Life on the Trail
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Monday, October 20, 2008
120-162 October 21, 2008
The graphic organizers found in 120-162 were awesome! They would be great resources to help students learn to organize and analyze their ideas. The stars and planets organizer reminded me a lot of a Venn diagram, I have never seen it done quite like that before. Some of the other organizers looked like they were a lot like lesson plans with a Know category, Understand category and a Do category (pg 125) I thought that these would be great for my personality, because sometimes writing a whole lesson plan can be a hassle, but I don’t think its important to know KUD for each lesson and what your objectives are so I liked this organizer and how you can still plan but in a fun, visual way. Also, the Raft’s are my favorite! They allow you to differentiate for all students and all of them you can tier if they haven’t been tiered already. I would like to try and use them in my student teaching for math or science; I think the kids would really enjoy them. The other organizers I can see myself using are the Multiple-entry journals (pg. 161) for this upcoming field because it allows students to help students draw and then apply what they have been learning. I really liked this reading this week because we can use all of these worksheets later on.
Monday, October 13, 2008
Tiering rejecting "One size fits all" approach to curriculum and instruction
1. My understanding is: That Tiering is an approach intended to help students at their readiness level and to do so at levels of difficulity appropriately challenging for each student.
*Components of Good Tiering: Establishing what students should know, understand, and be able to do as a result of the activity. Develop assignments/activities that are engaging and focus on goals. Prepare students at their readiness levels. Create multiple versions of a task at DIFFERENT degrees of difficulty.
2. Tic Tac Toe #1 version is tiered=Both versions ask students to explore the concepts but are tiered. RAFT tiered for interest and readiness.
3. Learning contracts are tiered for their individual needs for self-management. The reason I think it is tiered is because she stated that each ticket had a dfferent assignment under the common heading or topic on the ticket. I liked this idea because Each student is accountable for themselves and is slowly making them less dependent on the teacher and more independent individuals.
Think Dots: The think dot versions 1,2,3 it seemed different in difficulty which would be tiering for readiness. If the teacher seperated the students into readiness groups and had the think dot worksheet that was appropriate for each level this would be a wonderfully developed tiered activity. (it reminds me of the activity we did in class a few weeks back on the Hallmarks of Differentiation)
Multiple Entry Journal: "The mutliplue entry journal provides a structure to guide all students' reading by promoting focus, concentration, and thought as they read." They are great tools to help students become more proficient in using text materials. This would also be tiered for readiness, the first version with many concepts could help the students really struggling and needs focus. The second version is more for the average student with a few things to remember and to apply while reading. Then the third version would be for advanced learners who may not need as much direction and understand the reading strategies and who manage independently.
My question: Is there a book that is full of engaging lesson ideas/plans(that correlate with grade levels) that assist teachers to tier lessons?
*Components of Good Tiering: Establishing what students should know, understand, and be able to do as a result of the activity. Develop assignments/activities that are engaging and focus on goals. Prepare students at their readiness levels. Create multiple versions of a task at DIFFERENT degrees of difficulty.
2. Tic Tac Toe #1 version is tiered=Both versions ask students to explore the concepts but are tiered. RAFT tiered for interest and readiness.
3. Learning contracts are tiered for their individual needs for self-management. The reason I think it is tiered is because she stated that each ticket had a dfferent assignment under the common heading or topic on the ticket. I liked this idea because Each student is accountable for themselves and is slowly making them less dependent on the teacher and more independent individuals.
Think Dots: The think dot versions 1,2,3 it seemed different in difficulty which would be tiering for readiness. If the teacher seperated the students into readiness groups and had the think dot worksheet that was appropriate for each level this would be a wonderfully developed tiered activity. (it reminds me of the activity we did in class a few weeks back on the Hallmarks of Differentiation)
Multiple Entry Journal: "The mutliplue entry journal provides a structure to guide all students' reading by promoting focus, concentration, and thought as they read." They are great tools to help students become more proficient in using text materials. This would also be tiered for readiness, the first version with many concepts could help the students really struggling and needs focus. The second version is more for the average student with a few things to remember and to apply while reading. Then the third version would be for advanced learners who may not need as much direction and understand the reading strategies and who manage independently.
