Monday, November 9, 2009
Senior Field - Mrs. Hortin's 3rd Grade
So, I have been in Mrs. Hortin's 3rd grade class for 3 days now and have had a couple of opportunities to teach something here and there. I am also in the process of preparing my Math lessons and Literacy lessons and as I was doing so tonight, I realized that the anxiety and nervousness I expected to feel at the prospect of teaching, isn't accompanying me like it was in previous experiences. Instead, I am excited and hopeful and anxious to reflect on how the lessons go and what I can do to improve. I really was doubtful when I heard Dr. Peterson say to us that we wouldn't want to come back to class - that we would want to stay and continue teaching. Honestly, I thought, no way!! I could likely stay in the classroom where I am comfortable for several more months - maybe years. Strangely, and rather surprisingly, something has changed (and I haven't even taught my "real" lessons yet), and I feel more prepared to teach...and more comfortable with the idea of teaching. I know there is still tons to learn, (and there always will be more to learn), so I am grateful for the remaining class time I have to learn from the "experts", but I am also so grateful for the feeling of comfort that has replaced the fear and anxiousness I have had continually about teaching.
Wednesday, October 28, 2009
RANT Blog!..ending on a positive!
Well, I imagine like other people in the class my biggest rant is just the huge feeling of overwhelmedness. (Probably not a word but if you're ranting, I think it's fair to make up words). I know I shouldn't feel as overwhelmed as I do. Thanks to organized, thoughtful Erica, we have a nice, printed out list of all of our assignments for field. And thanks to my wonderful employment (which I really do appreciate), and their inability to accomodate my 3 weeks and then 50 days off for field and student teaching, I no longer, as of today, have work to worry about. (AND I am thrilled about this because it is the closest I have been, and maybe will ever be to being a stay-at-home). Nevertheless, I am feeling overwhelmed with all that is coming up. I probably need a much-needed, long over-due, stress-eliminating run. I haven't gone for a run in over 2 weeks - (and I have learned to like, no...more like NEED running! - It's my inexpensive therapy).
Having just expressed how overwhelmed I am, and having overheard (and likely been heard) venting about the program, teachers, assignments, etc., I am certain that all that negativity has to come from us just feeling burned out and overwhelemed. Overall, I love the program, think it is wonderful and am proud to be a future graduate of the UVU program. I think the teachers in the education program do a great job of teaching the best they can, according to how we learn to teach. It is easy to be on our side and cast judgements, disagree and be negative but one day soon, we are going to be wearing the shoes of those we judged and were so critical of. I hate to think what parents, students, and coworkers could critique me on as a first year teacher (and for all the years after). Reminding myself of this gives me more patience and tolerance (on most days). I wish all others had this insight. The negativity doesn't do much for anybody.
SO, having said that I don't want to end on just the rants. So, here's some bits of good news!!
1. Next week I get to have a short reunion with my family in Las Vegas as we get together for my cousin's (who is much like a sister to me) wedding. I am thrilled about that and looking forward to the little HURRAH! right before field.
2. Our family is growing. I recently found out that I am pregnant and we are expecting...and the timing is perfect! End of May or sometime June. I will be graduated, with my degree (hopefully), and will have a couple months home before going into the teaching world. (Assuming I have to financially).
Having just expressed how overwhelmed I am, and having overheard (and likely been heard) venting about the program, teachers, assignments, etc., I am certain that all that negativity has to come from us just feeling burned out and overwhelemed. Overall, I love the program, think it is wonderful and am proud to be a future graduate of the UVU program. I think the teachers in the education program do a great job of teaching the best they can, according to how we learn to teach. It is easy to be on our side and cast judgements, disagree and be negative but one day soon, we are going to be wearing the shoes of those we judged and were so critical of. I hate to think what parents, students, and coworkers could critique me on as a first year teacher (and for all the years after). Reminding myself of this gives me more patience and tolerance (on most days). I wish all others had this insight. The negativity doesn't do much for anybody.
