Fulfilling the Promise, Chapters 3 & 4

Although I enjoyed both chapters assigned this week, my favorite would have to be chapter 3.  I liked how it delved into a starting point for differentiation.  There are so many excuses that I, as a teacher, can make in regards to differentiation in the classroom. "There are too many students.  The time is too short.  There is only one level of textbook in the class, only one set of standards for all.  The room is too small.  materials are lacking.  Kids don't come to us knowing how to be independent learners.  We were not trained or hired to be social workers or psychologists.  We don't know how to think about cultures different from our own.  We are already consumed by the job."  But, the reality is "sometimes we shove past those reservations and make ties with our students."  I will make ties with my students because, when it comes down to it, I truly care.  

(Time for a chapter 3 inspired tangent...)

Since I became a mother I have grown to love all children in a way that I hadn't known possible. For some reason my perceptions of children have altered.  I sincerely care about each child I encounter.  They are fragile individuals just waiting to be shaped.  They just want to be accepted and loved, to be encouraged and cared for.  They want nothing more than to learn and grow and please those around them.  They put such faith in those they encounter, it would be unthinkable to abuse their trust. Even the troubled, difficult, or hard edged child has an innate need for acceptance.  Children hold so much potential, how can I not make a true effort to connect with them?  I have to treat them as individuals, because I see them as individuals. Whether it is proper or improper, good or bad practice I will love my students, I can't help it. I want nothing more than the best for them.  I want them to become happy, confident and independent individuals.   In my classroom I vow be true to myself.  In doing so I will be honest with my students and do everything in my power to aid them in achieving success.  

(Back to the task at hand...)

The chapter discussed five main elements that a teacher must touch on when responding in an honest and sincere manner with her students.  They are invitation, opportunity, investment, persistence, and reflection.  For the sake of not writing a novel I will focus on the response of persistence.  

Persistence is something that strikes a chord within my heart.  I believe it to be the key to success not just in the classroom, but in life.  A persistent teacher understands that there are no excuses for a students lack of success.  Every student can succeed if presented with an individually appropriate scenario.  "When a student is missing the mark, the persistent teacher does not assume the student cannot learn, but rather assumes the student is not learning in the way he or she is currently being taught."  I love this statement!  Teachers must take accountability.  Our jobs take effort, if we don't put in the effort and persistence results will not be achieved and we will have failed our students.  (Note: This totally ties into not taking advantage of their trust.) My students will learn because "There [is] always a way that [will] work, if I just [keep] looking." I want to create a differentiated classroom.  I want my students to know that I do care for them and furthermore want the best for them.  It will be my goal to show them my persistence and enable their success.  "Failure is not an option," they can and will succeed.  We can all do hard things.

Chapter 4 focused on the rational practice side of responding to student needs.  I enjoyed this chapter and found it to be interesting, although felt slightly boggled at the pure amount of information it enveloped.  It focused on various facets of rational practice.  It began by talking about the classroom environment; specifically the physical and emotional environment of a classroom as they relate to differentiation.  

As the chapter discussed various examples of positive classroom environments, I began to see a parallel between a classroom and a home.  My classroom environment should celebrate my students in the same manner that my home environment celebrates my children.   In my home my children are treated as individuals, but understand their critical role in the family unit.  My students should also embrace their individuality and feel appreciated as the individuals that they are, yet they must feel and understand the important roles they play as members the class society.  

Two of the ways that the chapter suggests building a positive environment are by commending creativity and celebrating success.  I love the idea of embracing individual creativity and success.  In my home, as a family, we often acknowledge and celebrate creativity and success. (We are thrilled and celebrate when our eldest little women sounds out a new word in her beginner reading book, or when her baby sister "blows a kiss" for the first time.) In my classroom students will be encouraged to acknowledge and celebrate creativity and success. i will help them to understand and appreciate their various learning levels and will instructed them on the true definition of creativity and success and it's relativity to individual situations. I will model this behavior for them and aid them in developing caring and respectful relationships amongst themselves.  We will celebrate our individual and group achievements and creativity, which will in turn help us create a sense of interest and unity with one another.  

