Wednesday, February 24, 2010
Week 7
What do you, individually, still need to know and understand in order to tier (differentiate) a lesson of your own choosing?
Wednesday, February 17, 2010
Week 6
In the reading this week I really struggled with choosing which reponse I would like to write to. Choose the bullet points or the metaphors? I decided to go with the latter of the two choices, as I came to realize that I find all of the bullet points so totally vital in the chapter that I could not imagine singling out merely four! Not to mention, there are a plethora of wonderful quotations from which to pull from the chapter regarding its metaphors...something I just cannot resist!
What I love about the portion of the chapter entitled "A Final Metaphor or Two" is the way it so elequently and constantly reminds us of the ambiguity at times about who is the teacher and who is the learner. "Our best lesson plans evaporate in the face of a riveting question from a child whose age is not a quarter of our own." What a unique and rare opportunity it is to be an educator. To see the light shining so brightly within someone who has only just begun to live and experience the world. This book has so totally shown be how special our jobs really are...and that teaching is not a job, it is an opportunity. It is a gift. It is a chance for us to grow right along side our students. How many other people have the opportunity on a daily basis to be inspired, reshaped, and refashioned by, of all peeople, children? When you think of teaching in that way, how can you help but to be so completely full of passion. How can you not fall in love? How also, can we keep this emotion with us throughout the tough times? How can we see humor and patience in the child who tests us most? How can we stay persistent in our efforts and keep our students persistent in theirs'?How can we stay forever in love with teaching?
"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."
What a beautifully romanticized idea about teaching. This idea is strengthened by the metaphor that ends the chapter. A story is told of a baker in Saratoga Springs, New York who after teaching at a university found his calling in bread. As he grows, the bread evolves, and that makes him one with the bread. The book tells us that "this is a metaphor for the second challange and opportunity we have as teachers -- to allow ourselves to be reshaped by what we do, to become one with it." In a differentiated classroom we are as much learners as we are the teacher, perhaps some days we fall even more heavily into the side of learning. The first of the two challenges mentioned from the quote is to cultivate passion for what you do, then allow what you do to take hold of you and shape you, reflecting on and learning from what you see.
Perhaps though my favorite part of the story about the baker is the following: "He is transported when he talks about the complexity of the textures in various breads and the immense satisfaction he finds in the labor-intensive process of making loaves of bread by hand, one at a time." I think that this is so important to note. The "complexity of the textures in various breads" can be likened to the complexity of the characteristics that make up our various students. And one must note that the baker finds total satisfaction in the "labor-intensive process". So key in staying passionate and in love with teaching is accepting challanges not as things that will surely defeat us, but as moments that will make us stronger. These are the moments that reshape us, these are the moments when we take off our teaching caps and put on those of the student. Nobody said that this is an easy job, but it is when we can find pleasure in hard work, when we can begin to see the labors which we go through with and for our students as labors of love...it is then that we will cultivate passion for what we do. This is how we can stay forever in love with teaching.
Though there is no paved road for us to travel, it cannot be said that we are not laying the groundwork for the roads which our students travel. Though our road is never clear, and will surely have a pothole or two along the way, there is not reason why teachers cannot set forth a beautifully paved road along which our students can smoothly travel. And how do we begin? As the book tells us, we just begin. We begin and we keep on. And through differentiation, we can keep on keepin' on. You simply have to have the courage to take that first step. I have previously referenced an activity in which we were to stand in front of a sign that best described our feelings about differentiation, and our ability to implement it in a classroom. I stood in front of the sign that more or less stated that I understood the conecept of differentiation, that it totally embodies my ideas and philosophies about teaching, but that I was unsure of how to recognize it or use it in my classroom. I know now from reading this book, that though I am unsure all I can do is take the first step and keep on. I must make my students part of the process.I must allow them to teach me as much as I teach them. I must allow challenges to be part of what makes me a better teacher. I must never lose my passion for teaching, lest my students lose their passion for learning. "Our young, our shcools, our country, and our world are better for each teacher who musters up all the courage he or she can find and stays to the fox, 'Can you show me how to tame you'?"
As a sidenote, much of what was written in this blog can be echoed by much of what I wrote in Week 4, where I feel that I said it much better. Also, I have noticed that as I've been writing other papers and filling out paperwork for the internship that I have been consistently talking about differentiation and its importance in the classroom. I have repeatedly called it the "cornerstone" of teaching and a well-run classroom. I feel that differentiation is so naturally a part of who I am and a part of how I feel about teaching. I think my biggest concern moving on from this point forward is recognizing how to truly implement it in my classroom, and not only implement it, but implement it well. I truly want differentiation to be a natural part of everything that we do in my classroom or as much as it can possibly be. But how? Can I do it? Will it come has easily as I feel it? I suppose I should take my own advice in my blog above and simply take the first step. I need to accept that it will take time. Like like the baker who's bread evolved as he grew until he became one with it, differentiation in my classroom will evolve as I grow until we become one.
Struggling these days to find the words. I have this terrible habit of feeling like I've never said enough, especially when things aren't coming across the way I want them to...blah!! But as always, YAY DIFFERENTIATION!
What I love about the portion of the chapter entitled "A Final Metaphor or Two" is the way it so elequently and constantly reminds us of the ambiguity at times about who is the teacher and who is the learner. "Our best lesson plans evaporate in the face of a riveting question from a child whose age is not a quarter of our own." What a unique and rare opportunity it is to be an educator. To see the light shining so brightly within someone who has only just begun to live and experience the world. This book has so totally shown be how special our jobs really are...and that teaching is not a job, it is an opportunity. It is a gift. It is a chance for us to grow right along side our students. How many other people have the opportunity on a daily basis to be inspired, reshaped, and refashioned by, of all peeople, children? When you think of teaching in that way, how can you help but to be so completely full of passion. How can you not fall in love? How also, can we keep this emotion with us throughout the tough times? How can we see humor and patience in the child who tests us most? How can we stay persistent in our efforts and keep our students persistent in theirs'?How can we stay forever in love with teaching?
"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."
What a beautifully romanticized idea about teaching. This idea is strengthened by the metaphor that ends the chapter. A story is told of a baker in Saratoga Springs, New York who after teaching at a university found his calling in bread. As he grows, the bread evolves, and that makes him one with the bread. The book tells us that "this is a metaphor for the second challange and opportunity we have as teachers -- to allow ourselves to be reshaped by what we do, to become one with it." In a differentiated classroom we are as much learners as we are the teacher, perhaps some days we fall even more heavily into the side of learning. The first of the two challenges mentioned from the quote is to cultivate passion for what you do, then allow what you do to take hold of you and shape you, reflecting on and learning from what you see.
