Differentiation Reading #8 - Unit 2

I LOVE science. There are so many fun activities in the second section of Differentiation in Practice. I was so excited as I read through some of the material. The more I read the more I realize there are some great teaching methods and ideas that I would have never though of on my own. I love learning from others. I love how this section has a pre-assessment by going around the classroom and finding people who know certain things about plants. What a FUN activity. What I really love about this unit is there are so many fun, active, engaging processes that help students learn about plants. It does not appear dull and boring, where students read through a science book and answer questions on a worksheet.

Differentiation Reading #7 - The Tool Box

As I get more involved with my texts and other teaching resources, I feel secure knowing that when I teach I will have the tools I need to be successful. I am competent that if I need something I will be able to find resources that will help me, as a teacher, meet the needs of my students. This toolbox is another resource I will use to help me reach my teaching goals. I think using graphic organizers to understand topics better is good teaching. I also like using rubrics. I like them as a student and I know I will use them as a teacher. I have had the opportunity to use rubrics in the past. I think they help students understand what is required of them. Mostly, I like knowing that I have tools, such as the ones in the toolbox, to help me find success as a teacher.
One of the tools I found in the toolbox that I like is the learning menus. When using the learning menu, students get to make selections on the activities they participate in. All students have to complete tasks in the "main course". There are "side dishes" that students must complete an assigned number of, and desserts.
Students must complete all of the required tasks before moving onto desserts. This seems like a fun way to teach something specific with options all supporting an outlined curricular goal.
Another idea I like in the toolbox is the think dots. This idea is similar to the cubing. Students use the dots to extent their knowledge on a specific topic. This is a great way to differentiate.

Differentiation Reading #6 - Chapter 7

I like at the end of this chapter where the book asks, "How do we begin when there is no paved road for us to travel?" I think one of the key words mentioned in this chapter that may help answer this question flexibility. Teaching is a tough job. I believe that teachers have to adapt to a variety of circumstances. We must be responsive as teachers. I also believe that teachers must be intuitive in regards to students needs. The book describes several things we must do to become good teachers. Repetitively the phrase, "It's really quite simple," is used in this last chapter. I am not sure how simple this is going to be. Maybe the author is trying to reassure us that we are going to make it as teachers. I loved the metaphor of the young man who grew up with his mom making him the best spaghetti sauce ever. Later in his life he wanted to make his own so he got the recipe from his mom and made some "gravy". It never tasted the same. He explains that his mom's gravy tasted great because it was made with love. I believe this can make a huge difference in our instruction. It must be delivered with love. I love children and I love learning. I want to become a positive influence in students lives. I know that focusing on simple things will help me accomplish big things in my classroom. What I really hope to achieve is students will feel important in my class. They will want to learn because they are valued and loved. I want to teach and can hardly wait for the opportunity to have my own class!

Differentiation Reading #5 - Chapter 5 & 6

This chapter discusses many details about curriculum and instruction. I liked the example of the teachers at the beginning of chapter 5. One teacher knew math. That is exactly what she taught. She felt her job was to deliver the material, and the students were supposed to "get it". The other teacher learned about the students. She would do whatever she had to in order for the students to learn. I believe this is true. If I, as a teacher, invest my time in my students to the point that they know I care about them as individuals, they will want to learn. The author of the book explained that there were five characteristics of curriculum and instruction that helped her learn: the work was important, focused, engaging, demanding, and scaffolded. I especially liked how the book explains the importance of focused work. The students need to understand that the activities in class are focused on goals that are important and are designed to help students progress. It is important for both the teacher and the students to understand why specific curriculum is covered. In teaching it is important for the teacher to use what the students already know to help them learn more. The book explains, "teach them to activate prior knowledge, to see their lives and experiences in the lives and experiences of others, to be inquirers, to make meaning of the subject, to build conceptual frameworks, to grapple with thought-provoking questions, to make sound judgments, to develop authentic products that have meaning to themselves and others, to be active learners, to work hard, and to strive for quality."(p.66)

In chapter 6 I really enjoyed how the book describes how students need work that is important and focused. I think it is easier to accomplish a task when I know what I am supposed to be able to do in the end. The book talks about how students need to know, understand, and be able to do related to the topic being studied. The book also explains how providing scaffolding is critical in students success. Also, tiering is important in differentiating for students needs. I have children of my own, and I know that they all perform differently in different situations and with different tasks. As teachers, we need to provide a situation for each student that will make it possible for them to be successful in the classroom.

