2015 4:54:31 GMT
I put chapter 7 and 8 together . I guess that is how I understood it from the question sheet we were given. I picked one strategy and answered all three questions based on that strategy. I hope that is how it was suppose to be done.
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jeff
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Post by jeff on Nov 11, 2015 21:28:55 GMT
Chapter 8
1. In Chapter 8 Tiered Activities interested me. Key component is to have activities that require the same skills but at a higher level of skills, so all are appropriately challenged. In my case likely projects.
2. I would have to adjust planning by evaluating what skill level each student is at and then determining welding projects that fit their skill level and what they are interested in making.
3. The main questions for this, would be a fair and consistent evaluation for grading. In the end it all gets down to what grade a student earns and how it is fair and consistent and being able to justify the grades to all parties involved. Why does Johnny get an A and Timmy gets a B etc..
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Post by lindsey on Nov 12, 2015 22:31:23 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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tammy
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Post by tammy on Nov 13, 2015 3:03:50 GMT
Learning Contracts
1. Key components - teacher comes up with goals and tasks; students have the responsibility for doing the work in a certain length of time; consequences for both good and bad working behaviors; signatures of agreement to the terms.
2. Again, this takes the thing we don't have enough of - time. For this strategy though, once students become familiar with how it works I can see them becoming more involved in some of the planning.
3. Considerations - What about students who don't hold up their end? How much class time will be needed or should be given to complete the tasks with fidelity?
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Post by rebeccadathe on Nov 13, 2015 17:21:37 GMT
Ch. 8 One of my main concerns is having enough time for all the groups. It takes a lot of organizing on the part of students and teachers. What happens when students are gone for several days? How do we catch up with missing assignments.
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Post by rebeccadathe on Nov 13, 2015 17:27:30 GMT
I agree with Jeff it is very difficult to grade students. We need to make a contract or an agreement what the students are working for and the requirements for the grade.
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Post by rebeccadathe on Nov 13, 2015 17:33:40 GMT
I said like Lindsey did. It takes a lot of time to organize groups and circles. Most teachers don't have that much time during the day.
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Post by cyarndt on Nov 13, 2015 23:11:19 GMT
Choose an instructional 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? Entry Points 1. Students are allowed to choose a mode from "Gardner's" multiple intelligence list in order to complete a task. All students have the same end goal (objective) to complete, but are allowed to choose which mode to complete the project. 2. I could adjust what I have my students do during a review week and have them complete a project on a skill we have learned in the past 5 weeks. I would create a rubric for project completion, but allow for them to choose how they would complete the project. 3. Time and guidance would be big factors in implementing this strategy. As differentiating is new to us, it is also a new concept to the students. Giving the students choice will be daunting at first as they will need guidance and support in creating a project, but as time goes on and they get more comfortable having more control of their learning, students will be more engaged and eager to investigate and demonstrate what they know! |
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