Perhaps though my favorite part of the story about the baker is the following: "He is transported when he talks about the complexity of the textures in various breads and the immense satisfaction he finds in the labor-intensive process of making loaves of bread by hand, one at a time." I think that this is so important to note. The "complexity of the textures in various breads" can be likened to the complexity of the characteristics that make up our various students. And one must note that the baker finds total satisfaction in the "labor-intensive process". So key in staying passionate and in love with teaching is accepting challanges not as things that will surely defeat us, but as moments that will make us stronger. These are the moments that reshape us, these are the moments when we take off our teaching caps and put on those of the student. Nobody said that this is an easy job, but it is when we can find pleasure in hard work, when we can begin to see the labors which we go through with and for our students as labors of love...it is then that we will cultivate passion for what we do. This is how we can stay forever in love with teaching.
Though there is no paved road for us to travel, it cannot be said that we are not laying the groundwork for the roads which our students travel. Though our road is never clear, and will surely have a pothole or two along the way, there is not reason why teachers cannot set forth a beautifully paved road along which our students can smoothly travel. And how do we begin? As the book tells us, we just begin. We begin and we keep on. And through differentiation, we can keep on keepin' on. You simply have to have the courage to take that first step. I have previously referenced an activity in which we were to stand in front of a sign that best described our feelings about differentiation, and our ability to implement it in a classroom. I stood in front of the sign that more or less stated that I understood the conecept of differentiation, that it totally embodies my ideas and philosophies about teaching, but that I was unsure of how to recognize it or use it in my classroom. I know now from reading this book, that though I am unsure all I can do is take the first step and keep on. I must make my students part of the process.I must allow them to teach me as much as I teach them. I must allow challenges to be part of what makes me a better teacher. I must never lose my passion for teaching, lest my students lose their passion for learning. "Our young, our shcools, our country, and our world are better for each teacher who musters up all the courage he or she can find and stays to the fox, 'Can you show me how to tame you'?"
As a sidenote, much of what was written in this blog can be echoed by much of what I wrote in Week 4, where I feel that I said it much better. Also, I have noticed that as I've been writing other papers and filling out paperwork for the internship that I have been consistently talking about differentiation and its importance in the classroom. I have repeatedly called it the "cornerstone" of teaching and a well-run classroom. I feel that differentiation is so naturally a part of who I am and a part of how I feel about teaching. I think my biggest concern moving on from this point forward is recognizing how to truly implement it in my classroom, and not only implement it, but implement it well. I truly want differentiation to be a natural part of everything that we do in my classroom or as much as it can possibly be. But how? Can I do it? Will it come has easily as I feel it? I suppose I should take my own advice in my blog above and simply take the first step. I need to accept that it will take time. Like like the baker who's bread evolved as he grew until he became one with it, differentiation in my classroom will evolve as I grow until we become one.
Struggling these days to find the words. I have this terrible habit of feeling like I've never said enough, especially when things aren't coming across the way I want them to...blah!! But as always, YAY DIFFERENTIATION!
Friday, February 5, 2010
Week 5
A road trip to Arizona this weekend has given me the opportunity to get ahead, and thus I am blogging in advance! Say goodbye to night-before-blogging! This week I have chosen option #1 for my blog: In chapter 5, Tomlinson discusses 5 (five) bullet points about the differences between teaching curriculum that is important, and “covering” what she calls “scaling Everests of information [that is] not effective for our students." Choose two of the bullets to explain what they mean to you, and how they help you envision the kind of teacher you want to be.
The first of the bullet points that I have selected says the following: "The brain is inefficient at rote memorization and seeks instead to make meaning of information. If we don't make meaning of what we study, we are likely not to remember it, be able to retrieve it, or be able to use it." To add to that, I take another quote from earlier in the chapter: "...teachers shape lives...by equipping students with the intellectual wherewithal necessary to make their way in a world that increasingly demands academic preparation for full societal preparation. As teachers, we teach."
As the beginning of the chapter states, though we wear many hats as teachers and play many roles, our primary role is simply to teach. The trick is to teach in a meaningful way. If you ask anyone the way in which they prefer to learn, I could almost guarantee that they will tell you they learn the most when connections are made to their real lives, to current events, or to their emotional or intellectual desires. As the book also tells us, "we rarely succeed in teaching subjects unless we teach human beings as well." I fully believe that the curriculum is in place for a reason, that it is a necessity, and that it can be a positive tool and guide in teaching, rather than an arduous task we dread to complete. However, the curriculum alone is not enough. What is the point of a differentiated classroom, if not to connect with out students personally in order to find out how we can then connect them to the subject matter on a personal level as well? Differentiation in and of itself is exactly what the quote above says, so everyone should find meaning in this bullet point! This is the goal that I will have as a teacher!
The second of the bullet points states: "Students in schools, classrooms, and educational systems that teach less and teach it better score higher on standardized measures than students in schools that seek coverage of massive amounts of information with little emphasis on understanding. In other words, curriculum that is a mile wide but only an inch deep is ineffective in producing real learning."
I chose the two bullet points that I did because they seem to, in some way, embody the other bullet points I will not mention as well. This particular concept was very interesting to me. It seems that every year, we add more and more to the "need to know" lists for our students, causing the curriculum to expand in a timeframe that remains stagnant. How can we fit it all in? What would happen if we taught our students certain concepts in such a way that when new ones are introduced, they are able to apply critical thinking and apply their past knowledge of other concepts to come to a conclusion about how to handle the new information? Did that make sense? If we aren't taking the time to truly cement what we teach into out students brains, if we aren't making sure those vital connections are made, then it has all been for nothing. It will all have to be retaught the following year, losing more precious time for the students and teachers. We can never reach the bar that has been set so high. So, if we focus on making meaningful connections, apply critical thinking, class discussion, free thought, etc...would students begin to figure out other concepts for themselves? I suppose this is something that if I were able to do, I would certainly apply in my classroom. I see the dilemma though...how can you make certain kids the guinea pigs? What if it fails and they fall behind? However, what if it is successful and they move forward just as the other students do? This simply put an interesting twist in my mind and I would be interested to experiment with it in my own classroom.
My two month old nieces are crying in the background, so I'm having trouble concentrating and putting my thoughts into the exact words I would like. This blog was not my best. Perhaps getting ahead on this trip will prove to be somewhat unsuccessful. I will attempt to come back and edit before class this week as I'm able to think about the reading more. Either way, enjoyed these chapters. This whole book is making me think in a different way than I have about my classroom before. It is especially interesting to read as student teaching and internships approach! Really enjoying this class!