My question: Is there a book that is full of engaging lesson ideas/plans(that correlate with grade levels) that assist teachers to tier lessons?
Sunday, October 5, 2008
October 7 Reading
Fulfilling the Promise
Chapter 5 & 6
October 7, 2008
Chapter 5
“Teachers shape lives, not be providing a sturdier network of social services, not by helping the child explore the psyche, But by equipping students with the intellectual wherewithal necessary to make their way in a world that increasingly demands academic preparation for full societal participation”
This part in the reading made me laugh a little to myself because I realized that there are times where our job will feel like a “sturdier network of social service” and there may be moments when we think to ourselves “I should have just majored in psychology, it sure feels like the same thing” however, sometimes it is necessary to help meet the basic needs of our students before we can begin to teach them. My favorite part came afterwards when she said, “We want to help students develop the knowledge, understanding, and skills necessary to be fulfilled and productive members of society THROUGH curriculum and instruction.” She went on to re-tell her memories of a math teacher who did not challenge her but instead made her feel incapable. Her statement was “I was not challenged; I was overcome.” As teachers it is important to have a clear outline of what we want our students to learn, “coverage is impossible, we must find what is most vital and teach it.”
We must strive to have a focused and strong instructional base. “We must specify precisely what students should know, understand, and be able to do as the result of a unit. We must be CLEAR about what is essential, pre-assess and assess along the way and that way we will be “armed with a better sense of where students stand.” (Readiness)
The text also talked about how Backward Design is a great way to helping student arrive successfully all the way through with precise planning.
Favorite Genius Statement: “Learner engagement occurs when a teacher sees what’s really powerful in a topic, merges that with his or her own passions and talents, and creates a place of learning where there are enough materials, avenues, and inquiries to invite each student to use individual abilities and interests to explore intriguing ideas.”
Other statements that stood out to me:
“we feel better about ourselves when we work hard.
“Teacher makes necessary the growth and provides the support system that guides the growth.”
Chapter 6
“Effective curriculum and instruction are tightly bound to one another and to learning environment and student affect.”
I liked the examples of Mr. Johson and how he was able to plan multiple ways to teach and revisit the essentials. I loved how he would guide the students in developing principles and would have different vocabulary and definitions to help assist them along the way. He made it meaningful and purposeful. He provided choices that ensured focus. I also liked how it suggested to have students contribute some options so long as each option required focus on specific learning goals, this would be a great way to motivate students and help them feel a great deal of ownership for their work. The chapter also talked about helping students with rubrics and varies scaffold worksheets that will increase their understanding of the unit. It talked about the many instructional approaches you can tier which include: writing tasks, homework, learning centers, computer tasks, product assignments, learning contracts, and labs. This helped me see many examples of how I can differentiate my classroom in a variety of ways to help accommodate for all learners.
Favorite quotes:
“The most successful students understand that their success results from their own effort.”
“This is hard, but you can do hard things, and I am not willing to let you settle for less.”
“I understand. I wish it weren’t difficult. But I also know that you will be stronger for working through the difficulties rather than allowing them to make you less than you could be.” (For this one I thought of how my students could feel when the work is challenging and also my point of view as a student and how you, nancy, help us by not having us settle for anything less, you make us reach, just a little above who we are to make us better. I admire that.)
Lastly, I liked the idea of having one student be the keeper of the book (and switch of periodically) I think that is very important in classrooms to give students responsibility and a sense of belonging.
