I love how easy this book is to understand and read. Surprisingly enough, even though it is considered a textbook, it is definitely a book I enjoy reading. The insights into becoming a differentiating teacher are practical - things we can use, explained in a way we can understand them.
CHAPTER 5
These chapters were about using curriculum and instruction to reach our students and meet their needs. The text emphasized, via a very excellent example, how knowing the curriculum and the material just isn't enough. Despite being master's at the content, if all we do is deliver it to our students and then leave it up to them to get it, we are failing at our job as teachers...and worse, possibly damaging their attitude toward school, a subject, etc. Instead, we need to do whatever within our power to encourage, stretch, and motivate our students, based on what we learn about them, to help them succeed. They should leave our classrooms, more fullfilled, "more potent human beings" (as the book phrased it), than when they entered.
In a college setting, I imagine it is quite difficult to get to know all of your students and teach all of the content, and yet, through the education program, I feel that many of my professors have known me (or enough about me), to teach the curriculum and instruct, in a way that has challenged me, inspired me, empowered me (otherwise I wouldn't be at this point in the program), and helped me to leave their class better than when I came out. I can't say that about very many of my college professors up to the point I got into the program. Perhaps the difference is you are the best of the best.
The book pointed out five characteristics that must be present in the curriculum and instruction in order to reach our students. (Put here on my blog for my benefit to refer to later)
1) Important - the students must know that what they study is essential -- that it will allow them to improve-- that it is essential to expanding their understanding -- and that it balances knowledge, skill and understanding.
2) Focused - the students must know that what they are doing is aligned with the essential learning goals -- that it is designed to get them where they need to go --that both student and teacher know why they're doing what they're doing --and both teacher and student know their work contributes to a larger picture of skill, knowledge and understanding.
3) Engaging - the students must often find meaning in their work -- must often find the work intriguing -- must see themselves in their work -- must see value to others in the work -- must often find that their curiosity is peaked because of the work -- must often find themselves absorbed by the work.
4) Demanding - the work must often be a bit beyond the learner -- growth is non-negotiable -- standards for work and behavior are high -- students are guided in working and thinking like professionals -- there is no "loose" time
5) Scaffolding - teacher teaches for success -- criteria for success are clear to students -- criteria for classroom operation and behavior are clear to students -- varied materials support growth of many kinds of learners -- varied modes of teaching supports the variety of learners -- small and large group instruction focuses on learner needs -- varied peer support mechanisms are available always -- teacher uses modeling, organizers and other strategies to point out success.
LIGHTBULB!! - So, as I typed those notes for the five characteristics, I realized that the majority of the education department professors practice these 5 elements with associated characteristics as they teach and instruct. Wow! We are experiencing in person the way that curriculum and instruction, when done right, meets the needs of it's students. (Even college students such as ourselves).
There was a part in the book that refers to Steven Levy. He talks about "finding the genius of the topic and combining that with the genius of the teacher in an environment that is rich and varied enough to tap the genius of each student." So essentially, we're back to realizing we can't teach EVERYTHING in the curriculum, so we find what's important. Then we combine that with our passion, in the awesome, community-like environment we can create through morning meetings where each student feels safe and valued for who they are. Then, the result is we bring out the genius in each and every student! I LOVE IT!!
I loved this quote, because I firmly believe that this is what we should strive for - as overwelming as it may seem. "Every lesson plan should be, at its heart, a motivational plan."
CHAPTER 6
The very first thing that caught my eye in this chapter, after ending on the understanding and belief that every lesson should be motivational, was the example of the teacher engaging students by having them think and then represent in some way, a change or circumstance that made them "sink" or "float" as an opening into a lesson on buoyancy. When I read this example I felt a flood of relief at realizing that lessons can be engaging without needing to be a big production. While I agreed that each lesson should be motivational, I was daunted and a bit overwhelmed thinking that each lesson had to have props, costumes, huge creativity. This example made me realize that with thought and clear direction, we can make our lessons engaging and motivational without doing big productions for each lesson, everyday. Whew!
In order to carry out important, focused and engaging curriculum and instruction, these strategies were mentioned:
- Focus student products around significant problems and issues
- use meaningful audiences
- help students discover how the ideas they are sharing and the skills they are learning are useful in the real word
- provide choices that ensure focus
- look at fresh ways to present and explore ideas
- share your experiences and have students do the same
In this chapter, the book highlighted some scaffolding techniques and gave examples which was very helpful to see. For me, the visual of seeing the differences he made between version 1 of the assignment and version 2 gave me a good idea of how I can do the same.
Some strategies mentioned in the book for demanding and supporting curriculum and instruction (and put here on my blog for my benefit to refer to later) are:
- use tiered approaches
- incorporate complex instruction
- use a variety of rubrics to guide quality
- provide learning contracts when appropriate
- aim high
- take a "no excuses" stance
- become computer savvy
- help students realize success is the result of effort
- use the New AMerican Lecture format (well organized lecture - graphic organizer - guidance in completion of organizer - stop often during the lecture to ask for ideas, predictions, etc.
- designate "keeper of the book" - includes date, list of homework, assignments and important knowledge, understandings and skills explored
- try ThinkDots - a strategy that provides peer support
- directly teach strategies for working successfully with text
- use think alouds
- use small group instruction
- promote language proficiency
- use weekend study buddies
- make peer-critique sessions a regular feature
- cue and coach student responses
- team with resource specialist
I love how the big picture of it all is slowly coming together, creating a more clear picture as to how it all works, as the bits and pieces are revealed throughout each chapter. As I read this book and the information in it, it makes me feel capable of teaching. There are some classes where it all seems so overwhelming, or where I start to think I am lacking an important thing that will ensure my success as a teacher (like a loud, powerful voice for example), but as I read this, those doubts wash away and I am left feeling that I can be successful as a future teacher - a differentiating teacher!