The first of the bullet points that I have selected says the following: "The brain is inefficient at rote memorization and seeks instead to make meaning of information. If we don't make meaning of what we study, we are likely not to remember it, be able to retrieve it, or be able to use it." To add to that, I take another quote from earlier in the chapter: "...teachers shape lives...by equipping students with the intellectual wherewithal necessary to make their way in a world that increasingly demands academic preparation for full societal preparation. As teachers, we teach."
As the beginning of the chapter states, though we wear many hats as teachers and play many roles, our primary role is simply to teach. The trick is to teach in a meaningful way. If you ask anyone the way in which they prefer to learn, I could almost guarantee that they will tell you they learn the most when connections are made to their real lives, to current events, or to their emotional or intellectual desires. As the book also tells us, "we rarely succeed in teaching subjects unless we teach human beings as well." I fully believe that the curriculum is in place for a reason, that it is a necessity, and that it can be a positive tool and guide in teaching, rather than an arduous task we dread to complete. However, the curriculum alone is not enough. What is the point of a differentiated classroom, if not to connect with out students personally in order to find out how we can then connect them to the subject matter on a personal level as well? Differentiation in and of itself is exactly what the quote above says, so everyone should find meaning in this bullet point! This is the goal that I will have as a teacher!
The second of the bullet points states: "Students in schools, classrooms, and educational systems that teach less and teach it better score higher on standardized measures than students in schools that seek coverage of massive amounts of information with little emphasis on understanding. In other words, curriculum that is a mile wide but only an inch deep is ineffective in producing real learning."
I chose the two bullet points that I did because they seem to, in some way, embody the other bullet points I will not mention as well. This particular concept was very interesting to me. It seems that every year, we add more and more to the "need to know" lists for our students, causing the curriculum to expand in a timeframe that remains stagnant. How can we fit it all in? What would happen if we taught our students certain concepts in such a way that when new ones are introduced, they are able to apply critical thinking and apply their past knowledge of other concepts to come to a conclusion about how to handle the new information? Did that make sense? If we aren't taking the time to truly cement what we teach into out students brains, if we aren't making sure those vital connections are made, then it has all been for nothing. It will all have to be retaught the following year, losing more precious time for the students and teachers. We can never reach the bar that has been set so high. So, if we focus on making meaningful connections, apply critical thinking, class discussion, free thought, etc...would students begin to figure out other concepts for themselves? I suppose this is something that if I were able to do, I would certainly apply in my classroom. I see the dilemma though...how can you make certain kids the guinea pigs? What if it fails and they fall behind? However, what if it is successful and they move forward just as the other students do? This simply put an interesting twist in my mind and I would be interested to experiment with it in my own classroom.
My two month old nieces are crying in the background, so I'm having trouble concentrating and putting my thoughts into the exact words I would like. This blog was not my best. Perhaps getting ahead on this trip will prove to be somewhat unsuccessful. I will attempt to come back and edit before class this week as I'm able to think about the reading more. Either way, enjoyed these chapters. This whole book is making me think in a different way than I have about my classroom before. It is especially interesting to read as student teaching and internships approach! Really enjoying this class!
Wednesday, February 3, 2010
Week 4
This week I have chosen to share three quotes from the reading that I found meaningful to me. Right off the bat in the first sentences I saw words that I found inspiring...it happens so often throughout this entire book. However I decided to hold off and wait for something else, perhaps slightly less obvious, that would stand out to me.
A quote from Chapter 3 at the bottom of page 32 reminded me of an activity we did in class last week, where we grouped ourselves based on how we felt about using differentiation in the classroom. I found myself in the group that felt differentiation was a natural extension of my philosophy of education and felt confident to try it, but that I was unsure of how to recognize and implement it into my classroom. There were a few paragraphs in Chapter 3 that spoke to those feelings, and they are as follows:
"These teachers ultimately say to their students, 'I want to be a leader in creating a place where each of you becomes more keenly aware of the possibilities in yourself, the people around you, and the power of knowledge. In this place, I want us to find together a good way to live.' Such teachers are not perfect people. They lose sight of the vision from time to time. When they do, however, they understand that htey have lost their compass, and they hunt for 'North' until they find their way again. They have no road map for the journey. It is their expectation, nonetheless, that they will learn more than they theach and taht each discovery will reveal another step along the way."
The last sentence in this quote is what really caught my eye. "YES!", I thought to myself, "This is exactly how I feel about using differentiation in my classroom!" I have no idea what my classroom will look like, what kind of children will fill it each and every day, nor do I know exactly what my teaching style is yet. I understand differentiation, and I enjoy romanticizing the idea of differentiation and its uses in my classroom...but will I actually be able to implement it? I find comfort in this quote, because though I may not be able to see the vision right away, and though I may lose sight of it on more than one occasion, I know that there is no direct path to a perfectly differentiated classroom. But I know that each day I will learn more and more about how to take steps along that path toward truly knowing my students and allowing them to capture whatever it is that they hope for in this life.
Echoing the sentiments above, at the end of Chapter 3 on page 35 I read this:
"...it should be obvious that 'differentiated' teaching seems an imperative if we accept the teacher's role in connecting with the students. How could we issue an invitation to the risky endeavor of learning if it is a mass-produced invitation? How could we dignify a learner without offering that learner things to do that are important enough to give roots and wings to his or her dreams? How could we learn about the needs of the individual student or attend to those needs without full investment? How could we make it all work for such varied individuals without dogged persistence? How woud we find our way and help our students find their individual paths without deep reflection? It is circular. To establish ties with a student, we must come to see how each student is unlike every other - and to see that we must form ties with that student."
Can I just say, "AMEN!"? Sometimes I honestly feel like this book speaks my language. The way this book is written is exactly how I often write, making it so easy to connect to. The quote above reminds me that differentiation is imperative and that though it requires much effort, the ending result makes that effort so worthwhile. So, when I do find that I have strayed from the path and lost my focus, I have to remind myself that I don't have a choice in the matter. There is a way to find differentiation in the classroom, to utilize it, and to make it work to the benefit of your class. My students deserve my greatest effort, they deserve for me to know them completely, they deserve persistence and reflection on my part...they derseve all of this and they are worth it. Seriously I could have just put the quote above and said, "That right there says it all. That is all I have to say." But, I felt like I needed to reflect, so I tried!
In chapter 4, I found myself drawn to a quote that might seem somewhat mundane or unimportant to others. It is an idea so basic, so general, that one could easily skip over it and miss its importance. On page 44, in a section entitled Guidelines for Classroom Operation, it says:
"Learners are adaptable. It's likely that most of them can adapt to varied sets of rules or guidelines most of the time. It's important, of course, that the learners are clear on what they guidelines are and why they exist. Classroom guidelines are generally best conceived not as arbitrary rules recorded on paper, distributed to studetns, and disccused on the first daya of class, but as agreements forged to ensure a classroom that supports maximum success for each of its learners."