SO, having said that I don't want to end on just the rants. So, here's some bits of good news!!
1. Next week I get to have a short reunion with my family in Las Vegas as we get together for my cousin's (who is much like a sister to me) wedding. I am thrilled about that and looking forward to the little HURRAH! right before field.
2. Our family is growing. I recently found out that I am pregnant and we are expecting...and the timing is perfect! End of May or sometime June. I will be graduated, with my degree (hopefully), and will have a couple months home before going into the teaching world. (Assuming I have to financially).
Wednesday, October 21, 2009
Fullfilling the Promise - pg 120-162
I am surprised at and appreciative for all the helpful, practical information that is packed into this book! Just when I thought we were done with the book and it couldn't get better, we had this reading/ reviewing to do which drew my attention to all the wonderful tools she put in here. (And honestly, I probably wouldn't have taken the time to know to explore the back of the book, to find these wonderful resources and examine them had it not been an assignment..and I would have missed out!)
Graphic Organizers:
I like the comparison graphic organizer and the way it it set up. I am familiar with this type of graphic organizer and think they are fun and easy to use. I also really like the Interactive notes. As we've talked in our literacy class and learned more about comprehension and such, I can see that using this type of graphic organizer would be extremely beneficial to students, and it's not one I have ever seen before.
Clarifying Learning Goals:
Something I hadn't thought about before until coming across the Developing Clarity about Learning Goals tools, was the idea of posting things on my wall, that will not only be helpful or guide the students, but myself as a teacher too. But why not? It would be "our" classroom, so it makes sense to have information posted on the walls that are both helpful to the student AND the teacher.
Learning Menus:
I love the idea of learning menus. It seems like one great way of differentiating instruction and meeting the instructional needs of several student levels. IT also gives students choice, something we've learned is important to students and gives them some control over their own learning.
Think-Tic-Tac-Toe:
Similar to the learning menus, this activity gives students choice and control over their learning. However, it is also tiered, allowing for teachers to differentiate based on readiness level. I can see myself using this type of activity to help differentiate for my students. It is easy, straight-forward and all of the activities are engaging and of equal merit.
RAFT: Role, Audience, Format, Topic
I love this activity and was first introduced to it in our Social Studies Methods class. I feel like this type of activity makes studying a particular topic more fun, more applicable to the lives of students, and more engaging. I think it helps focus students' attention as well, helping with comprehension.
Tiering:
I love that she added the graphic of the equalizer to help guide us (the reader), as we plan our lessons and aim to differentiate our lessons. It breaks it down and along with the tiered example lessons, seems to make it seem manageable and not as hard as I imagined tiering a lesson would be.
Complex Instruction:
This seems like a wonderful way to help students learn, relate their learning to real life and be in charge of their learning. The benefits of doing such lessons and having students work with and learn together are so great it makes me wonder why we don't see more of this type of instruction.
Rubrics:
Until being in this program, I don't think I had ever been exposed to a rubric before, and I know I didn't consider giving rubrics to my students. However, in my own learning rubrics have been very helpful in helping guide me as I fulfill an assignment. Rubrics clearly outline the expectations of the teacher and there is no question for the student as to what needs to be done. Seeing how helpful they've been in my own learning, I now do plan to use rubrics in my future classroom.
Learning Contracts:
I loved the idea of learning contracts. Similar to rubrics they give students an idea of what is expected of them and allows students to work on their tasks at their own pace. The ticket idea given in the book seemed like a great, fun idea that would get students motivated (just by the shape and idea of the ticket).
Think Dots:
I think this is a clever idea and can see myself using this tool in my future classroom. I love the choice it give students (in a game like way), and the versatility it gives the teacher and students, and I love the focus on the specific topic of study.
Multiple-Entry Journals:
As a student myself, I do remember having journals, but they were writing journals in 1st-3rd grade and we could journal about anything. I never remember having a journal where I wrote about concepts, strategies or ideas that came from my exploration or study of a topic in class. In our science methods class, and other classes, I can see where journals are a wonderful way to help students be involved in their learning, process their learning, grow in their learning, and express things about their learning they might not otherwise. These journals can be a great resource for the teacher in helping guide instruction and differentiate instruction.