Wednesday, September 30, 2009
Wednesday, September 23, 2009
Ch.3 & 4 - Fullfilling the Promise
These chapters were so full of great information and insights that will help me become the differentiating teacher I hope to become. I love this book - how easy it flows and reads. I am so grateful for this resource as I prepare myself to become a differentiating teacher.
Ch. 3 Fullfilling the Promise
For my own benefit and future reference I am going to note important aspects I took from the chapter and then will add my insights at the bottom. (I will likely follow this same format in all of my blogs so I can reference the information later).
Five ways a teacher can respond to student needs.
1) invitation - rooted in an unerring belief in the worth and dignity of each learner
Teachers words, actions and demeanor must communicate:
- I respect you.
- I want to know you.
- You are unique and valuable.
- I believe in you.
- I have time for you.
- I learn when I listen to you.
- This place is yours too.
- We need you here.
The invitiation is always there - it is unconditional!! Every student is worthy to be valued, dignified and respected just for being there in class. No strings attached! What a wonderful concept for each student to know and feel from their teacher.
In one of the examples of teacher's implementing this, one teacher had a "Trouble Basket" she had placed at the door. Every morning, along with the greeting and the word of the day, students could put their troubles in the basket and left them there so they could get on with learning. What a wonderful idea! Just the fact that the teacher recognizes that students have hard days and that she cares about them being happy in the classroom before they start the day. I loved this.
2) Opportunity - inclusive of each individual, fosters positive attitudes about self and learning, enhances meaning in both school and life,and engenders competence. Enlivening the classroom and minds.
Teachers words, actions and demeanor must communicate:
- I have important things for you to do here today
- The things I ask you to do are worthy things
- The things I ask you to do are often daunting
- The things I ask you to do open new possibilities for you
- The things I asked you to do help you become all you can be
- You have specific roles here that make us all more efficitent and effective
3) Investment - Teachers act as mentors, advocates and parners to students - personally engaged in what they ask students to do.
- I work hard to make this place work for you
- I work to make this place reflect you
- I enjoy thinking about what we do here
- I love to find new paths to success
- It is my job to hep you succeed
- I am your partner in growth
- I will do what it takes to ensure your growth
4) Persistence - Teacher models the steady but relentless quest for excellence, acknowledges the distance the child has come but recognizes how much there is still to go and helps students realize that the quest for aulity never ends. "We're all on a journey - none of us is ever through striving."
- You're growing, but you're not finished growing.
- When one route doesn't work, there are others we can find
- Let's figure out what works best.
- There are no excuses here, but there is support.
- There is no finish line in learning.
5) Reflection - Teacher knows that "Failure is not an option" - teacher reflects on daily practice and beliefs.
A teacher communicates the following:
- I watch you and listen to you carefully and systematically
- I make sure to use what I learn to help you learn better
- I try to see things through your eyes.
- I continually ask, "How is this partnership working?"
- I continually ask, "How can I make this better?"
As I reflected on this chapter, I of course thought about the teachers I have had. The teachers who made a difference, who made me feel important and needed were teachers who met all or some of these needs. I remember specifically my 3rd grade teacher, Mrs. Kaywell. My cousin and I were in the same class and caused some trouble from time to time. I don't remember being really fond of the teacher, but I didn't dislike her either. I remember my feelings changing when I received a personal, hand-written card from her. I instantly felt bad for the trouble we had caused her, and then gained an appreciation for her because I felt she cared about me.
Classroom Environment
- Study Students' Cultures in order to gain insights as to how to make learning more interesting
- Convey Status in order to help students see the possiblities in peers that are quiet, have different backgrounds, or who struggle.
- Commend Creativity in order to create a tone of possiblity and a class of contributors.
- Make room for all kinds of learners in order to create a positive and friendly learning environment.
- Help students know about one another by doing "morning meetings", interest groups and "word Jars" or "idea jars"
- Celebrate success in order to give students recognition for having reached a goal.
Although I haven't seen a personal example of a classroom celebrating the success of one of their peers, I have heard experiences of others, and the benefits to both those giving praise and the one receiving praise is huge. I think it validates the work and effort of the student being praised, and let's them know they have a team cheering for them. As a class, I think it helps other strive to do their best, knowing they have the support of their peers.
Communication in the classroom
- Hold Goal Setting Conferences which gives the student and teacher the opportunity to examine student's work, talk about strengths, set goals and helps students take ownership of their learning.
- Use Dialogue Journals to communicate with students and to give students the opportunity to communicate with you as the teacher.
- Incorporate teacher talk groups in lesson plans in order to get a quick assessment of student needs, understanding of content and how class is functioning.
Other strategies for classroom operation
- Time is valuable - convey this to the students and help them use their time wisely
- Fair is ensuring all students get what they need to succeed
- Teach up, work up - Challenge students and teach them to embrace challenge and the opportunity if gives them to enjoy meeting the challenge.
Classroom Routines
- Flexibility within the classroom comes from routines
- Let students do things for themselves as that is how they become more independent. If we continually do it for them, we rob them of the opportunity to become independent.
I thought the idea of the green and red "stop and go" cards and the Emergency Red Cross tongue depressers, was unique and useful. As teachers try to meet the needs of his/her students, it will require that the students be responsible for themselves at times. This is a great way of giving students that opportunity while also monitoring them in a way that won't disrupt small group or individual activity going on.
