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.
Wednesday, January 27, 2010
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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