It still amazes me how important classroom management is to the total success of both teachers and students. It is so interesting to me this concept of making rules tools for success, which now as adults we know is exactly what they always were, but do children every really see them that way? How can we make this idea known to our students? How can we help them to see that rules are there for their benefit? I believe this is the age old question between every teacher and student, parent and teacher, between a higher power and we lowly human beings...but it is often something that we realize only in hindsight. I suppose I don't have an answer or grand thought as to how to solve this problem, but it did make me stop and think.
I am also coming to realize that not only is classroom management essential for a well-run classroom, but differentiation is as well. Differentiation should not be something that we strive for, but should be something that we master as a definite tool in our classroom, much as we do for classroom management. I know that when we all speak of our philosophies regarding education - when we speak of the kind of teachers we want to be and how we view or value education - so many of us are describing differentiation. Most people will tell us that our philosophies at this point are most likely romantic ideals that will be quickly broken down in the classroom, and I'm sure often times the dream world of education that we all fantasize about quickly becomes a very different reality, but our ideals about differentiation must stay as they are. We must always look back to the days when we dreamed about the kind of classroom we wanted to have, because most likely that is the kind of classroom out students are dreaming about at this very present moment, and they should not have to look back on what could have been. Nor should we. Differentiation...do it!
A quote from Chapter 3 at the bottom of page 32 reminded me of an activity we did in class last week, where we grouped ourselves based on how we felt about using differentiation in the classroom. I found myself in the group that felt differentiation was a natural extension of my philosophy of education and felt confident to try it, but that I was unsure of how to recognize and implement it into my classroom. There were a few paragraphs in Chapter 3 that spoke to those feelings, and they are as follows:
"These teachers ultimately say to their students, 'I want to be a leader in creating a place where each of you becomes more keenly aware of the possibilities in yourself, the people around you, and the power of knowledge. In this place, I want us to find together a good way to live.' Such teachers are not perfect people. They lose sight of the vision from time to time. When they do, however, they understand that htey have lost their compass, and they hunt for 'North' until they find their way again. They have no road map for the journey. It is their expectation, nonetheless, that they will learn more than they theach and taht each discovery will reveal another step along the way."
The last sentence in this quote is what really caught my eye. "YES!", I thought to myself, "This is exactly how I feel about using differentiation in my classroom!" I have no idea what my classroom will look like, what kind of children will fill it each and every day, nor do I know exactly what my teaching style is yet. I understand differentiation, and I enjoy romanticizing the idea of differentiation and its uses in my classroom...but will I actually be able to implement it? I find comfort in this quote, because though I may not be able to see the vision right away, and though I may lose sight of it on more than one occasion, I know that there is no direct path to a perfectly differentiated classroom. But I know that each day I will learn more and more about how to take steps along that path toward truly knowing my students and allowing them to capture whatever it is that they hope for in this life.
Echoing the sentiments above, at the end of Chapter 3 on page 35 I read this:
"...it should be obvious that 'differentiated' teaching seems an imperative if we accept the teacher's role in connecting with the students. How could we issue an invitation to the risky endeavor of learning if it is a mass-produced invitation? How could we dignify a learner without offering that learner things to do that are important enough to give roots and wings to his or her dreams? How could we learn about the needs of the individual student or attend to those needs without full investment? How could we make it all work for such varied individuals without dogged persistence? How woud we find our way and help our students find their individual paths without deep reflection? It is circular. To establish ties with a student, we must come to see how each student is unlike every other - and to see that we must form ties with that student."
Can I just say, "AMEN!"? Sometimes I honestly feel like this book speaks my language. The way this book is written is exactly how I often write, making it so easy to connect to. The quote above reminds me that differentiation is imperative and that though it requires much effort, the ending result makes that effort so worthwhile. So, when I do find that I have strayed from the path and lost my focus, I have to remind myself that I don't have a choice in the matter. There is a way to find differentiation in the classroom, to utilize it, and to make it work to the benefit of your class. My students deserve my greatest effort, they deserve for me to know them completely, they deserve persistence and reflection on my part...they derseve all of this and they are worth it. Seriously I could have just put the quote above and said, "That right there says it all. That is all I have to say." But, I felt like I needed to reflect, so I tried!
In chapter 4, I found myself drawn to a quote that might seem somewhat mundane or unimportant to others. It is an idea so basic, so general, that one could easily skip over it and miss its importance. On page 44, in a section entitled Guidelines for Classroom Operation, it says:
"Learners are adaptable. It's likely that most of them can adapt to varied sets of rules or guidelines most of the time. It's important, of course, that the learners are clear on what they guidelines are and why they exist. Classroom guidelines are generally best conceived not as arbitrary rules recorded on paper, distributed to studetns, and disccused on the first daya of class, but as agreements forged to ensure a classroom that supports maximum success for each of its learners."
It still amazes me how important classroom management is to the total success of both teachers and students. It is so interesting to me this concept of making rules tools for success, which now as adults we know is exactly what they always were, but do children every really see them that way? How can we make this idea known to our students? How can we help them to see that rules are there for their benefit? I believe this is the age old question between every teacher and student, parent and teacher, between a higher power and we lowly human beings...but it is often something that we realize only in hindsight. I suppose I don't have an answer or grand thought as to how to solve this problem, but it did make me stop and think.
I am also coming to realize that not only is classroom management essential for a well-run classroom, but differentiation is as well. Differentiation should not be something that we strive for, but should be something that we master as a definite tool in our classroom, much as we do for classroom management. I know that when we all speak of our philosophies regarding education - when we speak of the kind of teachers we want to be and how we view or value education - so many of us are describing differentiation. Most people will tell us that our philosophies at this point are most likely romantic ideals that will be quickly broken down in the classroom, and I'm sure often times the dream world of education that we all fantasize about quickly becomes a very different reality, but our ideals about differentiation must stay as they are. We must always look back to the days when we dreamed about the kind of classroom we wanted to have, because most likely that is the kind of classroom out students are dreaming about at this very present moment, and they should not have to look back on what could have been. Nor should we. Differentiation...do it!
Wednesday, January 27, 2010
Week 3
We’re taking a bit of a detour this week, and looking more closely at hallmark #1. Keeping this hallmark in mind, take a look at Fulfilling the Promise, pp. 100‐103; How might you use the information this would produce, in differentiating? What would you, personally, want to add to or remove from this inventory? Explain.
"Differentiated Instruction is a philosophy of teaching that recognizes the unique needs of students and takes responsibility for ensuring that all students receive appropriate learning opportunities and feedback appropriate to their individual needs. Differentiated Instruction is not “individualized instruction”, rather it is an approach that employs multiple, classroom-wide instruction and assessment strategies to ensure that students’ diverse learning needs are continually monitored and met."