Other strategies for classroom routines:
- visual cues
- pre-establish groups
- use goal cards
- teach for smooth transitions
Support Systems
- Vary materials
- Use graphic organizers
- Provide survival packets - packet put together by the teacher that has key info, ideas, skills, vobaculary, etc. from a unit to help a student master it.
- Use participation prompts - advance notice that you are going to ask the student to partipate so they can gather thoughts. They include think-alouds and think-pair-shares.
- Build language bridges
Because we as teachers want students working just a bit past where they are comfortable, it is important that we provide support systems to help them be successful in their endeavors.
Shared Responsibility in the Classroom includes academic and environmental issues.
- Use evaluation checklists
- Involve students in scheduling decisions
- Engage students in assessing their own progress
- Help students to set their own academic goals
When everyone takes responsibility the classroom becomes less of teacher/students and more like a family or community. This reminds me of something I heard about having chores and/or traditions in a family. These assigned chores or family traditions, help each family member feel important - helps them feel a sense of belonging to their family. In a similar way, I think shared responsibility of the classroom helps unite the class as a family/community and in order for the teacher to meet the needs of her students, and be that differentiating teacher, this is key.
Bit by bit it is all coming together and I am starting to realize that differentiation is a whole lot of little things put together. At first I was overwhelmed thinking that differentiation meant knowing each student and creating 30 different lesson plans for each student in order to meet their needs. I am gaining an understanding that differentiation is much like creating a home/safe haven, for your family. There are many things a mother/wife does within the home that speaks to her children/spouse, individually and in much the same way, we must do that for our students if we are to be differentiating teachers.
Ch. 3 Fullfilling the Promise
For my own benefit and future reference I am going to note important aspects I took from the chapter and then will add my insights at the bottom. (I will likely follow this same format in all of my blogs so I can reference the information later).
Five ways a teacher can respond to student needs.
1) invitation - rooted in an unerring belief in the worth and dignity of each learner
Teachers words, actions and demeanor must communicate:
- I respect you.
- I want to know you.
- You are unique and valuable.
- I believe in you.
- I have time for you.
- I learn when I listen to you.
- This place is yours too.
- We need you here.
The invitiation is always there - it is unconditional!! Every student is worthy to be valued, dignified and respected just for being there in class. No strings attached! What a wonderful concept for each student to know and feel from their teacher.
In one of the examples of teacher's implementing this, one teacher had a "Trouble Basket" she had placed at the door. Every morning, along with the greeting and the word of the day, students could put their troubles in the basket and left them there so they could get on with learning. What a wonderful idea! Just the fact that the teacher recognizes that students have hard days and that she cares about them being happy in the classroom before they start the day. I loved this.
2) Opportunity - inclusive of each individual, fosters positive attitudes about self and learning, enhances meaning in both school and life,and engenders competence. Enlivening the classroom and minds.
Teachers words, actions and demeanor must communicate:
- I have important things for you to do here today
- The things I ask you to do are worthy things
- The things I ask you to do are often daunting
- The things I ask you to do open new possibilities for you
- The things I asked you to do help you become all you can be
- You have specific roles here that make us all more efficitent and effective
3) Investment - Teachers act as mentors, advocates and parners to students - personally engaged in what they ask students to do.
- I work hard to make this place work for you
- I work to make this place reflect you
- I enjoy thinking about what we do here
- I love to find new paths to success
- It is my job to hep you succeed
- I am your partner in growth
- I will do what it takes to ensure your growth
4) Persistence - Teacher models the steady but relentless quest for excellence, acknowledges the distance the child has come but recognizes how much there is still to go and helps students realize that the quest for aulity never ends. "We're all on a journey - none of us is ever through striving."
- You're growing, but you're not finished growing.
- When one route doesn't work, there are others we can find
- Let's figure out what works best.
- There are no excuses here, but there is support.
- There is no finish line in learning.
5) Reflection - Teacher knows that "Failure is not an option" - teacher reflects on daily practice and beliefs.
A teacher communicates the following:
- I watch you and listen to you carefully and systematically
- I make sure to use what I learn to help you learn better
- I try to see things through your eyes.
- I continually ask, "How is this partnership working?"
- I continually ask, "How can I make this better?"
As I reflected on this chapter, I of course thought about the teachers I have had. The teachers who made a difference, who made me feel important and needed were teachers who met all or some of these needs. I remember specifically my 3rd grade teacher, Mrs. Kaywell. My cousin and I were in the same class and caused some trouble from time to time. I don't remember being really fond of the teacher, but I didn't dislike her either. I remember my feelings changing when I received a personal, hand-written card from her. I instantly felt bad for the trouble we had caused her, and then gained an appreciation for her because I felt she cared about me.
I also remember teachers who accepted and rewarded me for my lack of persistence. As a high school senior it was a requirement to do a term paper in order to graduate. I wasn't a bad student, but I did procrastinate - especially big projects. So, I didn't do it. Rather than talk with me and help me overcome the obstacle and help me persevere, my teacher said nothing about me never completing the term paper and passed me (I think with a B). As a high school student, you would think I would be pleased that I passed a class I deserved to fail and that I got to graduate. However, I have always regretted that the teacher didn't help me to succeed and fullfill what I should have.
One of my most favorite quotes from this chaper:
"They are remarkable because they live what they believe." (pg. 26) I LOVE this quote. It makes me think of some people and families I have recently learned of who have suffered great tragedies and who, because they LIVE what they BELIEVE (their religion), are able to come through it with a peace and comfort that amazes and astounds me. I want to be a teacher who lives what I believe - and also a person, who lives what I believe. I bet like most things, it is easier said than done - but worth all the effort!