All five of the classroom elements; environment, communication, guidelines, routines, support and shared responsibility are critical to a differentiated classroom.  This chapter helped to reinforce my understanding of differentiation being critical in students academic success. Because I care about my students and want them to succeed, I will pay close attention to the various elements talked about in this chapter.  These elements will help me create a differentiated classroom and in turn help me to set the stage for high student achievement. 

File of inventories/pre-assessments

Yikes!  I guess there is a reason I shouldn't leave homework until the last minute.  (Although, like it or not I often have to remind myself sometimes that is just the way life is.)  

I just tried to get onto  BlackBoard to read the inventories/pre-assessments and I had no problem pulling up the inventories, but I had an extreme problem pulling up the pre-assessments themselves.  The pre-assessments didn't come up at all.  I am not sure if it is a problem on my end or on BB.  

I did glance over the inventory and liked the ideas that I saw.  I am guessing that some would be more appropriate than others for the third grade class I will be ST in.  I did notice that towards the bottom of the list it mentioned the two surveys (from the text) that I just blogged about.  I liked those surveys and wouldn't hesitate to ask my students to fill out a slightly modified/shortened version of them.  I think it would be a quick and easy way for me to get to know/understand them and their learning styles on a deeper level.  As for the other pre-assessments I am not entirely sure as to what they are, so I will have to wait until I figure out a way to load them in order to share any further thoughts I might have.  

"Please Stay Tuned For The Next Exciting Installment of My Opinion on Pre-Assessments!"

Fulfilling The Promise, pp.100-103

The profile and interest surveys appear to be an upfront approach to discovering my students unique interests, talents, abilities, strengths and weaknesses.  This information would be extremely valuable to me as I create a differentiated classroom.  For me the key to differentiation is, and always will be, understanding my students.  I will learn about my students through observation and interaction, but I also look forward to learning about them through their own personal definitions of self.  These two surveys will allow me to view the world from my students perspective; they will also allow my students to contemplate who they are and become more familiar with the unique qualities that create their individuality.  

After rereading pp. 100-103, I cannot think of anything I would remove or add to either survey. (Granted, I am sure that during a class discussion somebody is going to mention something that they would add and I am going to think it is a genius idea and decide I should add it too.) I honestly liked the two surveys.  I was drawn to the format of the profile survey, and appreciated the questions asked in the interest survey.  I want to appreciate my students for who they are.  I look forward to understanding their various methods of learning.  I hope that I can appropriately embrace my students various learning styles and traits.  If done in the right way at the right time student surveys could prove to be an extremely valuable tool in creating a differentiated classroom.  

3 Hallmarks of a Differentiated Classroom

The first hallmark that matters most to me is...

• Shared responsibility for the classroom is between teacher and students, in the goal of making it work for everyone.

I inherently believe students must learn and successfully apply self-management.  The idea of shared responsibility is intrinsically shadowed with whispers of self-management.  Therefore, shared responsibility is easily one of the aspects of differentiation that matters most to me.  

The second hallmark that matters most to me is...

• Individual growth is emphasized as central to classroom success.

If the class is to be successful as a community all members within it must also be successful in their own individual right.  Students should be treated as individuals and judged accordingly.  A students competition should be their own potential.  A successful classroom is comprised of successful individuals.  

As for a third hallmark that matters most to me; I couldn't decide between these three...

• Qualitative rather than quantitative tasks.

• Respectful and engaging work for all students.

• A way up, and never a way out.

These are all crucial aspects of a differentiated classroom.  I hate busy work and feel it would be hypocritical to implement it in my teaching.  I want my students to learn it is what they do and how they do it, not how much they do that matters.  All students deserve to learn in an engaging manner.  Their work should not be to difficult nor should it be to easy.  It should apply to their individual ZPD and engage their personal interest, learning styles etc...

Learning should be a challenging, yet inspiring experience.  Equitable does not always mean fair, and fair does not always mean equitable.  That is okay.  Each child should have ample opportunity to grow in their learning environment. They deserve to be gently guided and instructed as their individual learning is scaffolded. 

Fulfilling the Promise, Chapters 1 & 2

Let me begin by saying that I am enjoying the reading for this class.  It is so refreshing to not only learn something but to enjoy the process!  