Chapter 5 & 6
October 7, 2008
Chapter 5
“Teachers shape lives, not be providing a sturdier network of social services, not by helping the child explore the psyche, But by equipping students with the intellectual wherewithal necessary to make their way in a world that increasingly demands academic preparation for full societal participation”
This part in the reading made me laugh a little to myself because I realized that there are times where our job will feel like a “sturdier network of social service” and there may be moments when we think to ourselves “I should have just majored in psychology, it sure feels like the same thing” however, sometimes it is necessary to help meet the basic needs of our students before we can begin to teach them. My favorite part came afterwards when she said, “We want to help students develop the knowledge, understanding, and skills necessary to be fulfilled and productive members of society THROUGH curriculum and instruction.” She went on to re-tell her memories of a math teacher who did not challenge her but instead made her feel incapable. Her statement was “I was not challenged; I was overcome.” As teachers it is important to have a clear outline of what we want our students to learn, “coverage is impossible, we must find what is most vital and teach it.”
We must strive to have a focused and strong instructional base. “We must specify precisely what students should know, understand, and be able to do as the result of a unit. We must be CLEAR about what is essential, pre-assess and assess along the way and that way we will be “armed with a better sense of where students stand.” (Readiness)
The text also talked about how Backward Design is a great way to helping student arrive successfully all the way through with precise planning.
Favorite Genius Statement: “Learner engagement occurs when a teacher sees what’s really powerful in a topic, merges that with his or her own passions and talents, and creates a place of learning where there are enough materials, avenues, and inquiries to invite each student to use individual abilities and interests to explore intriguing ideas.”
Other statements that stood out to me:
“we feel better about ourselves when we work hard.
“Teacher makes necessary the growth and provides the support system that guides the growth.”
Chapter 6
“Effective curriculum and instruction are tightly bound to one another and to learning environment and student affect.”
I liked the examples of Mr. Johson and how he was able to plan multiple ways to teach and revisit the essentials. I loved how he would guide the students in developing principles and would have different vocabulary and definitions to help assist them along the way. He made it meaningful and purposeful. He provided choices that ensured focus. I also liked how it suggested to have students contribute some options so long as each option required focus on specific learning goals, this would be a great way to motivate students and help them feel a great deal of ownership for their work. The chapter also talked about helping students with rubrics and varies scaffold worksheets that will increase their understanding of the unit. It talked about the many instructional approaches you can tier which include: writing tasks, homework, learning centers, computer tasks, product assignments, learning contracts, and labs. This helped me see many examples of how I can differentiate my classroom in a variety of ways to help accommodate for all learners.
Favorite quotes:
“The most successful students understand that their success results from their own effort.”
“This is hard, but you can do hard things, and I am not willing to let you settle for less.”
“I understand. I wish it weren’t difficult. But I also know that you will be stronger for working through the difficulties rather than allowing them to make you less than you could be.” (For this one I thought of how my students could feel when the work is challenging and also my point of view as a student and how you, nancy, help us by not having us settle for anything less, you make us reach, just a little above who we are to make us better. I admire that.)
Lastly, I liked the idea of having one student be the keeper of the book (and switch of periodically) I think that is very important in classrooms to give students responsibility and a sense of belonging.
Friday, September 26, 2008
Reading Sept. 30th, ch. 3-4
Ch. 3
What
This chapter had so many great insights it will be hard to summarize without completely ruining her work (she is brilliant) but I’ll try my very best. At the very beginning of the chapter she talks about the way we “do school” often makes it easy to forget why teaching once seemed the best job in the world and we lose sight of what we once hoped for. The quote that made me laugh was when she said, “Most of us didn’t hope to be dispensers of information, sergeants of behavior, and captains of the test prep.” I could certainly agree with that statement, haha, however, sometimes we do need to be those things as well, but there is something more…we all had a vision of helping others and giving others an opportunity to become their best selves. I liked how she said that if we can see the impossible becoming possible than we can change the normal school setting into something truly powerful.
The chapter also went into depth about 5 most important concepts which include: affirmation, contribution, power, purpose, and challenge. Without these pieces how could we even assume to build together a place in which we can all become what we are meant to be? (Tomlinson)
The chapter also included great strategies and ideas that I could very easily incorporate into my future classroom to better assist to the needs of all of my students. It went on to talk about how teachers hold the great responsibility of becoming mentors to their students. How invested teachers exemplify the pursuit of excellence and work in pursuit of a dream to give all students an opportunity to become their best selves.