All of these tools are so great to have learned about and to have as a future teacher in my resources. As much as I'd like to think I will remember all these wonderful ideas, I know my memory isn't that great so I am glad to have this resource.
Graphic Organizers:
I like the comparison graphic organizer and the way it it set up. I am familiar with this type of graphic organizer and think they are fun and easy to use. I also really like the Interactive notes. As we've talked in our literacy class and learned more about comprehension and such, I can see that using this type of graphic organizer would be extremely beneficial to students, and it's not one I have ever seen before.
Clarifying Learning Goals:
Something I hadn't thought about before until coming across the Developing Clarity about Learning Goals tools, was the idea of posting things on my wall, that will not only be helpful or guide the students, but myself as a teacher too. But why not? It would be "our" classroom, so it makes sense to have information posted on the walls that are both helpful to the student AND the teacher.
Learning Menus:
I love the idea of learning menus. It seems like one great way of differentiating instruction and meeting the instructional needs of several student levels. IT also gives students choice, something we've learned is important to students and gives them some control over their own learning.
Think-Tic-Tac-Toe:
Similar to the learning menus, this activity gives students choice and control over their learning. However, it is also tiered, allowing for teachers to differentiate based on readiness level. I can see myself using this type of activity to help differentiate for my students. It is easy, straight-forward and all of the activities are engaging and of equal merit.
RAFT: Role, Audience, Format, Topic
I love this activity and was first introduced to it in our Social Studies Methods class. I feel like this type of activity makes studying a particular topic more fun, more applicable to the lives of students, and more engaging. I think it helps focus students' attention as well, helping with comprehension.
Tiering:
I love that she added the graphic of the equalizer to help guide us (the reader), as we plan our lessons and aim to differentiate our lessons. It breaks it down and along with the tiered example lessons, seems to make it seem manageable and not as hard as I imagined tiering a lesson would be.
Complex Instruction:
This seems like a wonderful way to help students learn, relate their learning to real life and be in charge of their learning. The benefits of doing such lessons and having students work with and learn together are so great it makes me wonder why we don't see more of this type of instruction.
Rubrics:
Until being in this program, I don't think I had ever been exposed to a rubric before, and I know I didn't consider giving rubrics to my students. However, in my own learning rubrics have been very helpful in helping guide me as I fulfill an assignment. Rubrics clearly outline the expectations of the teacher and there is no question for the student as to what needs to be done. Seeing how helpful they've been in my own learning, I now do plan to use rubrics in my future classroom.
Learning Contracts:
I loved the idea of learning contracts. Similar to rubrics they give students an idea of what is expected of them and allows students to work on their tasks at their own pace. The ticket idea given in the book seemed like a great, fun idea that would get students motivated (just by the shape and idea of the ticket).
Think Dots:
I think this is a clever idea and can see myself using this tool in my future classroom. I love the choice it give students (in a game like way), and the versatility it gives the teacher and students, and I love the focus on the specific topic of study.
Multiple-Entry Journals:
As a student myself, I do remember having journals, but they were writing journals in 1st-3rd grade and we could journal about anything. I never remember having a journal where I wrote about concepts, strategies or ideas that came from my exploration or study of a topic in class. In our science methods class, and other classes, I can see where journals are a wonderful way to help students be involved in their learning, process their learning, grow in their learning, and express things about their learning they might not otherwise. These journals can be a great resource for the teacher in helping guide instruction and differentiate instruction.
All of these tools are so great to have learned about and to have as a future teacher in my resources. As much as I'd like to think I will remember all these wonderful ideas, I know my memory isn't that great so I am glad to have this resource.
Wednesday, October 7, 2009
CH 7. Fulfilling the Promise
I absolutely L-O-V-E-D loved (can you tell I've been reading Clementine to my daughter?) reading this last chapter. I felt like it was worded just for me. It was the final pep talk, encouragement boost and last big HURRAH I needed to feel confident enough to get out there, and BECOME a differentiating teacher!