I stumbled across this quote when trying to research differentiation in order to better understand its meaning. I feel that it explains perfectly my reasoning for wanting to use the Student Profile Survey and the Student Interest Survey found in our book. The focus of a differentiated classroom is so student centered, zeroing in on each child as a unique individual, and these surveys provide us with an opportunity as early as the first day of class to get to know our students and to begin adapting our own teaching to their needs, desires, and interests of our. We will be able to adapt of the content to be taught to those needs and interests. I also think that it holds teachers to an extremely high standard. In order to know how to modify our teaching we have to know and implement a wide variety of strategies. This means we have to be willing to constantly educate ourselves, to stay current, to attend workshops, to collaborate with our colleagues. We cannot stick to our one way of teaching and expect it to be successful for every student. We need to get creative when it comes to teaching content. The student cannot always adapt to the content, so we need to adapt the content to the stduent. By giving these surveys to our students and others like it, even more than once during the year, we will be providing opportunities for both them, and for us, to grow in the world of education.
My only hesitation in using these surveys, is wondering if the students will give truly thoughtful and honest answers to the questions...or if they will even know how to answer the questions. I would be concerned that they would give very simple, generic answers, and much would still be left to discover as the year progresses, defeating the purpose of getting a jump start on teaching strategies if they are the incorrect ones. I also feel these would only work with certain age groups, as a second grader may not quite know how to explain "some ways of learning that work for (them)". Do you see my concern? I also think that some of the questions can be asked per unit. Meaning, you could introduce a unit, explain what we will be focusing on for that time period, and then ask what about that might interest them, if anything.
Either way, it lets your students know that you are taking an interest in them personally, which will validate them, build them up, and help them to feel emotionally safe in your classroom.
Also “read” (review/skim, etc.) the “File of Inventories/ Pre‐Assessments”posted on Blackboard in the “Inventories” folder, inside of the “Differentiation” folder. What are some relationships you see between this variety of inventory types, and what we are beginning to learn about differentiating content, or process, or product for readiness, or learning profile, or interest?
Out of what I saw in the Inventory, I was most excited to see that there are things that you can do beyond the first day of class to see how your students learn, what they like to read, when they like to write, what their general interests are. There were so many things that you can use throughout the year to mark progression in not only academic skill but in changes of interest to things beyond hobbies such as sports and movies, which will grately impact the materials that you provide for that student, the way in which you approach certain things, and much more in adapting your teaching and your classroom. The Inventory provides another way in which we can mark our students progress & accomplishments or set goals with our students. We can provide many opportunities to continually reshape our classroom, to let our students know that we are taking an interest in them, and to get to know them completely.
"Differentiated Instruction is a philosophy of teaching that recognizes the unique needs of students and takes responsibility for ensuring that all students receive appropriate learning opportunities and feedback appropriate to their individual needs. Differentiated Instruction is not “individualized instruction”, rather it is an approach that employs multiple, classroom-wide instruction and assessment strategies to ensure that students’ diverse learning needs are continually monitored and met."
I stumbled across this quote when trying to research differentiation in order to better understand its meaning. I feel that it explains perfectly my reasoning for wanting to use the Student Profile Survey and the Student Interest Survey found in our book. The focus of a differentiated classroom is so student centered, zeroing in on each child as a unique individual, and these surveys provide us with an opportunity as early as the first day of class to get to know our students and to begin adapting our own teaching to their needs, desires, and interests of our. We will be able to adapt of the content to be taught to those needs and interests. I also think that it holds teachers to an extremely high standard. In order to know how to modify our teaching we have to know and implement a wide variety of strategies. This means we have to be willing to constantly educate ourselves, to stay current, to attend workshops, to collaborate with our colleagues. We cannot stick to our one way of teaching and expect it to be successful for every student. We need to get creative when it comes to teaching content. The student cannot always adapt to the content, so we need to adapt the content to the stduent. By giving these surveys to our students and others like it, even more than once during the year, we will be providing opportunities for both them, and for us, to grow in the world of education.
My only hesitation in using these surveys, is wondering if the students will give truly thoughtful and honest answers to the questions...or if they will even know how to answer the questions. I would be concerned that they would give very simple, generic answers, and much would still be left to discover as the year progresses, defeating the purpose of getting a jump start on teaching strategies if they are the incorrect ones. I also feel these would only work with certain age groups, as a second grader may not quite know how to explain "some ways of learning that work for (them)". Do you see my concern? I also think that some of the questions can be asked per unit. Meaning, you could introduce a unit, explain what we will be focusing on for that time period, and then ask what about that might interest them, if anything.
Either way, it lets your students know that you are taking an interest in them personally, which will validate them, build them up, and help them to feel emotionally safe in your classroom.
Also “read” (review/skim, etc.) the “File of Inventories/ Pre‐Assessments”posted on Blackboard in the “Inventories” folder, inside of the “Differentiation” folder. What are some relationships you see between this variety of inventory types, and what we are beginning to learn about differentiating content, or process, or product for readiness, or learning profile, or interest?
Out of what I saw in the Inventory, I was most excited to see that there are things that you can do beyond the first day of class to see how your students learn, what they like to read, when they like to write, what their general interests are. There were so many things that you can use throughout the year to mark progression in not only academic skill but in changes of interest to things beyond hobbies such as sports and movies, which will grately impact the materials that you provide for that student, the way in which you approach certain things, and much more in adapting your teaching and your classroom. The Inventory provides another way in which we can mark our students progress & accomplishments or set goals with our students. We can provide many opportunities to continually reshape our classroom, to let our students know that we are taking an interest in them, and to get to know them completely.
Wednesday, January 20, 2010
Week Two
1) Carol Tomlinson mentions "definitions" or partial definitions of differentiation in chapter one. What makes sense to you, in attempting to define differentiation?
Right off the bat, on the first page of chapter 1 Tomlinson writes, "the idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education." What she says next is the most important phrase of all, "it is an approach to teaching that advocates active planning for student differences in the classroom...in other words, the philosophy of differentiation proposes that what we bring to school as learners matters in how we learn. Therefore, to teach most effectively, teachers must take into accound who they are teaching as well as what they are teaching." As teachers, we must learn to be adaptable. Everything about our classroom must be adaptable. No two students are alike, and no class from year to year will be like the one that came before it. Just when we feel we have "mastered" a way for teaching a concept, along comes a student who sends us back to the drawing board. I think the message that Tomlinson sends us is that a differentiated classroom is made not of individuals who fill the roles of teachers and students, but of individuals who all fill the role of learners. We can learn as much for our students as they can learn from us, and we must, must pay attention to not only what needs to be learned but they way in which each individual student learns best. We must give ample opportunity for accomplishment, academic or otherwise.Tomlinson also conveys that in order to differentiate the way in which our students will learn best, we must take risks. Only in taking risks, in trying new things that have never been tried before, in pushing the envelope...only then can we truly achieve differentiation.
