Fulfilling the Promise Pgs. 104-119

I really enjoyed this weeks reading....I actually was a nice(much needed break) from all the stuff running through my head! Things that need to be done, requirements for this assignment and that, stuff to plan for. It was nice to look at somthing and just enjoy seeing new ideas and not have to do too much figuring. I can really see how I could use the schedule chart. I actually saw somthing simalar done in a Kindergarten room( however it was layed out on a low bulliten board) using little metal tags on nails with students name on them , to signify where to go , what to work on and with what group. the tags were color-coded which made it simple for the students. This schedule is very neat and organized and seems like it would be simple to rotate the students for the folowing day or throughout the week. I was a bit confused on the checklists of student skills. Are the skills monitored by the student reading to the teacher one on one? It seems likea great strategy other than that, helping to find out what you can do to help that particular student. Writing Bingo also seemed like a long term idea that would keep the students excited and get them to Really write in the many different forms. I really liked it!

Reading for Oct. 28th: Part 2 of Differentiation in Practice

I enjoyed discovering this resource of sample differentiated units in our text book. They were interesting to look through and get a feel for actual units in a veriety of ways. I can see myself not only using them but especially using the formats and strategies and putting in a differnet content area or topic. they are definately somthing i will look back on when planning my field lessons and when I actually start teaching.
One of the lessons I enjoyed is the "We're all in it together." For one I always enjoy when Kinestetic activities are involved in any lesson or unit. I feel that it is a verybenefitial way of getting ideas across to students. I also can connect to and undetrstand the raft idea(by doing it in class last week) and that it is catering to the different learning profiles of the students. I also liked how the learning contracts were differentiated by colors based on interests and learning preferences.

Reading For Oct. 21st, pgs 120 to 162

As I am looking through this weeks reading assignment I really understand how the "When You Work With Peers..." evaluation checklist. I think it would benefit me as a group member and motivate me to contribute in my group assignments, so why couldn't it benefit students and how they work as a group. Another idea I found interesting is the learning menus. I actually understand the menu idea much more from class today than i would have by just reading the description and example. I can see very clearly that a menu can be a whole unit that can last days or weeks. I am a much more visual learner, so your in-class activities and lesson plans really help my understanding of these concepts. For our in class activities I was in the Raft group and it was clear to me the task but the help of my group members and their knowledge of it, helped a whole lot more. Thank you for these experiences!!For the Think Dots Idea.... the dots on the organizer resemble the number that comes up on the die, which i overheard in class. Is the lesson tiered? toward interest? I am a little confused on that. I understand the idea of the activities and how the activities are chosen. Overall I really enjoy learning about strategies that can be incorporated into any unit or lesson and for any students.

Reading For Oct 14th (Pgs. 136-140)

I actually read this assignment last week and included it in that post, but as I was reviewing it tonight I enjoyed looking over some of the examples. While I was reading tiered example number one, which was very clear and understandable to me, it reminded me alot of your tiered music lesson we did in class last week. The format was the same, instructions were the same and task were similar in that we had a list of things to master and then had to present. I really liked the idea of the directions coming in varied sources (the teacher, typed, tape recorded.) In class last we my favorite part was the showing of various talents in class. Even though some groups were more musically challenged, each group still had their uniqueness and task to present, in which they were successful at. Tiered Learning gives room for every students success. Each student can and will likely be challenged and achieve fulfillment in a tiered activity. I really enjoyed reading the examples given and could see how benefits of tiering could be gained in my classroom.

Fulfilling the Promise: ch. 5-6/ Tiering

Fulfilling Chap. 5-6

What I found valuable in this weeks reading assignment was the statement on page 67. The statement includes, "...we cannot affirm the learner, cannot afford the learner purpose, power, challenge, and contribution, unless we work to know the child. We cannot respond effectively to individual learners only with invitation, investment, persistence, opportunity, and reflection that are focused on the whole class." The vehicles of instruction and curriculum must be done effectively using the strategies it describes in the text including scaffolding, Importance, demanding, Engaging, and Focused.
These two chapters have been a little more blurry than the previous readings, it just didn't seem to stick and be as exciting as the other topics. I may go back and reread parts of it for some interest. I am kind of disappointed that I was able to be as interested.


Tiering
As I read a little about Tiering, It reminded me a lot about my experience in spring field experience. My cooperating teacher had her class "Tiered" into reading groups that were split up by ability or readiness level. Each group would meet daily and have a book on their level that they would be reading and completing assignments related to their book. This idea may have another term? But its what popped into my mind. I enjoyed reading about the Tiered examples in the text. The alien-body part activity sound like a fun activity to be paired up with someone of different level that you to be able to get that extra help.

Fulfilling the Promise Chap. 3+4

First of all, my favorite idea from chapter 3 was first year teacher's Esme Codell: "In the morning....I say good morning real chipper to every single child and make sure they say good morning back....then i collect "troubles" in a "troubles" basket..." i think this is and excellent idea and way to start the day. First of all she is recognizing that each child is there at school and stating of on a good attitude and making conversation with each of them. This can make a student feel very special. Next she collects troubles in a basket...this is a great way to let the students know you care about what they have to say, that you'll read them and it is less likely for them to come in and blurt out something that might have been better left confidential and discussed between only the two of you. It is also a good way to eliminate some of the tattling they may come in with.

I also enjoyed Reading about the five ways a teacher responds to students needs: Invitation, opportunity, investment, persistence and reflection. These send messages to the student and let them know that we are there for the good of their learning and will respond in the ways needed.