One part that I loved about this last chapter (although there are so many things I loved), was that she addressed one of the biggest questions that probably has run through all of our heads since we first began learning about differentiation; "Why is it so hard?" I love the understanding that comes through when she says, "It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives" (p.90). THAT describes perfectly a fear I have had. I WANT so badly to be a differentiating teacher, but I don't want to sacrafice the well-being of my own family and child. I want to nuture, teach and help all of my students, especially those that are suffering from deep scars, but not at the expense of creating deep scars in my own child. It almost seems dismal as she describes why it is so hard, (although you appreciate that she understands and "gets" what her readers are feeling).
However, she doesn't leave you feeling hopeless and unable. She gives you the following beautiful guarantees that make me want to try! She says, "The more promising for students our decision is, the more complex it will be to live out. The more full professional we want to become, the greater the risks we take. The more artful we want our work to be, the clumsier we will look along the way...BUT there is one more guarantee. The more willing we are to take the risks, the better the lives of our students are likely to become, and the greater the fulfillment we are likely to feel at the end of the day"(p.91).
She says that, "if we allow ourselves to fall in love with what we do, we will be reborn countless times, almost always in a form stronger and more fully human than the one that preceded it. Thus it may be that to teach more responsively, more effectively, we ultimately need to accept two challenges:
1) We need to cultivate passion for what we do
2) We need to remove our protective armor and allow our students to shape us, reflecting on and learning from what we see (p. 92)
If we sincerely and truly love the calling of a teacher and immerse ourselves in it, and give of ourselves, becoming vulnerable, then we will become differentiating teachers. Not overnight. Not in a week. But it will be a progressive development that will refine us as we emerge from each year spent with a group of new students. What a wonderful opportunity!! The picture she paints makes me sad for those teachers who teach their whole lives, and never get it. Never have this wonderous change and refining occur.
Another part of this chapter I really connected with was the metaphor examples. I throroughly enjoyed these. The metaphor of gravy reminded me of my grandmother. Ever since I can remember, at Christmastime, she would bake all kinds of Christmas cookies, treats and candies. She would spend hours upon hours in the kitchen. Days upon days leading up to Christmas. I remember one year she even had us help her use different colored chocolate to paint the decoration on top of the chocolate candies she had made (instead of just letting them be plain old chocolate colored). I am sure it was laborous for her to stand on her feet all those hours, bent over the kitchen stove, cleaning up messes. But, rather than seeing it as a chore or tradition she had to do, she began to enjoy it and love it. Although I have tried to make Grandma's Christmas treats, I can't quite do them the way she did them and get them to turn out the way hers did. I have kept on the tradition of Christmas baking and treat making, but I have learned to adapt the recipes she has given me, adding some of my own, and taking out others that didn't quite fit, so that I have the perfect Christmas goodie fit for myself and my family.
These metaphors helped me to realize that become a differentiating teacher is exactly the same idea. I have had awesome examples of differentiating teachers throughout this program and have come out of their classes with a great respect and admiration for them. At times, I have wished that I could teach like them. HOWEVER, I have come to see that I can't teach like them. I can't differentiate like them. I can only differentiate like me - what fits me. AND because I haven't yet taught and had experience differentiating, it is going to be a work in progress - something that develops. Differentiation for each person is as different as comparing their fingerprints. Each persons' is unique to them.
The last part of this chapter I was moved by(and I am not over-exaggerating - I was really getting emotional reading this last chapter and felt like she was right there, cheering me on and encouraging me forward), and it was the BIG HURRAH for me so I am going to quote it here to end my post:
"We learned to ride a bike not by studying about it until we were confident, but by getting on, falling off, and climbing on again...We learn by beginning and by keeping on. Our young, our schools, our country, and our world are better for each teacher who musters up all the courage he or she can find and says to the fox, "Can you show me how to tame you?"