Chapter 1 began by discussing why we need to have differentiated classrooms.  It listed five main reasons.  

1. Aid learners who are behind.

2. Aid learners who are ahead.

3. Aid ESL learners.

4. Aid individual learners by addressing their unique learning preferences.

5. Aid "lost student" learners.

The author summarized the philosophy of differentiation by proposing that "what we bring to school as learners matters in how we learn."  I love this thought.  It sums up the reason for a differentiated classroom in such a precise and accurate manner.  

This chapter also focused on the Who and What of teaching. It reiterated time and time again that a differentiated teacher is a teacher that knows, responds, and plans for and to their students.  It explained that mismatched "experience and perspective between many teachers and their students may result in classrooms that are ill suited to the needs of larger groups of learners."  I appreciated the fact that Tomlinson included "bright" students among groups in need of differential treatment.  So often "bright" students are ignored.  I agree with the notion that all students should be "expected to progress at least a year's worth in an academic year."

Once again our reading focused on student traits that should be addressed and corresponding classroom elements that should be utilized in a differentiated classroom.  The four student traits are...readiness, interest, learning profile, and affect.  The four classroom elements are...content, process, product, and learning environment.  The student trait of content mentioned that teachers don't always need to vary what they are teaching but rather how students encounter the information.  That rang true for me.  I understand that often content may need to be tailered towards individual students, but appreciated the reminder that it isn't always what you teach but how you teach it that makes a difference for individual students.  

On page 6 of chapter one it linked student traits and classroom elements. I can't help but quote directly from the text. "In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect.  Teachers then use what they learn to modify content, process, product, and the learning environment..."  Yes, Yes, Yes!!!  This makes sense to me.

I could go on and on about the metaphors.  But in order to shorten this posting, let me just say that I loved the notion that school is to enable a child to become what they might be, by involving them in their own individual metamorphosis.  How cool is that.  Each child has the potential to transform themselves.  The end goal is important, but the knowledge that they can control and contribute to their transformation is equally important.  

Chapter 2 focused on students needs and the important role they play in a differentiated classroom.  It explained why and how a child needs certain basic needs met before they are capable of learning.  It focused on five critical needs that a student must have met in order to become a successful learner.  

1. Affirmation (Knowing they are worthy and worth it.)

2. Contribution (Knowing they are a necessary member of the class and their presence makes a difference.)

3. Power (Understanding how to successfully play their role in the classroom and receive the support they need.)

4. Purpose (Knowing that their are valid reasons to learn what is being taught.)

5. Challenge (Understanding that dreams can become reality and taking accountability for their success. We can do hard things!)

Of the five I was captured by the idea that students need to be challenged.  I think my new favorite quote is "We are invigorated by challenge, strengthened by working toward it, and ennobled by attaining it."   Invigorated, strengthened, ennobled.  How can I not help but to be inspired.  I cannot wait to challenge myself as well as my students! 

Towards the end of this chapter I was reminded that their is no harm in failing, the only harm is in not trying.  As a parent I have learned that as often as I succeed with my children I also fail.  What matters is not whether I fail, but whether I learn from my mistakes and consistently attempt to implement what I have learned.  Each new school day  and school year will provide me with opportunities to learn and grow.  Creating a differentiated classroom will not be a learning experience.  I have no illusion that it will be easy, but I am certain it will be worth it! 

 

Differentiation Part 1: pp. 1-14 & Morning Meeting

Differentiation Part 1: pp. 1-14

Hannah Banana!  Where to start... 

It is my understanding that differentiation in the classroom is a combination/compilation of an equitable environment and responsive teaching.  Responsive teaching is characterized by four facets that often overlap, intermix, and intermingle.  Those facets are: Who is taught, What is taught, Where it is taught, and How it is taught.  Although all four facets are critical to responsive teaching, Who is taught seems most pertinent to me.  The other three facets should fall into place if the Who aspect is appropriately and sincerely addressed.  If I can understand my students on an individual basis I will be able to accurately address What, Where, and How I teach them.  (i.e. I "will teach the whole class when that makes sense-and small groups when that makes better sense." p. 6)

In a differentiated classroom high standards are held.  Students are expected to achieve maximum results based specifically on their individual potential.  It is my aim to create a classroom that can be described as differentiated.  I know a critical element in doing so will be to take my lessons and extend them beyond grade-level curriculum.  I will create opportunities for my students to extend their learning by focusing on their individual knowledge, learning levels, and needs.  All students are individuals and should be treated as such.  It is my hope that students understand they are competing against themselves.  Their goal should be to reach their "personal best."  (p. 8)

NOTE: I know you said not to quote, but there are so many awesome statements that I totally love and agree with. I can't help but quote a little.  Hope you don't mind too much....)