Environment is a huge quality that can make or break the students quest for affirmation, contribution, power, purpose, and challenge. If a student is not comfortable in their surrounding the only thing that will happen is they will shut down and shut out any strategy you try to get them to learn. The physical and affective attribute must be present the first time the student enters the classroom. I think the environment and your attitude about the environment and the students are most important in how the students feel at school, and in the classroom. "It will often be the first messenger of how learning will be in this place."(pg. 37)

In scenario 2 : Mr. Atcheson: I enjoyed his "One on One" strategy : because he did it pretty often I think it is good to get continual feedback from your students and also to keep learning about you students throughout the year, as opposed to a student survey at the beginning of the year, this would bring up new things throughout the year. I think it is a great idea.

File of Inventories/Pre-Assessments

One survey that served for the most potential would be the Content Specific Survey, In my first semesters field, I was able to become familiar with a KWL form of pre-assessment, so this survey came in as being similar to that method. I would use this survey possibly a few days before or the first day of a content unit. It would give me a clear understanding of what the students wanted to know, and test them to see if they actually knew the basics of the unit. This would give me a good idea of where to start my instruction. I would also know which students needed the extra help on the content and how I can help them, through differentiation. I really enjoy these methods of differentiation and assessment.

Fulfilling the Promise pgs. 100-103

I enjoyed this reading assignment, even though it was brief, it was enjoyable but relaxing. It left some time for me to reflect on the subject of student surveys. This strategy of giving your students an interest strategy would work very well in helping you to group your students according to their individual learning style. This information would also seem to work well in helping you gain their comfort and trust by making connections with their interests inside and outside the classroom. This information can be used to shape you lessons and units around so that children are interactive and they will be able to learn about one anothers' interests.
After reading these two types of inventories I figured, i liked the questions that asked where the student has found success in school. This question would help me to notice that subject or concept they did well in. Then, I would ask questions about the areas they would like extra help in or that they knew they were not confident in. After receiving this information, I would then group students according to their weaknesses and work with those groups in that subject area.

Reflecting on Comments

Thank you for your questions, Nancy! I am enjoying this blogging process and I am comfortable and feel it is helpful to get my thoughts about class and the readings out. Your comments help remind me to include a broader thought on the subject differentiation, and not just certain points that interested me.
So Far, and from what I've learned in class, differentiation in a classroom would be The teachers strife to meet the variety of needs, by the use of teaching strategies, that are introduced to him/her through her students and classroom community. I know that is very broad and doesn't include some of the terms introduced today in class. There is so much more entailed in the process of differentiation. From here, I guess I would study the diagram that was introduced and create a personal definition that would include more of the ideas that fit into differentiation. Today's lesson helped very much to define differentiation for me a little more. I enjoyed it!

Fulfilling the Promise, Chap. 1-2

As I began reading this weeks assignments, I seemed to have forgotten all the stress that arose from last Weeks reading, of the challenges I would face at trying to differentiate my classroom to meet the individual needs that would promote success in my students. As I started reading the section about the two students, Dushawn and Biancas specific, individual needs. This type of circumstance seemed like a huge trial to connect with.
The next section, I really enjoyed, spoke about class snapshots as opposed to individual portraits. I can see how it could be very easy and pleasing to look at your class, doing well, and assume your plans must be working. This is a class snapshot, when you really aren't taking into account your students individually. This makes it important to connect with your students, get to know their interests and learning profiles. This will make it easier and you'll be more successful at monitoring and assessing each student on their own level.
I enjoyed the text that read, "...at some points, virtually every learner is a Dushawn, needing to be seen, understood and responded to as an individual." This made me realize that, when differentiating you classroom, there is not just a list of students with special learning needs, the list will include each one of your students. No student should be left out of your list and be excluded form your connections and careful thought. they will likely all need some sort of differentiation throughout the year.

Differentiation in Practice And Morning Meetings

I actually really enjoyed this weeks reading assignments. I found it interesting to read about morning meetings and the many benefits that come from them. I see them as being a very valuable experience to a classroom community. I also enjoyed learning about the strategies for showing the benefits of these meetings to parents. I enjoyed the idea of inviting the parents out to a morning meeting or holding one at back to school night. I would rather invite parents to sit through a Morning meeting during back to school night, because the children would be more likely to show their real self as if they were in your classroom, and not have to "act" in from of their parents or another adult.
Another idea I found interesting in the section about Responsive Classroom Approach, The "Hopes and Dreams" concept. I liked that the parents had the opportunity to participate and decide what gaols would be worked on for their student, over the course of the year. Me being a parent would love to take part in the goals my child works on at school. I would love to have any part of participation and inclusion in my child's classroom. I feel that if a teacher would go as far as to include me in my child's success, they will work even harder to help the students gain success throughout the year.

In the book, Differentiation in Practice, I did begin to get the feeling that the process of differentiation was too hard and a very arduous process to begin and follow through with. I do however believe that it can make or break your success as as a teacher and the success of your students. I know it is something that must be done. The best ways I saw, in Part 1, of tackling or helping the process would be, To pay attention to the ways to be a responsive teacher.(Who, what, where, when or how to teach) I would begin the year out by keeping a list of traits that I discover about each student including: gender, culture, personal interests, ability, experience, and intelligence preferences. I would use morning meetings and grouping methods to decide on individual needs of each student.

I really enjoyed this reading and am now more excited about this class and the many more ideas and strategies I will learn about.