Differentiation Reading #4 - Response to Jaremy's Journey

Wow! I am amazed. I had to check out Jaremy's blog and I found myself unable to stop reading. What a great committment he has made. I am sure Jaremy has moments of feeling inadequate. What a tough job. I am also surprised to read about Jaremy's lack of resources. It saddens me to think about children who are not given a fair opportunity to be educated. I believe Jaremy is being a great teacher to his students. He loves them. As I read his posts, I could tell he is influencing his students to achieve because of his love and concern for their well-being. I think he is doing exactly what will benefit his students.
The text talks about how the curriculum needs to be important, focused, engaging, demanding, and scaffolded. Jaremy sounds like he is trying to accomplish these needs in the curriculum as well as fulfilling the students needs of affirmation, contribution, power, purpose, and challenge. He is truly doing the best he has with the resources that he has been given. I admire people like Jaremy. I would not be willing at this point in my life to commit to such a huge responsibilty. Maybe someday. Hats off to you Jaremy and I wish you the best in your adventure!

Differentiation Reading Assignment #3

I love any assignment that helps a teacher understand students better. One of my favorite parts of teaching is getting to know and love the students as individuals. I believe the students also love telling about themselves. I think that writing is an excellent way to get to know each student and it also provides an assessment for teachers. By looking at this writing I believe that there are many things a teacher can learn about the students abilities. I think by having the student be a topic of writing, they already have an interest in the subject. I believe these surveys on interest can be conducted throughout the year regarding different topics or subjects. For me, it is hard to be specific about how I will use these surveys. I believe that everything I do for my students will be a direct result of an observed need. I feel that these interest surveys need to be another way to inform instruction. This, to me is differentiation. I believe as teachers we use observation in order to meet the needs of the students. That is my job. I want every student to feel that his/her needs are important and that I will do the best I can to ensure that these needs are met.

Differentiation Reading #2 Fulfilling the Promise 1&2

There is some great information in the reading this week. I really liked the metaphor about Taming the Fox. The fox tells the prince that taming takes time, patience, and listening. There are two truths discovered in the tale which are, what is essential is invisible to the eye, and you become responsible forever for what you have tamed. Students need us to give them time, be patient, and listen to what they are saying and displaying in their actions. The book claims that if we take the risk of taming the fox, days in school are no longer monotonous, this facilitates change and growth. In this situation the teacher and the students all take on the role of educators and learners.

I specifically enjoyed chapter 2, the topic of addressing students needs. Figure 2.2is helpful by describing the needs of students. There are elements of students needs that we are trying to meet as educators. Students need affirmation. They need to feel that they are accepted. They need to feel like they matter and are a positive contributor to the learning community. Contribution is another need that must be met. Students must feel that they make a difference in their contributions to the class. That there presence in the class makes the community and educational experience better. Students need to feel they have power. They must understand that what they are learning is useful to them now. Students must see the purpose of school. They must see the significance in education. Students must see that the work they do makes a difference in the world. Also, students must be challenged. They need to know they are capapable of working hard and producing a quality product. Knowing these needs makes it easier for a teacher to validate all students. I know that there is no one way to meet the needs for all students. I know that I will constantly be learning how to meet the needs of my students.

Differentiation Reading Assignment #1

I was really excited as I read about morning meeting. I definitely want morning meeting to be a part of my daily schedule. All evidence provided in the reading gives positive support of the meetings. I have been in several classes and have been able to observe how the meeting works. There are so many ways to conduct the meeting. I want to learn more about how to create a meeting that is beneficial for all students. What I am especially interested in is observing how the class community is affected over time by holding the morning meeting. I also want to learn many different ways to conduct the meeting. I loved how the reading suggests that students become the conductors of the meeting. What a great way to teach students skills and responsibility. The reading was great. I have many thoughts and ideas that I want to examine. I am so excited for this class. I feel it will really help me become well prepared to teach.