2b) There are two powerful insights on page 12 of Fulfilling the Promise -- powerful to me, anyway. Are there any statements, quotes or insights that "speak" to YOU, from chapter one and/or chapter two? Explain.
Whether or not this is necessarily a "powerful" insight from the chapter, I too found a quote from page 12 that I have a definite appreciation for. Tomlinson reminds us that, "a distinctive responsibility of schools is to help young people develop the knowledge, skills, and understandings to contribute to society. Thus, curriculum and instruction are central in the miission of schools. The concept of differentiation affirms the centrality of curriculum and instruction in classrooms." She goes on to say, "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."
I think that in the world of education today with the multitude of testing that goes on it is easy to let the curriculum become our enemy, and at times we might in our annoyance forget that the subject matter the curriculum presses us to teach was in fact put there for a reason. It does, when all is said and done, matter, though teaching its contents can prove to be a daunting task. The challenge is, how can we teach the curriculm while at the same time making room for subjects that interest our students while still teaching them the even bigger lessons that will matter most as they make their way into society? How can we teach them that knowledge is power? Are we ourselves even convinced of that? I have a feeling based on Tomlinson's words that throughout this class those questions will be answered, and we will find new ways to meet the challenge presented above, using the curriculm as our friend coupled with greater life lessons. A differentiated classroom ideally strives to do what Tomlinson says, "to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them." I look forward to all that this class and these readings have to offer!
Right off the bat, on the first page of chapter 1 Tomlinson writes, "the idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education." What she says next is the most important phrase of all, "it is an approach to teaching that advocates active planning for student differences in the classroom...in other words, the philosophy of differentiation proposes that what we bring to school as learners matters in how we learn. Therefore, to teach most effectively, teachers must take into accound who they are teaching as well as what they are teaching." As teachers, we must learn to be adaptable. Everything about our classroom must be adaptable. No two students are alike, and no class from year to year will be like the one that came before it. Just when we feel we have "mastered" a way for teaching a concept, along comes a student who sends us back to the drawing board. I think the message that Tomlinson sends us is that a differentiated classroom is made not of individuals who fill the roles of teachers and students, but of individuals who all fill the role of learners. We can learn as much for our students as they can learn from us, and we must, must pay attention to not only what needs to be learned but they way in which each individual student learns best. We must give ample opportunity for accomplishment, academic or otherwise.Tomlinson also conveys that in order to differentiate the way in which our students will learn best, we must take risks. Only in taking risks, in trying new things that have never been tried before, in pushing the envelope...only then can we truly achieve differentiation.
2b) There are two powerful insights on page 12 of Fulfilling the Promise -- powerful to me, anyway. Are there any statements, quotes or insights that "speak" to YOU, from chapter one and/or chapter two? Explain.
Whether or not this is necessarily a "powerful" insight from the chapter, I too found a quote from page 12 that I have a definite appreciation for. Tomlinson reminds us that, "a distinctive responsibility of schools is to help young people develop the knowledge, skills, and understandings to contribute to society. Thus, curriculum and instruction are central in the miission of schools. The concept of differentiation affirms the centrality of curriculum and instruction in classrooms." She goes on to say, "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."
I think that in the world of education today with the multitude of testing that goes on it is easy to let the curriculum become our enemy, and at times we might in our annoyance forget that the subject matter the curriculum presses us to teach was in fact put there for a reason. It does, when all is said and done, matter, though teaching its contents can prove to be a daunting task. The challenge is, how can we teach the curriculm while at the same time making room for subjects that interest our students while still teaching them the even bigger lessons that will matter most as they make their way into society? How can we teach them that knowledge is power? Are we ourselves even convinced of that? I have a feeling based on Tomlinson's words that throughout this class those questions will be answered, and we will find new ways to meet the challenge presented above, using the curriculm as our friend coupled with greater life lessons. A differentiated classroom ideally strives to do what Tomlinson says, "to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them." I look forward to all that this class and these readings have to offer!
Wednesday, January 13, 2010
Getting to know Me!!
Here is a little bit about me!
1. What is your favorite book for kids… something you would like to use in your future classroom? Why do you like it?
As corny as it sounds, I really love the message of The Little Engine That Could. I have the best memories of reading that as a child, and though I may not have been able to appreciate the message then I certainly do now. There are so, so many incredible children's books out there I honestly don't think I could pick just one! My personal favorite as a child was a book called Earrings, although that would certainly only appeal to girls (the oh-so-typical battle that nearly every girl goes through with her parents at some point)! I remember my dad would read it to me every night before bed and I had an entire ritual as we read through it. I suppose I don't really know which book is my favorite for kids, but it is my hope to give them the experience of truly enjoying a book, even if it is only that one book, creating memories with it, and holding on to that feeling of pure joy that they felt reading it for years to come, as Earrings or The Little Engine That Could did for me.
2. Name your three favorite T.V. shows, even if you don’t have time to watch them! What can you (or what are you willing to) tell me about your T.V. viewing habits? I’ll tell you mine if you’ll tell me yours!
Three? Only three? I could never, ever pick only three. My addiction to television is a very sad realization that I have made recently and am quite determined to change. But as of now, these are the shows on my DVR: Oprah, Mad Men, Glee, Gossip Girl, One Tree Hill, Desperate Housewives, Storm Chasers, The Hills, The City, Lost, 90210, Brothers and Sisters, Greys Anatomy, Private Practice, The Good Wife, The Biggest Loser, Friends, Sex and the City, The Vampire Diaries, Modern Family, The Office, 30 Rock, Community, Parks and Recreation. In addition, I will watch anything on the Food Network and enjoy many other TV shows...but as you can see I only have room for so many! I will catch others such as Law and Order: SVU, ER, Mystery Diagnosis, or House when they re-run. Wow...I need to get rid of my TV one of these days but I have yet to gain the courage!
3. Do you collect anything? Tell about your collections:
As a child I collected dolls. This started when my parents brought me back several from various countries in Europe and I began collecting them where ever we went. I now have dolls from all over, anywhere from Africa to Russia to Jamaica. I stopped many years ago, but am planning on starting up again.
I also had a brief stint collecting spoons...yeah.