I want to instruct my students in their Zone of Proximal Development.  If I am faithful in doing so I will have no choice but to create a differentiated classroom.  By knowing Who my students are I will be able to teach them what they are ready to learn, on the level they are ready to learn it.  I will understand what they are interested in as well as what their talents may be.  I will make connections between various subjects, in turn I will successfully entice their interest in learning. 

I love the thought that "effort is the great equalizer." (p. 11)  All of my students will enter my classroom with innate talents.  They will leave my classroom knowing that effort not talent creates success.  In a differentiated classroom students in their learning.  I will do all that I can to validate their individuality.  I will help them to utilize what they bring to the table, and teach them how to gain what they lack.  Creating a classroom based on differentiation and responsive teaching will help my students to become confident and successful learners.  (This was a great chapter.  It reinforced my knowledge that a little bit of effort can go a long way.)

Morning Meeting

I am grateful for the readings that you posted concerning Morning Meetings.  Prior to the readings I have bits and pieces of knowledge as to what a MM was, but was lacking the big picture.  Going into the readings I had a neutral (dare I say slightly negative) opinion of MM. After gaining a more thorough understanding I am happy to say that I have altered my thoughts.  

The idea of a MM became more and more intriguing as I read the articles.  It is completely in line with so many of the thoughts and opinions I have pertaining to a differentiated and community oriented classroom.  Although a MM takes up critical time in the school day, it accomplishes much, and seems to aid in streamlining a classroom routine.  

MM are comprised of four basic components; Greeting, Sharing, Group Activity, and News and Announcements.  It is my understanding that the four components can be tweaked and altered to fit individual needs and situations.  I like the idea of strengthening classroom community.  I would like my students to become efficient self-regulators.  A huge aspect of self-regulating is respect towards oneself and others.  Student respect towards oneself and others is created and maintained by the presence of a strong classroom community.  Therefore, MM could be huge asset in my classroom.  

I want to know and like my students.  I want to enjoy spending my time with them and create a vested interest in their success.  MM will aid me in these endeavors.  In the first article pertaining to MM, the students as well as their teacher mentioned time and time again that the MM had helped to create a sense of validation and companionship amongst each other.  They felt like they belonged in their classroom community, they trusted one another, and were happy to spend time together.  

I loved when the focus teacher, of the first article, stated that MM encouraged her students to have a "can do" attitude.  When faced with difficult academic situations her  students felt empowered.  They felt as if it was "Okay," their thought was "we can do this."  I firmly believe that "we can do hard things!" (I think I have stated this at least once in every paper I have been assigned while enrolled in the education program.  Not to mention, I also vocalize this thought verbatim on a daily basis to my children, spouse, and friends!)  Students must accept the fact that they will be faced with hard things throughout their lives.  Hard things happen, but we can do hard things.  If we fail, we pick ourselves up and try again.  Just because something is hard doesn't mean we can't do it.  If a MM can help build my students confidence and encourage them to do hard things, I will be it's staunchest advocate.  

Although I specifically liked the first article, there were thoughts and ideas from each article that I found interesting and provoking.  I enjoyed the thought of helping students to set goals labeled as "Hopes and Dreams."  What a wonderful way to inspire a student to be their best.  I also loved the thought of using "Just Like Me" during the sharing portion of a MM.  It is human nature to relate to others.  "Just Like Me" allows students to feel validated while making critical connections to their peers in a timely and appropriate manner.  

Thanks for compiling to MM information.  It definitely helped to clarify the big picture for me. I still have a few questions pertaining to Greetings, and News and Announcements.  But, I am sure those will be answered in the near future.  Ta Ta for now!