For my field experience I am assigned to a Kindergarten classroom. For this assignment, I read chapter 1 (All About the ABC's). I was glad that you asked us to read the chapter that coordinated with the grade that we will be teaching (another form of differentiation that you are using in our classroom).
I was amazed at the extensive information presented in the lesson plans to demonstrate and show us what kinds of differentiation can be done in a kindergarten classroom. I was also comforted when Tomlinson said "It is very difficult to differentiate in a primary classroom without using learning centers like the ones featured in this unit".
This whole semester I've been trying to figure out how to use differentiation in a kindergarten classroom when all of the "whole class" instructions are already difficult enough to teach without including differentiation in them. I realize that centers is the perfect time to incorporate differentiation into the lessons and provide meaningful experiences for all of the students.
It was good to have eight different lesson plans outlined on how to include differentiation using centers. I imagine that the groups would need to be pretty fluid depending on what you are working on with the students.
I worry that being in field, that I'll need to just go with what the teacher has outlined as far as groups go. Not knowing how she has outlined the groups, I may need to be adaptable to what she has established and use these groups when I try to incorporate differentiation into my lessons.
I look forward to having my own class and finding valuable ways to include differentiation in the classroom so that I can reach all of my students. As I get to know each of my students individually I'll be able to assess where they are and what they need to be taught. Differentiation is just good teaching and I know that as I use it in my classroom, I can become a great teacher and my students will receive the education they all deserve!
Sunday, February 28, 2010
Tuesday, February 23, 2010
Week 7: What do you still need to understand?
What do you, individually, still need to know and understand in order to tier (differentiate) a lesson of your own choosing?
What a great class it was last week! It was so fun to see differentiation in action. In addition to you feeling that "love" for teaching again, it sparked an excitement in me to become a teacher and find ways to use differentiation in my own classroom.
I understand the importance of creating a differentiated classroom. I feel the value that it provides to a class as a whole and each student individually. I guess the thing that I worry about the most is how to put it into action.
As you are aware, I'd love to teach Kindergarten. I realize that I need to group my students by ability and these groups need to be fluid depending on what we are teaching. I also realize that when I work with the groups, I need to teach them at their level and provide training specifically for them and that each group may be working on something different. However, how do you maintain control of the whole classroom when they are all working at different levels?
I also worry about my students feeling they are in the "dumb" group or being prideful because they are in the "smart" group. Students realize where they are in comparison to other students. They also realize who the smart kids and not-so-smart kids are. I worry about these stereotypes being increased by grouping my students together by ability. I understand that by creating a classroom community and using Morning Meetings to help increase a feeling of community, that my students will be more understanding and accepting of each other. However, I guess I've worked with young women for so many years in situations where we feel trust and understanding for each other and yet, these girls still let their competitive and insecure feelings come out.
I also worry about knowing when to differentiate and when it's okay to teach for the whole class. Ideally, it would be best to differentiate all of our lessons, however in reality, no teacher has enough time in their day to plan each lesson for every student in the classroom individually. I imagine that much of this may happen spontaneously as you walk around the classroom and see how the students are handling the lessons, while at other times it needs to be planned for in advance.
I'm excited to become a teacher and put into action all of the wonderful things that I've been learning in this class and help my students achieve their own personal best.
What a great class it was last week! It was so fun to see differentiation in action. In addition to you feeling that "love" for teaching again, it sparked an excitement in me to become a teacher and find ways to use differentiation in my own classroom.
I understand the importance of creating a differentiated classroom. I feel the value that it provides to a class as a whole and each student individually. I guess the thing that I worry about the most is how to put it into action.
As you are aware, I'd love to teach Kindergarten. I realize that I need to group my students by ability and these groups need to be fluid depending on what we are teaching. I also realize that when I work with the groups, I need to teach them at their level and provide training specifically for them and that each group may be working on something different. However, how do you maintain control of the whole classroom when they are all working at different levels?
I also worry about my students feeling they are in the "dumb" group or being prideful because they are in the "smart" group. Students realize where they are in comparison to other students. They also realize who the smart kids and not-so-smart kids are. I worry about these stereotypes being increased by grouping my students together by ability. I understand that by creating a classroom community and using Morning Meetings to help increase a feeling of community, that my students will be more understanding and accepting of each other. However, I guess I've worked with young women for so many years in situations where we feel trust and understanding for each other and yet, these girls still let their competitive and insecure feelings come out.
I also worry about knowing when to differentiate and when it's okay to teach for the whole class. Ideally, it would be best to differentiate all of our lessons, however in reality, no teacher has enough time in their day to plan each lesson for every student in the classroom individually. I imagine that much of this may happen spontaneously as you walk around the classroom and see how the students are handling the lessons, while at other times it needs to be planned for in advance.