The collection of which I am most proud though has got to be...my T-Shirts. This, I must say, is probably the one thing about me that my husband would change if he could. I never, ever throw away T-shirts. I still wear my very first soccer jersey from Kindergarten (back then it went below my knees) and whenever my parents or brother tries to get rid of their T-shirts, I rummage through the piles and take them to add to my own collection. I buy T-shirts on every trip. The way I see it, you buy T-shirts because they represent some kind of memory, whether it is a vacation, a high-school event, or some other kind of trip, you wanted to have something to remember that event by. Do you someday stop wanting that memory? I think not! So, my T-shirt collecting will be ever-growing and I will never part with a single one.
4. Do you keep any kind of a journal (or blog?) besides this one? Tell me about it, and what you like to write about:
I don't. I hate to journal, but I wish I loved it. I save my day planners which is so random. I keep anything that I stick in there whether it is a list of books I want to read or my newest plan to start working out. I record in those my to-do lists, trips I go on, movies I see, etc. It is much more factual. I don't know why I keep them. But after doing our Writer's Journals last semester I am now determined to begin keeping a journal of my own! In fact this reminds me...I need to go buy one and get writing!
5. If you had to be the sponsor of an after-school group, select your 1st, 2nd & 3rd choices:
1: Book Club
2: World Peace
3: Writers Group
6. Have you ever taken art lessons or attended art classes outside of school? Tell about your artistic talent and/or interests:
Aside from what I've done in school I have not taken any art classes. I prefer to work on art projects by myself. I don't do well with people watching over my shoulder, even if they aren't, I feel like they are. I can't do anything if I think they are from reading to writing to drawing if I think someone is watching. When I draw, I do many pencil sketches until I get the lines exactly right, and then I go over that in sharpie. This takes an unbelievably long time, so when I take on an art project most of the people around me groan and ask why I bother working so hard on something I will show for only a few moments. I enjoy working hard at something not matter how long I am able to reap the benefits. Art for me does not come naturally, it is something I have to work at very, very hard at for a very long time, but I always enjoy the product!
7. Have you ever taken music lessons or belonged to musical groups outside of school? Tell about your musical talent and/or interests:
I took piano lessons from K-12 grade, but unfortunately do keep up with it. Some day I plan to start taking lessons again. My mom did this, began taking lessons as an adult after years away from it, and is now a phenomenal piano player. I hope to do the same. I also grew up singing in choir at church.
In middle school and high school I was a member of a show choir. In middle school we were the Expectations, and in high school, The Variations. My school was known for its incredible musical talent in show choir and its musicals of Broadway caliber. In high school I performed in Bye, Bye Birdie, Oklahoma, Hello Dolly, and Les Miserables. Musicals still hold a very special place in my heart! I love to sing and love to see musicals in person, through soundtrack, or at the movies. My entire family is somewhat musical obsessed, and my brother still performs in many at Yale. In fact, he hopes to become a play-write after he graduates! I wish that I had the talent to continue on with them myself, but I did it as more of a hobby than anything else! Now I am happy to be a part of the audience.
I desperately want to learn to play the guitar!
8. Have you ever taken dance lessons or belonged to dance groups? Tell about your dance talent and/or interests:
I danced (tap, ballet, jazz) for 12 years but was never truly in love with it. The only one that I continued on with was tap, which I did love and like piano hope to pursue again some day! And, as I mentioned above I was in show choir which involved a fair amount of dancing as well! I was captain of the drill team in high school as well.
9. Have you ever taken drama classes or performed in a theater production? Tell about your theater talents and/or interests:
In high school I performed in One Act Plays, plays, and musicals and I really loved it. I did a play called Red Noses in high school which was incredibly fun and I was fortunate enough to have the lead female role. We've also done Into The Woods, Alice in Wonderland, Prelude to a Kiss, and others. As I mentioned above I did several musicals as well. It was a really, really fun time in my life and though I was not star-material by any means, it was really special to be a part of.
10. What have I not asked you, that you would like me to know about you?
Well it seems that most of my artistic accomplishments in song and dance occurred in high school, and that is something I'd really like to see change! I need to re-involve myself in the things that used to be so much a part of who I was. Today though, this is what I am pursuing:
I am determined this semester to learn Spanish. I have taken on an extra class, bringing my total workload to 20 hours this semester in an effort to accomplish this. After Spanish I plan to attack French, then perhaps Italian. A lofty dream I know, but some day I want to speak many languages!
I recently rediscovered the library and have engaged in a reading frenzy. I enjoy to read in themes and my current themes are Food and France. I have put a lot of thought into nutrition lately and the kinds of life-long habits I want to achieve, hence the Food theme, and my parents are moving to France next month which brings it in as a theme as well. So I have been reading everything from Fast Food Nation to The Raw Food Diet to Julia Child's My Life in France to French Women Don't Get Fat. It has brought major changes to my life and way of thinking: I am now a vegetarian and am realizing that being an American is not all its cracked up to be!
This summer I am going on an exploration of Europe! I have a 3 week trip planned with my husband through France, Italy and Spain, and we are hoping to extend it even longer! In fact, Becky, Jessie and I have seriously discussed bringing road bikes over (another fitness activity I would love to get into!) and riding through parts of Europe. We shall see! When I return I would really like to get certified to teach Yoga, which I will dedicate the rest of my summer to and is something else I will be working toward this year.
I tell you all of this because this year I have dedicated myself to achieving goals that I have set aside for so long. I wrote in my Writer's Journal that I am frustrated that quite often people don't take the things I say I would like to do seriously, and I realized a huge part of that is my fault as I tend to put things off, change direction, or simply not follow through. So, I made a list of everything I said that I wanted to do in the past and am working toward checking each one off!
Looking forward to a fabulous 2010 full of much self-discovery!
1. What is your favorite book for kids… something you would like to use in your future classroom? Why do you like it?
As corny as it sounds, I really love the message of The Little Engine That Could. I have the best memories of reading that as a child, and though I may not have been able to appreciate the message then I certainly do now. There are so, so many incredible children's books out there I honestly don't think I could pick just one! My personal favorite as a child was a book called Earrings, although that would certainly only appeal to girls (the oh-so-typical battle that nearly every girl goes through with her parents at some point)! I remember my dad would read it to me every night before bed and I had an entire ritual as we read through it. I suppose I don't really know which book is my favorite for kids, but it is my hope to give them the experience of truly enjoying a book, even if it is only that one book, creating memories with it, and holding on to that feeling of pure joy that they felt reading it for years to come, as Earrings or The Little Engine That Could did for me.
2. Name your three favorite T.V. shows, even if you don’t have time to watch them! What can you (or what are you willing to) tell me about your T.V. viewing habits? I’ll tell you mine if you’ll tell me yours!