Classroom Environment
- Study Students' Cultures in order to gain insights as to how to make learning more interesting
- Convey Status in order to help students see the possiblities in peers that are quiet, have different backgrounds, or who struggle.
- Commend Creativity in order to create a tone of possiblity and a class of contributors.
- Make room for all kinds of learners in order to create a positive and friendly learning environment.
- Help students know about one another by doing "morning meetings", interest groups and "word Jars" or "idea jars"
- Celebrate success in order to give students recognition for having reached a goal.
Although I haven't seen a personal example of a classroom celebrating the success of one of their peers, I have heard experiences of others, and the benefits to both those giving praise and the one receiving praise is huge. I think it validates the work and effort of the student being praised, and let's them know they have a team cheering for them. As a class, I think it helps other strive to do their best, knowing they have the support of their peers.
Communication in the classroom
- Hold Goal Setting Conferences which gives the student and teacher the opportunity to examine student's work, talk about strengths, set goals and helps students take ownership of their learning.
- Use Dialogue Journals to communicate with students and to give students the opportunity to communicate with you as the teacher.
- Incorporate teacher talk groups in lesson plans in order to get a quick assessment of student needs, understanding of content and how class is functioning.
I don't remember too much of this happening when I was in school. The closest thing was probably a journal we had to write in daily, but we didn't write about strenghts, work, or goals. I think this would be very beneficial in helping students own their learning and in letting them know they had the teacher's support and encouragement.
Classroom Operation
Four General Rules
1) We will show respect for people, their ideas, and their propery
2) We will work hard to ensure our own growth and to assist the growth of other
3) We will persist, even when things are difficult and uncertain.
4) We will accept responsibility for the quality of our work and for our behaviors and actions.
I love that the book says that students should understand that the class rules or guidelines are to be "what we need to succeed". SO many times we think of rules as limitations. What a great change of viewpoint.Other strategies for classroom operation
- Time is valuable - convey this to the students and help them use their time wisely
- Fair is ensuring all students get what they need to succeed
- Teach up, work up - Challenge students and teach them to embrace challenge and the opportunity if gives them to enjoy meeting the challenge.
Classroom Routines
- Flexibility within the classroom comes from routines
- Let students do things for themselves as that is how they become more independent. If we continually do it for them, we rob them of the opportunity to become independent.
I thought the idea of the green and red "stop and go" cards and the Emergency Red Cross tongue depressers, was unique and useful. As teachers try to meet the needs of his/her students, it will require that the students be responsible for themselves at times. This is a great way of giving students that opportunity while also monitoring them in a way that won't disrupt small group or individual activity going on.
Other strategies for classroom routines:
- visual cues
- pre-establish groups
- use goal cards
- teach for smooth transitions
Support Systems
- Vary materials
- Use graphic organizers
- Provide survival packets - packet put together by the teacher that has key info, ideas, skills, vobaculary, etc. from a unit to help a student master it.
- Use participation prompts - advance notice that you are going to ask the student to partipate so they can gather thoughts. They include think-alouds and think-pair-shares.
- Build language bridges
Because we as teachers want students working just a bit past where they are comfortable, it is important that we provide support systems to help them be successful in their endeavors.
Shared Responsibility in the Classroom includes academic and environmental issues.
- Use evaluation checklists
- Involve students in scheduling decisions
- Engage students in assessing their own progress
- Help students to set their own academic goals
When everyone takes responsibility the classroom becomes less of teacher/students and more like a family or community. This reminds me of something I heard about having chores and/or traditions in a family. These assigned chores or family traditions, help each family member feel important - helps them feel a sense of belonging to their family. In a similar way, I think shared responsibility of the classroom helps unite the class as a family/community and in order for the teacher to meet the needs of her students, and be that differentiating teacher, this is key.
Bit by bit it is all coming together and I am starting to realize that differentiation is a whole lot of little things put together. At first I was overwhelmed thinking that differentiation meant knowing each student and creating 30 different lesson plans for each student in order to meet their needs. I am gaining an understanding that differentiation is much like creating a home/safe haven, for your family. There are many things a mother/wife does within the home that speaks to her children/spouse, individually and in much the same way, we must do that for our students if we are to be differentiating teachers.
Wednesday, September 16, 2009
Inventories & Preassessments
FULFILLING the PROMISE pp.100-103
I would use the "Student Profile Survey" to get a feeling for the environment each student prefers to learn in as well as the way they work best. Then, based on that information, I would be sure to create an environment that met each students needs, (to the best of my ability). One such example is the statement that reads, "Need quiet/ (or noise) when I work". Although it would be impossible to have noise and quiet at the same time, I would be sure to have work-times when there was music or something, and then have work times when it was quiet as well. This survey is a tool that provides the teacher with insight as to the differences among the students in his/her class in order to guide and strive to meet each students individual needs. In my school experience I don't ever remember completing a survey such as this, however as a future teacher, desiring to know the most I can about my students in order to effectively guide them in their learning, I think this survey would be extremely valuable.
The "Student Interest Survey" I would use to help me find out the interests of each of my students. As we've discussed and read, we can NOT differentiate if we aren't aware of our students' interests. This survey gives the students a chance to not only highlight their interests, but gives insight into potential weaknesses or difficult areas for student, areas they would enjoy learning more about, etc. As a teacher you could use that information to differentiate the instruction for your students. In my own experience, I do recall having taken similar surveys, however I don't remember them being as extensive as this survey; including questions about what I found hard and what I would like to learn more about. As for what I would add or remove from the survey's, I honestly, after reviewing them several times, think they are both very thorough and don't think I would take from or add anything to either of them.