Favorite parts
“Houston, we have a problem” The second follows when the commander of operations in Houston pulls together a team of experts with varied specialties, outlines the critical nature of their role in trying to save the lives of the astronauts and concludes with the statement, “Failure is not an option”
“Given the nature of the classroom and its inhabitants, young lives are always at risk. There is always a problem. The teacher who believes deeply in the dignity and work of the individual and the group hears the echo, “Failure is not an option.”
I love love love that part in the book! I really got emotional reading that section and I thought it applied so beautifully to us as teachers. It sends out such a strong message of even though problems arise, we can work it out together, and that we will keep trying and never give up on anyone!
What now?
“We may encounter so many human needs at the very time we are so ill equipped to address them. Feeling such personal inadequacy may compel us to stop looking at the needs—to build a protective wall between the hurt of the young and our disappointment in ourselves.” (Tomlinson)
At times, I have thought this very thing. I don’t know how to help everyone right at this moment, but this passage has taught me that even though we may not be able to do it all at once or right way, does not mean we need to quit trying and give up. “Failure is not when we lose, failure is when we quit trying.” I have time to learn through experience and grow and as time goes by I will be able to meet the needs of the students in my classroom, but I know for now I’ll just have to be patient and have hope for the future, always looking forward to the positive.
Ch. 4
What
This chapter focused mainly on: classroom environment, building community, harvesting communication, classroom routines, support systems, and shared responsibility! It addressed different scenarios and ways to produce each of these components into a successful classroom.
Favorite parts
I liked Scenario #1 Ms. Schilm created four room-arrangement charts and posted them on a classroom bulletin board. Each had a different name: seminar group format, discussion format, small group format, and team format. Within a short time, she could say to her students, “Please rearrange the room in the seminary format” and in a matter of seconds, each student would move one or two pieces of furniture.
I thought this would be a great way to create classroom routines and to organize my classroom in a time efficient manner. I realize that I would have to have students practice this routine many times before it could be as proficient but I thought it would be a great way to get students to transition fast and students would know exactly what was expected of them.
I also liked the music idea, where the teacher would play music to indicate the end of independent reading time.
What now?
It is my turn to take the new information and strategies I have acquired in this chapter and try to figure out which ideas would work best for my personality and teaching style. Maybe some of the ideas may need to be twicked or changed a little according to my schedule. It is also my responsibility to keep some kind of journal so that I can pull these ideas together so when the time comes to organize my own classroom I will be prepared as humanly possible.
What
This chapter had so many great insights it will be hard to summarize without completely ruining her work (she is brilliant) but I’ll try my very best. At the very beginning of the chapter she talks about the way we “do school” often makes it easy to forget why teaching once seemed the best job in the world and we lose sight of what we once hoped for. The quote that made me laugh was when she said, “Most of us didn’t hope to be dispensers of information, sergeants of behavior, and captains of the test prep.” I could certainly agree with that statement, haha, however, sometimes we do need to be those things as well, but there is something more…we all had a vision of helping others and giving others an opportunity to become their best selves. I liked how she said that if we can see the impossible becoming possible than we can change the normal school setting into something truly powerful.
The chapter also went into depth about 5 most important concepts which include: affirmation, contribution, power, purpose, and challenge. Without these pieces how could we even assume to build together a place in which we can all become what we are meant to be? (Tomlinson)
The chapter also included great strategies and ideas that I could very easily incorporate into my future classroom to better assist to the needs of all of my students. It went on to talk about how teachers hold the great responsibility of becoming mentors to their students. How invested teachers exemplify the pursuit of excellence and work in pursuit of a dream to give all students an opportunity to become their best selves.
Favorite parts
“Houston, we have a problem” The second follows when the commander of operations in Houston pulls together a team of experts with varied specialties, outlines the critical nature of their role in trying to save the lives of the astronauts and concludes with the statement, “Failure is not an option”
“Given the nature of the classroom and its inhabitants, young lives are always at risk. There is always a problem. The teacher who believes deeply in the dignity and work of the individual and the group hears the echo, “Failure is not an option.”