I'm excited to become a teacher and put into action all of the wonderful things that I've been learning in this class and help my students achieve their own personal best.
Saturday, February 13, 2010
Week 6: Chapter 7
I LOVE "Fulfilling the Promise of the Differentiated Classrom". What a great book. When I was previewing the chapter before reading and realized that this was the last chapter in the book, my heart was sad. I look forward to the reading assignments in the book and the opportunity I have to reflect on it in my blogs.
1. Bullet Point Reviews:
"Students consistently want teachers who respect them, listen to them, show empathy toward them, help them work out their problems, and become human by sharing their own lives and ideas with their students"
I've enjoyed having you as my teacher. I can truely say that you have inspired, enriched and empowered me. I know that you respect me, listen to me and have helped me become a better student and one day a great teacher. I appreciate your vulnerablity by sharing your life with us and connecting to us individually. You live this principle of differentiation.
"Effective teachers carefully establish classroom routines that enable them and their students to work flexibly and efficiently."
I am a very organized person. I need order in my life. I find that I function best when I have a routine that I can follow. One thing I've learned about differentiation is that flexibility is neccesary and that I'll need to be able to find ways for my students to be working at different levels at different times and that it's a good thing. As I provide these opportunites in my routine as a teacher, I'll be able to help my students individually.
"Effective teacher set high expectations for themselves and their students with an orientation toward growth and improvement evident in the classroom"
I have very high expectations for myself. My goal is to receive straight "A's" until I graduate. I realize that "A" students don't always a good teacher make. However, to me these grades represent a level of dedication and desire to always do my best and I know that I can achieve this goal because I am capable of it. I want my students to know that they are capable to accomplish their own personal "best" and that I believe in them too.
"Teachers in schools with high achievement rates pre-assess in order to do targeted teaching"
If there is one thing I've learned about differentiation, it's that pre-assessing is vital to the success of a differentated classroom. If a teacher doesn't know what her students already know, how will she know what to teach and which students need more or less.
2. Metaphors
"Making bread somehow makes him who he ought to be. As he grows, the bread evolves, he explains, and that makes him one with his bread.... allow ourselves to be reshaped by what we do, to become one with it"
I'm not a good recipe follower. I'm always trying to find a way to make it better. Sometimes it works and sometimes it doesn't. In fact, I've made some crummy meals in my time by reinventing a recipe. I love recipe books to get me started and help me know what herbs go good with what meats and what kind of ingredients work well together. When I find a recipe I love, I still don't follow it exactly the same the next time. I believe that we need to always find ways to improve our lessons and not just do the same thing before it worked great last time. Sometime it will work, and sometime we need to go back to the recipe, but we need to alway be evolving.
1. Bullet Point Reviews:
"Students consistently want teachers who respect them, listen to them, show empathy toward them, help them work out their problems, and become human by sharing their own lives and ideas with their students"
I've enjoyed having you as my teacher. I can truely say that you have inspired, enriched and empowered me. I know that you respect me, listen to me and have helped me become a better student and one day a great teacher. I appreciate your vulnerablity by sharing your life with us and connecting to us individually. You live this principle of differentiation.
"Effective teachers carefully establish classroom routines that enable them and their students to work flexibly and efficiently."
I am a very organized person. I need order in my life. I find that I function best when I have a routine that I can follow. One thing I've learned about differentiation is that flexibility is neccesary and that I'll need to be able to find ways for my students to be working at different levels at different times and that it's a good thing. As I provide these opportunites in my routine as a teacher, I'll be able to help my students individually.
"Effective teacher set high expectations for themselves and their students with an orientation toward growth and improvement evident in the classroom"
I have very high expectations for myself. My goal is to receive straight "A's" until I graduate. I realize that "A" students don't always a good teacher make. However, to me these grades represent a level of dedication and desire to always do my best and I know that I can achieve this goal because I am capable of it. I want my students to know that they are capable to accomplish their own personal "best" and that I believe in them too.
"Teachers in schools with high achievement rates pre-assess in order to do targeted teaching"
If there is one thing I've learned about differentiation, it's that pre-assessing is vital to the success of a differentated classroom. If a teacher doesn't know what her students already know, how will she know what to teach and which students need more or less.
2. Metaphors
"Making bread somehow makes him who he ought to be. As he grows, the bread evolves, he explains, and that makes him one with his bread.... allow ourselves to be reshaped by what we do, to become one with it"
I'm not a good recipe follower. I'm always trying to find a way to make it better. Sometimes it works and sometimes it doesn't. In fact, I've made some crummy meals in my time by reinventing a recipe. I love recipe books to get me started and help me know what herbs go good with what meats and what kind of ingredients work well together. When I find a recipe I love, I still don't follow it exactly the same the next time. I believe that we need to always find ways to improve our lessons and not just do the same thing before it worked great last time. Sometime it will work, and sometime we need to go back to the recipe, but we need to alway be evolving.