One part that I loved about this last chapter (although there are so many things I loved), was that she addressed one of the biggest questions that probably has run through all of our heads since we first began learning about differentiation; "Why is it so hard?" I love the understanding that comes through when she says, "It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives" (p.90). THAT describes perfectly a fear I have had. I WANT so badly to be a differentiating teacher, but I don't want to sacrafice the well-being of my own family and child. I want to nuture, teach and help all of my students, especially those that are suffering from deep scars, but not at the expense of creating deep scars in my own child. It almost seems dismal as she describes why it is so hard, (although you appreciate that she understands and "gets" what her readers are feeling).
However, she doesn't leave you feeling hopeless and unable. She gives you the following beautiful guarantees that make me want to try! She says, "The more promising for students our decision is, the more complex it will be to live out. The more full professional we want to become, the greater the risks we take. The more artful we want our work to be, the clumsier we will look along the way...BUT there is one more guarantee. The more willing we are to take the risks, the better the lives of our students are likely to become, and the greater the fulfillment we are likely to feel at the end of the day"(p.91).
She says that, "if we allow ourselves to fall in love with what we do, we will be reborn countless times, almost always in a form stronger and more fully human than the one that preceded it. Thus it may be that to teach more responsively, more effectively, we ultimately need to accept two challenges:
1) We need to cultivate passion for what we do
2) We need to remove our protective armor and allow our students to shape us, reflecting on and learning from what we see (p. 92)
If we sincerely and truly love the calling of a teacher and immerse ourselves in it, and give of ourselves, becoming vulnerable, then we will become differentiating teachers. Not overnight. Not in a week. But it will be a progressive development that will refine us as we emerge from each year spent with a group of new students. What a wonderful opportunity!! The picture she paints makes me sad for those teachers who teach their whole lives, and never get it. Never have this wonderous change and refining occur.
Another part of this chapter I really connected with was the metaphor examples. I throroughly enjoyed these. The metaphor of gravy reminded me of my grandmother. Ever since I can remember, at Christmastime, she would bake all kinds of Christmas cookies, treats and candies. She would spend hours upon hours in the kitchen. Days upon days leading up to Christmas. I remember one year she even had us help her use different colored chocolate to paint the decoration on top of the chocolate candies she had made (instead of just letting them be plain old chocolate colored). I am sure it was laborous for her to stand on her feet all those hours, bent over the kitchen stove, cleaning up messes. But, rather than seeing it as a chore or tradition she had to do, she began to enjoy it and love it. Although I have tried to make Grandma's Christmas treats, I can't quite do them the way she did them and get them to turn out the way hers did. I have kept on the tradition of Christmas baking and treat making, but I have learned to adapt the recipes she has given me, adding some of my own, and taking out others that didn't quite fit, so that I have the perfect Christmas goodie fit for myself and my family.
These metaphors helped me to realize that become a differentiating teacher is exactly the same idea. I have had awesome examples of differentiating teachers throughout this program and have come out of their classes with a great respect and admiration for them. At times, I have wished that I could teach like them. HOWEVER, I have come to see that I can't teach like them. I can't differentiate like them. I can only differentiate like me - what fits me. AND because I haven't yet taught and had experience differentiating, it is going to be a work in progress - something that develops. Differentiation for each person is as different as comparing their fingerprints. Each persons' is unique to them.
The last part of this chapter I was moved by(and I am not over-exaggerating - I was really getting emotional reading this last chapter and felt like she was right there, cheering me on and encouraging me forward), and it was the BIG HURRAH for me so I am going to quote it here to end my post:
"We learned to ride a bike not by studying about it until we were confident, but by getting on, falling off, and climbing on again...We learn by beginning and by keeping on. Our young, our schools, our country, and our world are better for each teacher who musters up all the courage he or she can find and says to the fox, "Can you show me how to tame you?"
Wednesday, September 30, 2009
Ch. 5 & 6 Fufilling the Promise
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!
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 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.
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