After reading through the "File of Inventories/Pre-assessments", the inventories that I think I would be able to use for ST (which I am guessing means Student Teaching), would include the "Problem-Solving Rubric". I am positive that during my time student teaching I will have the students do activities, etc. in groups and this pre-assessment seems like it would be helpful. I also think using the Mathematics Self-Assessment would be helpful, (even for use in this coming field experience when we have to teach 3-5 lessons). Having an idea of where and how a student sees themselves in relation to subjects they are learning, especially Math, is important because so many students struggle with math, or write themselves off as not "math people." Having a self-evaluation would guide the teacher in finding those students who think they "can't do it" and who have the attitude of "math is not for me" and using that information to guide instruction, and hopefully, after several successful activites with Math, changing that student's attitude toward math. In addition, I think several of the other "readiness" pre-assessments would be very beneficial. (I explain a bit more on this below). I also LOVE LOVE LOVE the learning profiles in "Fulfilling the Promise" and while I am not sure my cooperating teacher would find it appropriate for me to hand out one of these in the middle of the year when I start student teaching, (she did an interest survey the 1st day - although it was no way near as thorough), I would definitely use 1, both, or a combination of these surveys the 1st day in my own classroom.
While reviewing and reading through these inventories and pre-assessments, it dawned on me how critical these types of tools are. As we have progressed through our classes, we have learned how important the "assessment" is in our lesson plans in order to guide our instruction from that point - that it's not so much just to give a grade. After reviewing the material assigned for this week, I have a clear vision of just how valuable these types of inventories and pre-assessments are in helping us acheive the goal of becoming differentiating teachers and I am grateful that you made us aware of these resources and that they are available.
I would use the "Student Profile Survey" to get a feeling for the environment each student prefers to learn in as well as the way they work best. Then, based on that information, I would be sure to create an environment that met each students needs, (to the best of my ability). One such example is the statement that reads, "Need quiet/ (or noise) when I work". Although it would be impossible to have noise and quiet at the same time, I would be sure to have work-times when there was music or something, and then have work times when it was quiet as well. This survey is a tool that provides the teacher with insight as to the differences among the students in his/her class in order to guide and strive to meet each students individual needs. In my school experience I don't ever remember completing a survey such as this, however as a future teacher, desiring to know the most I can about my students in order to effectively guide them in their learning, I think this survey would be extremely valuable.
The "Student Interest Survey" I would use to help me find out the interests of each of my students. As we've discussed and read, we can NOT differentiate if we aren't aware of our students' interests. This survey gives the students a chance to not only highlight their interests, but gives insight into potential weaknesses or difficult areas for student, areas they would enjoy learning more about, etc. As a teacher you could use that information to differentiate the instruction for your students. In my own experience, I do recall having taken similar surveys, however I don't remember them being as extensive as this survey; including questions about what I found hard and what I would like to learn more about. As for what I would add or remove from the survey's, I honestly, after reviewing them several times, think they are both very thorough and don't think I would take from or add anything to either of them.
After reading through the "File of Inventories/Pre-assessments", the inventories that I think I would be able to use for ST (which I am guessing means Student Teaching), would include the "Problem-Solving Rubric". I am positive that during my time student teaching I will have the students do activities, etc. in groups and this pre-assessment seems like it would be helpful. I also think using the Mathematics Self-Assessment would be helpful, (even for use in this coming field experience when we have to teach 3-5 lessons). Having an idea of where and how a student sees themselves in relation to subjects they are learning, especially Math, is important because so many students struggle with math, or write themselves off as not "math people." Having a self-evaluation would guide the teacher in finding those students who think they "can't do it" and who have the attitude of "math is not for me" and using that information to guide instruction, and hopefully, after several successful activites with Math, changing that student's attitude toward math. In addition, I think several of the other "readiness" pre-assessments would be very beneficial. (I explain a bit more on this below). I also LOVE LOVE LOVE the learning profiles in "Fulfilling the Promise" and while I am not sure my cooperating teacher would find it appropriate for me to hand out one of these in the middle of the year when I start student teaching, (she did an interest survey the 1st day - although it was no way near as thorough), I would definitely use 1, both, or a combination of these surveys the 1st day in my own classroom.
While reviewing and reading through these inventories and pre-assessments, it dawned on me how critical these types of tools are. As we have progressed through our classes, we have learned how important the "assessment" is in our lesson plans in order to guide our instruction from that point - that it's not so much just to give a grade. After reviewing the material assigned for this week, I have a clear vision of just how valuable these types of inventories and pre-assessments are in helping us acheive the goal of becoming differentiating teachers and I am grateful that you made us aware of these resources and that they are available.
Tuesday, September 8, 2009
Ch. 2 - Fullfilling the Promise & Ch. 1 - Differentiation in Practice
FULLFILLING THE PROMISE - Ch. 2
This chapter highlighted 5 needs that learners seek to be met and that must be met if we are acheiving the "differentiated classroom":
1) Affirmation: Will I be affirmed as a person here?
2) Contribution: Is there a real contribution for me to make in this place?
3) Purposeful: Will what goes on here seem purposeful to me?
4) Power: Will it make me realize I have power within me?
5) Satisfactory Challenge: Will I feel satisfaction that comes from a challenge conquered?
As I reflect back on my years in the educational system, I can think of specific circumstances when the teacher/classroom met or didn't meet these 5 needs and the affect it had on me.