Three? Only three? I could never, ever pick only three. My addiction to television is a very sad realization that I have made recently and am quite determined to change. But as of now, these are the shows on my DVR: Oprah, Mad Men, Glee, Gossip Girl, One Tree Hill, Desperate Housewives, Storm Chasers, The Hills, The City, Lost, 90210, Brothers and Sisters, Greys Anatomy, Private Practice, The Good Wife, The Biggest Loser, Friends, Sex and the City, The Vampire Diaries, Modern Family, The Office, 30 Rock, Community, Parks and Recreation. In addition, I will watch anything on the Food Network and enjoy many other TV shows...but as you can see I only have room for so many! I will catch others such as Law and Order: SVU, ER, Mystery Diagnosis, or House when they re-run. Wow...I need to get rid of my TV one of these days but I have yet to gain the courage!
3. Do you collect anything? Tell about your collections:
As a child I collected dolls. This started when my parents brought me back several from various countries in Europe and I began collecting them where ever we went. I now have dolls from all over, anywhere from Africa to Russia to Jamaica. I stopped many years ago, but am planning on starting up again.
I also had a brief stint collecting spoons...yeah.
The collection of which I am most proud though has got to be...my T-Shirts. This, I must say, is probably the one thing about me that my husband would change if he could. I never, ever throw away T-shirts. I still wear my very first soccer jersey from Kindergarten (back then it went below my knees) and whenever my parents or brother tries to get rid of their T-shirts, I rummage through the piles and take them to add to my own collection. I buy T-shirts on every trip. The way I see it, you buy T-shirts because they represent some kind of memory, whether it is a vacation, a high-school event, or some other kind of trip, you wanted to have something to remember that event by. Do you someday stop wanting that memory? I think not! So, my T-shirt collecting will be ever-growing and I will never part with a single one.
4. Do you keep any kind of a journal (or blog?) besides this one? Tell me about it, and what you like to write about:
I don't. I hate to journal, but I wish I loved it. I save my day planners which is so random. I keep anything that I stick in there whether it is a list of books I want to read or my newest plan to start working out. I record in those my to-do lists, trips I go on, movies I see, etc. It is much more factual. I don't know why I keep them. But after doing our Writer's Journals last semester I am now determined to begin keeping a journal of my own! In fact this reminds me...I need to go buy one and get writing!
5. If you had to be the sponsor of an after-school group, select your 1st, 2nd & 3rd choices:
1: Book Club
2: World Peace
3: Writers Group
6. Have you ever taken art lessons or attended art classes outside of school? Tell about your artistic talent and/or interests:
Aside from what I've done in school I have not taken any art classes. I prefer to work on art projects by myself. I don't do well with people watching over my shoulder, even if they aren't, I feel like they are. I can't do anything if I think they are from reading to writing to drawing if I think someone is watching. When I draw, I do many pencil sketches until I get the lines exactly right, and then I go over that in sharpie. This takes an unbelievably long time, so when I take on an art project most of the people around me groan and ask why I bother working so hard on something I will show for only a few moments. I enjoy working hard at something not matter how long I am able to reap the benefits. Art for me does not come naturally, it is something I have to work at very, very hard at for a very long time, but I always enjoy the product!
7. Have you ever taken music lessons or belonged to musical groups outside of school? Tell about your musical talent and/or interests:
I took piano lessons from K-12 grade, but unfortunately do keep up with it. Some day I plan to start taking lessons again. My mom did this, began taking lessons as an adult after years away from it, and is now a phenomenal piano player. I hope to do the same. I also grew up singing in choir at church.
In middle school and high school I was a member of a show choir. In middle school we were the Expectations, and in high school, The Variations. My school was known for its incredible musical talent in show choir and its musicals of Broadway caliber. In high school I performed in Bye, Bye Birdie, Oklahoma, Hello Dolly, and Les Miserables. Musicals still hold a very special place in my heart! I love to sing and love to see musicals in person, through soundtrack, or at the movies. My entire family is somewhat musical obsessed, and my brother still performs in many at Yale. In fact, he hopes to become a play-write after he graduates! I wish that I had the talent to continue on with them myself, but I did it as more of a hobby than anything else! Now I am happy to be a part of the audience.
I desperately want to learn to play the guitar!
8. Have you ever taken dance lessons or belonged to dance groups? Tell about your dance talent and/or interests:
I danced (tap, ballet, jazz) for 12 years but was never truly in love with it. The only one that I continued on with was tap, which I did love and like piano hope to pursue again some day! And, as I mentioned above I was in show choir which involved a fair amount of dancing as well! I was captain of the drill team in high school as well.
9. Have you ever taken drama classes or performed in a theater production? Tell about your theater talents and/or interests:
In high school I performed in One Act Plays, plays, and musicals and I really loved it. I did a play called Red Noses in high school which was incredibly fun and I was fortunate enough to have the lead female role. We've also done Into The Woods, Alice in Wonderland, Prelude to a Kiss, and others. As I mentioned above I did several musicals as well. It was a really, really fun time in my life and though I was not star-material by any means, it was really special to be a part of.
10. What have I not asked you, that you would like me to know about you?
Well it seems that most of my artistic accomplishments in song and dance occurred in high school, and that is something I'd really like to see change! I need to re-involve myself in the things that used to be so much a part of who I was. Today though, this is what I am pursuing:
I am determined this semester to learn Spanish. I have taken on an extra class, bringing my total workload to 20 hours this semester in an effort to accomplish this. After Spanish I plan to attack French, then perhaps Italian. A lofty dream I know, but some day I want to speak many languages!
I recently rediscovered the library and have engaged in a reading frenzy. I enjoy to read in themes and my current themes are Food and France. I have put a lot of thought into nutrition lately and the kinds of life-long habits I want to achieve, hence the Food theme, and my parents are moving to France next month which brings it in as a theme as well. So I have been reading everything from Fast Food Nation to The Raw Food Diet to Julia Child's My Life in France to French Women Don't Get Fat. It has brought major changes to my life and way of thinking: I am now a vegetarian and am realizing that being an American is not all its cracked up to be!
This summer I am going on an exploration of Europe! I have a 3 week trip planned with my husband through France, Italy and Spain, and we are hoping to extend it even longer! In fact, Becky, Jessie and I have seriously discussed bringing road bikes over (another fitness activity I would love to get into!) and riding through parts of Europe. We shall see! When I return I would really like to get certified to teach Yoga, which I will dedicate the rest of my summer to and is something else I will be working toward this year.
I tell you all of this because this year I have dedicated myself to achieving goals that I have set aside for so long. I wrote in my Writer's Journal that I am frustrated that quite often people don't take the things I say I would like to do seriously, and I realized a huge part of that is my fault as I tend to put things off, change direction, or simply not follow through. So, I made a list of everything I said that I wanted to do in the past and am working toward checking each one off!
Looking forward to a fabulous 2010 full of much self-discovery!
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