Tuesday, February 9, 2010
Week 5: Chapters 5 & 6
1. 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.
1. "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."
I know from personal experience that unless my brain can wrap a meaning around a concept and make a personal connection to it, that it will be harder to retain that information. As teachers make their lessons personal for their students and help them make connections to it, they will not just hear the information, but will be able to internalize it. I want my students to have passion with the lessons that I teach. This won't "just happen" without purposeful planning on my part. I'll need to know about my students interests and personalities for this to happen.
2. 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 my own learning, the topics that I've had greater experience with have been retained longer and my desire to learn it has increased. I believe having themes of the week and centering my lessons around that theme will give my students greater understanding and experience with the topic being taught. This will help them retain the information better and internalize it.
2. From chapter 6, share 2 (two) exact quotes that are meaningful to you and explain why they matter to you.
"Aim High. It is likely that we underestimate what any student can accomplish, often establishing as performance ceilings goals that ought to be planks in the floor. That is the case for advanced learners, students with learning problems, English language learners - and teachers, for that matter. It is highly likely that students achieve much more when we present them with tasks that we genuinely believe to be beyond them, and then set out to ensure their success on those tasks. Aiming high means, at least, that all tasks require serious thought, that they deal with important ideas, and that they cast students as problems solvers."
I have a good friend who has a daughter in sixth grade. She is very advanced for her age and is often bored in class as her lessons are more like floors than they are ceilings. The goals that she sets for herself are things that she has already accomplished. She doesn't have to try in order to succeed in class. She needs something to aim for and a ceiling to reach for and challenge her. If her teacher used differentiation skills in the classroom, she would feel better about the work that she does and would enjoy school more.
"The most successful students understand that their success results from their own efforts. Although they will not succeed 100 percent of the time, they know that their continued effort is likely to lead to success. Students who have been less successful in school often attribute success and failure to luck, teacher bias, chance, and lack of ability. It's critical to student success that each student realize his or her persistent effort is linked to success."
This is one lesson that I've learned while back in college. I realize that I am in charge of my own education and what happens with it is what I make of it. I've had the opportunity to witness other students who struggle more and didn't receive the scores that they desired. I've also witnessed their excuses on why they received the poor grade and they often attribute it to something other than their fault. I want my students to know that their efforts do make a difference and that they are capable of achieving great things if they put their heart and mind to it. They are in control of their success and they can do anything they set their minds to.
1. "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."
I know from personal experience that unless my brain can wrap a meaning around a concept and make a personal connection to it, that it will be harder to retain that information. As teachers make their lessons personal for their students and help them make connections to it, they will not just hear the information, but will be able to internalize it. I want my students to have passion with the lessons that I teach. This won't "just happen" without purposeful planning on my part. I'll need to know about my students interests and personalities for this to happen.
2. 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 my own learning, the topics that I've had greater experience with have been retained longer and my desire to learn it has increased. I believe having themes of the week and centering my lessons around that theme will give my students greater understanding and experience with the topic being taught. This will help them retain the information better and internalize it.
2. From chapter 6, share 2 (two) exact quotes that are meaningful to you and explain why they matter to you.
"Aim High. It is likely that we underestimate what any student can accomplish, often establishing as performance ceilings goals that ought to be planks in the floor. That is the case for advanced learners, students with learning problems, English language learners - and teachers, for that matter. It is highly likely that students achieve much more when we present them with tasks that we genuinely believe to be beyond them, and then set out to ensure their success on those tasks. Aiming high means, at least, that all tasks require serious thought, that they deal with important ideas, and that they cast students as problems solvers."
I have a good friend who has a daughter in sixth grade. She is very advanced for her age and is often bored in class as her lessons are more like floors than they are ceilings. The goals that she sets for herself are things that she has already accomplished. She doesn't have to try in order to succeed in class. She needs something to aim for and a ceiling to reach for and challenge her. If her teacher used differentiation skills in the classroom, she would feel better about the work that she does and would enjoy school more.
"The most successful students understand that their success results from their own efforts. Although they will not succeed 100 percent of the time, they know that their continued effort is likely to lead to success. Students who have been less successful in school often attribute success and failure to luck, teacher bias, chance, and lack of ability. It's critical to student success that each student realize his or her persistent effort is linked to success."
This is one lesson that I've learned while back in college. I realize that I am in charge of my own education and what happens with it is what I make of it. I've had the opportunity to witness other students who struggle more and didn't receive the scores that they desired. I've also witnessed their excuses on why they received the poor grade and they often attribute it to something other than their fault. I want my students to know that their efforts do make a difference and that they are capable of achieving great things if they put their heart and mind to it. They are in control of their success and they can do anything they set their minds to.