In my elementary years, I think my teachers did a fair job of meeting those basic needs. However, my 4th grade teacher did an awesome job of meeting those needs. While my first few years of school are a blur, I can remember specific details of my experience in 4th grade. I remember specifically feeling like I belonged, that I contriubuted and that I was challenged. I wasn't the top student, in fact, I was a class clown that year and was disciplined at times for disrupting the class. It would have been easy for me to feel like an outsider, or an annoyance. However, because my teacher met those needs, I always felt like I belonged - even when I was sent to sit in a chair outside the classroom door.
In my middle school years there was a negative incident that ocurred that set the tone for the remainder of my public school years. A teacher called me into an office with a group of fellow classmates to have them dispute something she told me while it was just the two of us talking. I remember feeling "ganged up" on and school was no longer a safe place where I felt accepted. As I went from middle school to high school, I withdrew even more. On the majority of days I would go the whole day at school without talking or being talked to directly. I wasn't affirmed as a person. I didn't feel like I contributed. I didn't feel like I had any power within me. It was a difficult time.
Now, as a college student in the education program, I do feel those needs are met and I can see the positive difference in myself as a student because those needs are met.
QUOTES FROM THE TEXT
"The truth is, we will never really do all each child needs us to do. A simultaneous truth is that the first truth is no reason to stop trying" (pg. 22) - I love love love this quote. It gives me comfort - both as a mother and as a future teacher.
"Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts" (pg.22)
"Reflecting on the immensity of the needs of the immense number of students with whom we have worked and will work becomes an easy invitation to teacher guilt. The point is not the entertain guilt. The point is to relentlessly seize the remarkable opportunity of a teacher to shape lives-to do the best we can to ensure that we are better at reaching children today than yesterday, better at is this year than last" (pg 22) - This quote makes me think of mommy guilt I've experienced as a mother. The guilt I've felt when I have snapped at my daughter out of stress or some outside influence. The guilt I've felt as I've left to go to work (out of necessity) when all my heart desires is to be a stay-at-home mom. The guilt I felt recently when returning to school (out of necessity) and taking time away from my daughter. Not entertaining the guilt is KEY if we are going to succeed at doing the best we can!
DIFFERENTIATION IN PRACTICE - Ch.1
This Chapter highlighted 4 elements that exist behind a differentiated classroom
1) Who we teach - important to understand the individuality and commonality among the class. Sometimes we often think of the differences, however striking the balance is important.
2) What we teach - information taught must be adapted to individual learners in order to teach them well.
3) Where we teach - the classroom must be a place where the needs of both individuals and the group as a whole are met.
4) How we teach - important to be flexible in instruction
This chapter also highlighted the 12 hallmarks of a differentiated classroom.
One of my favorites is:
THE TEACHER EMPHASIZES INDIVIDUAL GROWTH AS CENTRAL TO THE SUCCESS OF THE CLASSROOM.
I think this is sooo very important not only for differentiation, but also in helping the class feel like a community and to foster that togetherness. Unfortunately, I have seen in previous field experiences where a student who is far behind, is kind of "written off" - just filling a seat in the classroom because he is sooo behind the teacher can't possibly catch him up and she has 25 other students to teach. If applying this principal, no student would be "written off".
The baseball camp metaphor talks of Coach Mac and says, "...he sees and studies the differences in the faces and bodies that stand before him each day. He continually crafts an environment that asks of each person the best he or she can give. What he teaches...is for everyone. How he teaches,...varies with individual needs and the needs of the team as a whole" (pg. 14) - When I read this certain words and phrases stick out to me - such as; STUDIES, CONTINUALLY CRAFTS, ASKS THE BEST OF EACH PERSON. When I think of these words and how they will apply to me as a teacher striving to have a differentiated classroom, I realize that it will take effort and not just effort for one day, one month, but enduring, continual effort. It will also mean changing and improving, adapting and tweaking. Lastly, it will mean that I must GIVE my best so I can then ask the best of my students.
This chapter highlighted 5 needs that learners seek to be met and that must be met if we are acheiving the "differentiated classroom":
1) Affirmation: Will I be affirmed as a person here?
2) Contribution: Is there a real contribution for me to make in this place?
3) Purposeful: Will what goes on here seem purposeful to me?
4) Power: Will it make me realize I have power within me?
5) Satisfactory Challenge: Will I feel satisfaction that comes from a challenge conquered?
As I reflect back on my years in the educational system, I can think of specific circumstances when the teacher/classroom met or didn't meet these 5 needs and the affect it had on me.
In my elementary years, I think my teachers did a fair job of meeting those basic needs. However, my 4th grade teacher did an awesome job of meeting those needs. While my first few years of school are a blur, I can remember specific details of my experience in 4th grade. I remember specifically feeling like I belonged, that I contriubuted and that I was challenged. I wasn't the top student, in fact, I was a class clown that year and was disciplined at times for disrupting the class. It would have been easy for me to feel like an outsider, or an annoyance. However, because my teacher met those needs, I always felt like I belonged - even when I was sent to sit in a chair outside the classroom door.
In my middle school years there was a negative incident that ocurred that set the tone for the remainder of my public school years. A teacher called me into an office with a group of fellow classmates to have them dispute something she told me while it was just the two of us talking. I remember feeling "ganged up" on and school was no longer a safe place where I felt accepted. As I went from middle school to high school, I withdrew even more. On the majority of days I would go the whole day at school without talking or being talked to directly. I wasn't affirmed as a person. I didn't feel like I contributed. I didn't feel like I had any power within me. It was a difficult time.
Now, as a college student in the education program, I do feel those needs are met and I can see the positive difference in myself as a student because those needs are met.