I love love love that part in the book! I really got emotional reading that section and I thought it applied so beautifully to us as teachers. It sends out such a strong message of even though problems arise, we can work it out together, and that we will keep trying and never give up on anyone!
What now?
“We may encounter so many human needs at the very time we are so ill equipped to address them. Feeling such personal inadequacy may compel us to stop looking at the needs—to build a protective wall between the hurt of the young and our disappointment in ourselves.” (Tomlinson)
At times, I have thought this very thing. I don’t know how to help everyone right at this moment, but this passage has taught me that even though we may not be able to do it all at once or right way, does not mean we need to quit trying and give up. “Failure is not when we lose, failure is when we quit trying.” I have time to learn through experience and grow and as time goes by I will be able to meet the needs of the students in my classroom, but I know for now I’ll just have to be patient and have hope for the future, always looking forward to the positive.
Ch. 4
What
This chapter focused mainly on: classroom environment, building community, harvesting communication, classroom routines, support systems, and shared responsibility! It addressed different scenarios and ways to produce each of these components into a successful classroom.
Favorite parts
I liked Scenario #1 Ms. Schilm created four room-arrangement charts and posted them on a classroom bulletin board. Each had a different name: seminar group format, discussion format, small group format, and team format. Within a short time, she could say to her students, “Please rearrange the room in the seminary format” and in a matter of seconds, each student would move one or two pieces of furniture.
I thought this would be a great way to create classroom routines and to organize my classroom in a time efficient manner. I realize that I would have to have students practice this routine many times before it could be as proficient but I thought it would be a great way to get students to transition fast and students would know exactly what was expected of them.
I also liked the music idea, where the teacher would play music to indicate the end of independent reading time.
What now?
It is my turn to take the new information and strategies I have acquired in this chapter and try to figure out which ideas would work best for my personality and teaching style. Maybe some of the ideas may need to be twicked or changed a little according to my schedule. It is also my responsibility to keep some kind of journal so that I can pull these ideas together so when the time comes to organize my own classroom I will be prepared as humanly possible.
Thursday, September 18, 2008
pp 100-103, Pre-Assessments on Blackboard
I would use the information to help me to understand more deeply my student’s personal profile. It would not only assist me but also help my students begin to see their learning preferences and interests. I would probably give these sheets to my students on the first day of school or first week of school so I could gather the information about each student.
The only thing I could think to add is one more question asking if there is anything they think the teacher should be aware about them that may have not been addressed in the previous questions and also what motivates them or inspires them. This would help me as the teacher to not only be able to get to know each of my students but to also adjust my teaching method to better help inspire ALL of my students.
Oh my goodness, YES, all of them will hold very much potential for me to use in my ST classroom and with so many different pre-assessments--- I’d be able to trade off with a new pre-assessment. This would allow me to experiment and to see which one helps students the most efficiently. I know that personally, I love take assessments that help me get to know myself better, so I really think the students would enjoy learning about there individual preferences and getting to know themselves better too. Isn’t that part of our job as teachers to help validate students so that they can have respect for themselves and others? But yes, I could use most if not all of these assessments in class to get to know my students, to help them get to know themselves and to assist me in my endeavor to give all students the Equity that they need and deserve.
The only thing I could think to add is one more question asking if there is anything they think the teacher should be aware about them that may have not been addressed in the previous questions and also what motivates them or inspires them. This would help me as the teacher to not only be able to get to know each of my students but to also adjust my teaching method to better help inspire ALL of my students.
Oh my goodness, YES, all of them will hold very much potential for me to use in my ST classroom and with so many different pre-assessments--- I’d be able to trade off with a new pre-assessment. This would allow me to experiment and to see which one helps students the most efficiently. I know that personally, I love take assessments that help me get to know myself better, so I really think the students would enjoy learning about there individual preferences and getting to know themselves better too. Isn’t that part of our job as teachers to help validate students so that they can have respect for themselves and others? But yes, I could use most if not all of these assessments in class to get to know my students, to help them get to know themselves and to assist me in my endeavor to give all students the Equity that they need and deserve.