QUOTES FROM THE TEXT
"The truth is, we will never really do all each child needs us to do. A simultaneous truth is that the first truth is no reason to stop trying" (pg. 22) - I love love love this quote. It gives me comfort - both as a mother and as a future teacher.
"Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts" (pg.22)
"Reflecting on the immensity of the needs of the immense number of students with whom we have worked and will work becomes an easy invitation to teacher guilt. The point is not the entertain guilt. The point is to relentlessly seize the remarkable opportunity of a teacher to shape lives-to do the best we can to ensure that we are better at reaching children today than yesterday, better at is this year than last" (pg 22) - This quote makes me think of mommy guilt I've experienced as a mother. The guilt I've felt when I have snapped at my daughter out of stress or some outside influence. The guilt I've felt as I've left to go to work (out of necessity) when all my heart desires is to be a stay-at-home mom. The guilt I felt recently when returning to school (out of necessity) and taking time away from my daughter. Not entertaining the guilt is KEY if we are going to succeed at doing the best we can!
DIFFERENTIATION IN PRACTICE - Ch.1
This Chapter highlighted 4 elements that exist behind a differentiated classroom
1) Who we teach - important to understand the individuality and commonality among the class. Sometimes we often think of the differences, however striking the balance is important.
2) What we teach - information taught must be adapted to individual learners in order to teach them well.
3) Where we teach - the classroom must be a place where the needs of both individuals and the group as a whole are met.
4) How we teach - important to be flexible in instruction
This chapter also highlighted the 12 hallmarks of a differentiated classroom.
One of my favorites is:
THE TEACHER EMPHASIZES INDIVIDUAL GROWTH AS CENTRAL TO THE SUCCESS OF THE CLASSROOM.
I think this is sooo very important not only for differentiation, but also in helping the class feel like a community and to foster that togetherness. Unfortunately, I have seen in previous field experiences where a student who is far behind, is kind of "written off" - just filling a seat in the classroom because he is sooo behind the teacher can't possibly catch him up and she has 25 other students to teach. If applying this principal, no student would be "written off".
The baseball camp metaphor talks of Coach Mac and says, "...he sees and studies the differences in the faces and bodies that stand before him each day. He continually crafts an environment that asks of each person the best he or she can give. What he teaches...is for everyone. How he teaches,...varies with individual needs and the needs of the team as a whole" (pg. 14) - When I read this certain words and phrases stick out to me - such as; STUDIES, CONTINUALLY CRAFTS, ASKS THE BEST OF EACH PERSON. When I think of these words and how they will apply to me as a teacher striving to have a differentiated classroom, I realize that it will take effort and not just effort for one day, one month, but enduring, continual effort. It will also mean changing and improving, adapting and tweaking. Lastly, it will mean that I must GIVE my best so I can then ask the best of my students.
Wednesday, September 2, 2009
Morning Meetings and Ch. 1 - Fullfilling the Promise
I am so excited to be in this class. I am a firm believe in differentiating instruction for each individual student (as is the goal for many teachers wanting to make a difference in the lives of her students), but I was fairly clueless as to how to go about this. Thank goodness for this class!
MORNING MEETING PACKET
I love, love, love the idea of morning meetings and think that the benefit for both the teacher and the student is monumental. Morning meetings help both the teacher and student focus and prepare for the day to come. They also foster friendship and community within the classrom - which is essential if you are striving to have an ideal learning/ teaching environment. The benefits extend beyond the walls of the classroom and include helping students become responsible citizens.
Morning Meetings consist of 4 parts:
1) Greeting
2) Sharing
3) Activity
4) News & Announcements
One of the ideas from the Morning Meeting packet which appeals to me was Terrance Kwame-Ross' method for including parents in morning meetings and in rule making. The idea of having the children create a special ticket inviting a significant adult to attend the meeting helps both children and parent see the importance. Also, the option of taking home a video recording to help parents share in morning meetings that way for those who just aren't able to attend one. Another idea from this teacher that I really liked was having the parents write on a shape cut-out one social and one academic goal (hopes and dreams) for their children as a way to include them and receive their support for classroom rules.
In the Morning Meeting packet there was the Building Bridges of friendship activites, in order to help build that sense of community. My favorite activity in those listed was the Beam Bridge Job Chart! I especially love the part of including pictures of the students! I not only believe in the benefits of morning meetings, but I think as a student they would have helped me fit in better with my class and form friendships easier. I was shy growing up and therefore, many times, isolated myself and dreaded "group" work.
CHAPTER 1 - Fullfilling the Promise
Some of the most imporant things I read from the chapter (which I hope to remember), are the following:
4 Student Traits
1) Readiness - which refers to a students knowledge, understanding and skills
2) Interest - topics that evoke curiosity and passion in the learner
3) Learning profile - how students learn best
4) Affect - how students feel about themselves, work, and classroom as a whole
4 Classroom Elements
1) Content - what we teach adn how students gain access to that knowledge
2) Process - how student makes sense of the info, ideas and skills presented
3) Product - assessments or demonstrations of what students have come to know
4) Learning Environment - operation and tone of classroom
NOTES of interest in a differentiated classroom
- What we as learners bring to school matters in how we learn.
- As teachers, we must take into account who we are teaching as well as what we are teaching.
- In differentiated classrooms teachers are continually assessing student readiness, interest, learning profile, and affect in order to modify content, process, product, and the learning environment. In a differentiated classroom, I realize that it is not just a one-time set-up, or lesson plan. Changes are continually made in order to meet each students' needs.
- In the metaphor of "The Little Prince", although the prince might be considered as the teacher because he is taming the fox, the fox also ends up teaching the prince. So, they both take the role of teacher and as learner. It truly becomes a "student-centered" classroom where both student and teacher are edified.
WONDERFUL QUOTES
- "The one-size-fits-all teacher may very well discover that the "size" of instruction he or she has selected fits almost no one." (pg. 2) - How true is that?! Even when we pick out clothing or accessories that claim to be "one-size-fits-all", usually it doesn't fit us as well as we think it should - because we are all different.
- "What is essnetial is invisible to the eye" (pg. 87 in The Little Prince) pg. 9 I think in becoming a true differentiated teacher who makes a difference, you MUST see those things which are invisible. Growing up I didn't come from the tradionally family home. My grandmother raised me, my father had died when I was a toddler, and my mother was in a hospital for Schizophrenia. One of the teachers that meant the most to me, I imagine must have known those things that were invisible to the eye, reached out to me...and although I wasn't a top student and probably acted out sometimes, made me feel important and cared about.
- "You become responsible forever for what you have tamed" (pg. 88 in The Little Prince)pg. 9 Thinking about this as a parent who raises/ teaches, a child, once the child is grown and moved out - that child still belongs to you. Their successes are your successes, and their failures or struggles, become yours as well.
- "We are no longer teaching if what we teach is more important than who we teach or how we teach.(pg 10) This concept seems soooooo common-sense and yet, with the pressure on teachers to acheive high scores in tests, etc., I can see that it can be and likely is, a battle for teachers to remember and practice this each day. As a teacher I WANT to remember this and remind myself each day, WHY I AM TEACHING - it's for the students!
MORNING MEETING PACKET
I love, love, love the idea of morning meetings and think that the benefit for both the teacher and the student is monumental. Morning meetings help both the teacher and student focus and prepare for the day to come. They also foster friendship and community within the classrom - which is essential if you are striving to have an ideal learning/ teaching environment. The benefits extend beyond the walls of the classroom and include helping students become responsible citizens.
Morning Meetings consist of 4 parts:
1) Greeting
2) Sharing
3) Activity
4) News & Announcements
One of the ideas from the Morning Meeting packet which appeals to me was Terrance Kwame-Ross' method for including parents in morning meetings and in rule making. The idea of having the children create a special ticket inviting a significant adult to attend the meeting helps both children and parent see the importance. Also, the option of taking home a video recording to help parents share in morning meetings that way for those who just aren't able to attend one. Another idea from this teacher that I really liked was having the parents write on a shape cut-out one social and one academic goal (hopes and dreams) for their children as a way to include them and receive their support for classroom rules.
In the Morning Meeting packet there was the Building Bridges of friendship activites, in order to help build that sense of community. My favorite activity in those listed was the Beam Bridge Job Chart! I especially love the part of including pictures of the students! I not only believe in the benefits of morning meetings, but I think as a student they would have helped me fit in better with my class and form friendships easier. I was shy growing up and therefore, many times, isolated myself and dreaded "group" work.
CHAPTER 1 - Fullfilling the Promise
Some of the most imporant things I read from the chapter (which I hope to remember), are the following:
4 Student Traits
1) Readiness - which refers to a students knowledge, understanding and skills
2) Interest - topics that evoke curiosity and passion in the learner
3) Learning profile - how students learn best
4) Affect - how students feel about themselves, work, and classroom as a whole
4 Classroom Elements
1) Content - what we teach adn how students gain access to that knowledge
2) Process - how student makes sense of the info, ideas and skills presented
3) Product - assessments or demonstrations of what students have come to know
4) Learning Environment - operation and tone of classroom
NOTES of interest in a differentiated classroom
- What we as learners bring to school matters in how we learn.
- As teachers, we must take into account who we are teaching as well as what we are teaching.
- In differentiated classrooms teachers are continually assessing student readiness, interest, learning profile, and affect in order to modify content, process, product, and the learning environment. In a differentiated classroom, I realize that it is not just a one-time set-up, or lesson plan. Changes are continually made in order to meet each students' needs.
- In the metaphor of "The Little Prince", although the prince might be considered as the teacher because he is taming the fox, the fox also ends up teaching the prince. So, they both take the role of teacher and as learner. It truly becomes a "student-centered" classroom where both student and teacher are edified.
WONDERFUL QUOTES
- "The one-size-fits-all teacher may very well discover that the "size" of instruction he or she has selected fits almost no one." (pg. 2) - How true is that?! Even when we pick out clothing or accessories that claim to be "one-size-fits-all", usually it doesn't fit us as well as we think it should - because we are all different.
- "What is essnetial is invisible to the eye" (pg. 87 in The Little Prince) pg. 9 I think in becoming a true differentiated teacher who makes a difference, you MUST see those things which are invisible. Growing up I didn't come from the tradionally family home. My grandmother raised me, my father had died when I was a toddler, and my mother was in a hospital for Schizophrenia. One of the teachers that meant the most to me, I imagine must have known those things that were invisible to the eye, reached out to me...and although I wasn't a top student and probably acted out sometimes, made me feel important and cared about.
- "You become responsible forever for what you have tamed" (pg. 88 in The Little Prince)pg. 9 Thinking about this as a parent who raises/ teaches, a child, once the child is grown and moved out - that child still belongs to you. Their successes are your successes, and their failures or struggles, become yours as well.
- "We are no longer teaching if what we teach is more important than who we teach or how we teach.(pg 10) This concept seems soooooo common-sense and yet, with the pressure on teachers to acheive high scores in tests, etc., I can see that it can be and likely is, a battle for teachers to remember and practice this each day. As a teacher I WANT to remember this and remind myself each day, WHY I AM TEACHING - it's for the students!
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