Friday, September 12, 2008
Chapters 1 & 2 Fulfilling The Promise of the Differentiated Classroom: Sept 16 Reading
Chapters 1 & 2 Fulfilling The Promise of the Differentiated Classroom: Sept 16 Reading
Favorite parts:
-Both fox and prince listen, both exemplify patience, both anticipate the days they spend together, both are enriched by what they share, both are givers and both are receivers. I liked this because all too often, the teacher is dominating force in the classroom that decides exactly what is taught, how it is taught, with little or no control given to the students. This statement corrects that and says “let’s share the power of learning, let’s explore it together, and lets come up with to the solutions together! We are a united Team!”
Key concepts of the Chapter: 4 student traits that teachers must often address to ensure effective and efficient learning. Those are readiness, interest, learning profile, and affect. A teacher in a differentiated classroom attends to all of these important aspects of each individual student. There are also 4 vitally important classroom elements which include: content, process, product, and learning. Process to me, really had an impact, and I really liked how it said, “Effective process ensures that students grapple with, apply, or otherwise make meaning of the information, ideas, and skills essential to a lesson.
I also agreed with how important the learning environment is the success of your students and it’s important to balance seriousness about the work with celebration of success!
-A distinctive responsibility of schools is to help young people develop the knowledge, skills, and understandings to contribute to society.
-The needs of the learner- Affirmation, Contribution, Power, Purpose and Challenge.
-Same needs, different “spins.” This specifically addresses the needs as a whole classroom but also the individual needs of students that require special modification.
Things to help improve my teaching:
-Teachers use what they learn about their students to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.
-Students want to feel a personal connection to those who share the classroom with them. ALL students want to be affirmed there!
-The MOST effective teaching does not seek transmission of knowledge isolated from human need, but rather attempts to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them.
-If a teacher connects learning to a child’s emotions, she is more likely to learn than if what is being taught remains remote from her emotions.
Ah-Ha Moment:
“If we risk taming the fox, days in school are no longer monotonous. Each day is a revelation.” There is truly a bond that comes with helping another human being and I liked this sentence because it proves that teachers can make a difference and can teach the curriculum in a way that will be interesting and useful to all students.
***Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts.
Favorite parts:
-Both fox and prince listen, both exemplify patience, both anticipate the days they spend together, both are enriched by what they share, both are givers and both are receivers. I liked this because all too often, the teacher is dominating force in the classroom that decides exactly what is taught, how it is taught, with little or no control given to the students. This statement corrects that and says “let’s share the power of learning, let’s explore it together, and lets come up with to the solutions together! We are a united Team!”
Key concepts of the Chapter: 4 student traits that teachers must often address to ensure effective and efficient learning. Those are readiness, interest, learning profile, and affect. A teacher in a differentiated classroom attends to all of these important aspects of each individual student. There are also 4 vitally important classroom elements which include: content, process, product, and learning. Process to me, really had an impact, and I really liked how it said, “Effective process ensures that students grapple with, apply, or otherwise make meaning of the information, ideas, and skills essential to a lesson.
I also agreed with how important the learning environment is the success of your students and it’s important to balance seriousness about the work with celebration of success!
-A distinctive responsibility of schools is to help young people develop the knowledge, skills, and understandings to contribute to society.
-The needs of the learner- Affirmation, Contribution, Power, Purpose and Challenge.
-Same needs, different “spins.” This specifically addresses the needs as a whole classroom but also the individual needs of students that require special modification.
Things to help improve my teaching:
-Teachers use what they learn about their students to modify content, process, product, and the learning environment to ensure maximum learning for each member of the class.
-Students want to feel a personal connection to those who share the classroom with them. ALL students want to be affirmed there!
-The MOST effective teaching does not seek transmission of knowledge isolated from human need, but rather attempts to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them.
-If a teacher connects learning to a child’s emotions, she is more likely to learn than if what is being taught remains remote from her emotions.
Ah-Ha Moment:
“If we risk taming the fox, days in school are no longer monotonous. Each day is a revelation.” There is truly a bond that comes with helping another human being and I liked this sentence because it proves that teachers can make a difference and can teach the curriculum in a way that will be interesting and useful to all students.
***Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts.
Monday, September 8, 2008
Nancy Peterson Reading Blog
Reading Assignment
Sept.8 Differentiation in Practice 1-14, Morning Meeting Packet
What?
The reading assignment covered essentially these few subjects which include: What is a Differentiated classroom, Hallmarks of a Differentiated Classroom, the thinking behind Differentiated Instruction and specific instructional strategies. To summarize, it explained exactly what it means to Differentiate and how the goal is to maximize the capacity of each learner by teaching in ways that help all learners bridge gaps in understanding and skill and help each learner grow as much and as quickly as they can.
Whereas, the article focused on Morning meetings and the many Pro’s that come with holding daily gatherings with your class. It also presented many fun and interesting ideas that would be very helpful in planning our own morning meetings.
So what?
Now, after this reading assignment,I’m better able to understand the term “differentiation” and the huge impact it can have on my future students. The outlines help me to organize what my responsibility is as a teacher and show me EXACTLY what my goals are in creating a Differentiated Classroom.
In the article, it talked about building a community and how management problems become easier because of the little time spent during the morning meetings to discuss, listen and build respect for one another. It’s amazing what little communication and a few fun activities can do to build stronger relationships. I feel like this article can help me become a more effective teacher.
What now?
A “a-ha” moment for me was when the book talked about Coach Mac and his teaching method with his baseball team. I really loved how he recognized that, “Talent is what you bring. Effort is what you give.” And that effort can be the equalizer in the classroom regardless of naturally ability. I know as a teacher I want to help students achieve to the best of their abilities and give EVERY student a sense of accomplishment knowing that they did their “personal best.” As the book said, Be the encourager! That’s exactly what I want to become.
As far as the article on Morning Meetings, I would like to apply many of the methods and examples the article suggested and would like to use the article as a reference to present to my future principal. I believe it makes a very good argument, and with countless examples shows how and why it is such a positive influence for good in the classroom. The article made me a believer!
Sept.8 Differentiation in Practice 1-14, Morning Meeting Packet
What?
The reading assignment covered essentially these few subjects which include: What is a Differentiated classroom, Hallmarks of a Differentiated Classroom, the thinking behind Differentiated Instruction and specific instructional strategies. To summarize, it explained exactly what it means to Differentiate and how the goal is to maximize the capacity of each learner by teaching in ways that help all learners bridge gaps in understanding and skill and help each learner grow as much and as quickly as they can.
Whereas, the article focused on Morning meetings and the many Pro’s that come with holding daily gatherings with your class. It also presented many fun and interesting ideas that would be very helpful in planning our own morning meetings.
So what?
Now, after this reading assignment,I’m better able to understand the term “differentiation” and the huge impact it can have on my future students. The outlines help me to organize what my responsibility is as a teacher and show me EXACTLY what my goals are in creating a Differentiated Classroom.
In the article, it talked about building a community and how management problems become easier because of the little time spent during the morning meetings to discuss, listen and build respect for one another. It’s amazing what little communication and a few fun activities can do to build stronger relationships. I feel like this article can help me become a more effective teacher.
What now?
A “a-ha” moment for me was when the book talked about Coach Mac and his teaching method with his baseball team. I really loved how he recognized that, “Talent is what you bring. Effort is what you give.” And that effort can be the equalizer in the classroom regardless of naturally ability. I know as a teacher I want to help students achieve to the best of their abilities and give EVERY student a sense of accomplishment knowing that they did their “personal best.” As the book said, Be the encourager! That’s exactly what I want to become.
As far as the article on Morning Meetings, I would like to apply many of the methods and examples the article suggested and would like to use the article as a reference to present to my future principal. I believe it makes a very good argument, and with countless examples shows how and why it is such a positive influence for good in the classroom. The article made me a believer!
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