Thursday, January 28, 2010
Week 4: Chapters 3 & 4
"Invested teachers are personally engaged in what they ask the students to do. That is, invested teachers work hard at learning, spend free time in pursuit of knowledge, think and puzzle over problems, and get excited about ideas. Invested teachers have clear personal goals toward which they work steadily. Invested teachers exemplify the pursuit of excellence." (Page 31)
I really enjoyed reading chapters 3 and 4. There were too many quotes that I enjoyed to list just three. With that being said, this quote was a good reminder to me about the importance of being an example of always being in pursuit of knowledge. As a teacher shows this dedication and desire to learn, she will foster this desire in her students. We can never learn enough and that desire to learn needs to be a life-long pursuit. I want to be an invested teacher like that.
"The persistent teacher also models the steady but relentless quest for excellence. The persistent teacher generously acknowledges the distance a student has come academically, but also makes clear the distance each student has yet to go. That teacher helps students realize that the quest for quality never ends. If the quest ends, quality ends with it - and so does the growth of the individual. The persistent teacher not only points out that learning has no finish line for students, but lives according to that principle as well. That teacher fights 'success ego,' never succumbing to the sense that she is 'good enough' to be exempt from the need to change. 'We're all on a journey,' the persistent teachers believes, 'none of us is ever through striving." (page 33)
In my schooling, I've tried really hard to reach high academic standards. Perhaps, my goals might be a little lofty at times, but I know that I'm in charge of my learning and grades. If I receive a lower score on an assignment, it's because I didn't do enough to reach the score I was hoping for. I also realize that even with my persistence to reach high scores and grades, I still have a lot to learn. Ultimately, my goal is to achieve the knowledge from the work I've done. It's not the grade that counts. However, the grade is a physical representation of the persistence that I've given to my classes. I can never gain enough knowledge. As a teacher, I want to teach my students to set their goals high and realize that we can always do more to gain knowledge. In order to do this, we need to be persistent!
"Wise teachers expand their team in a variety of ways - forming partnerships with their students, establishing relationships with like-minded peers who serve as 'critical friends,' drawing on the expertise of specialists in the building, and actively pursuing advanced professional knowledge through universities, books, and high-quality staff development." (Page 33)
This is a good reminder that we are not on our own in the classroom. I want to be a wise teacher that knows about my resources and is humble enough to ask for help from others in the best interest of my students. I'm grateful that there are sources that I can turn to and relieved that I'm not without help from others in the classroom.
"Morning Meetings also can be a consistent means of helping students get to know one another and of building community throughout the year. These daily sessions often include greetings, sharing, a group activity, and announcements. They set a positive tone at the outset of the day, help students feel safe and welcomed, teach routines, foster positive communications, and allow opportunities for students to share ideas." (Page 41)
This was a good reminder of the importance of morning meetings and the benefits that can come from morning meetings. I'm excited to learn more about morning meetings and have a class of my own where I can hold morning meetings and develop a feeling of community, acceptance & safety for my students.
I really enjoyed reading chapters 3 and 4. There were too many quotes that I enjoyed to list just three. With that being said, this quote was a good reminder to me about the importance of being an example of always being in pursuit of knowledge. As a teacher shows this dedication and desire to learn, she will foster this desire in her students. We can never learn enough and that desire to learn needs to be a life-long pursuit. I want to be an invested teacher like that.
"The persistent teacher also models the steady but relentless quest for excellence. The persistent teacher generously acknowledges the distance a student has come academically, but also makes clear the distance each student has yet to go. That teacher helps students realize that the quest for quality never ends. If the quest ends, quality ends with it - and so does the growth of the individual. The persistent teacher not only points out that learning has no finish line for students, but lives according to that principle as well. That teacher fights 'success ego,' never succumbing to the sense that she is 'good enough' to be exempt from the need to change. 'We're all on a journey,' the persistent teachers believes, 'none of us is ever through striving." (page 33)
In my schooling, I've tried really hard to reach high academic standards. Perhaps, my goals might be a little lofty at times, but I know that I'm in charge of my learning and grades. If I receive a lower score on an assignment, it's because I didn't do enough to reach the score I was hoping for. I also realize that even with my persistence to reach high scores and grades, I still have a lot to learn. Ultimately, my goal is to achieve the knowledge from the work I've done. It's not the grade that counts. However, the grade is a physical representation of the persistence that I've given to my classes. I can never gain enough knowledge. As a teacher, I want to teach my students to set their goals high and realize that we can always do more to gain knowledge. In order to do this, we need to be persistent!
"Wise teachers expand their team in a variety of ways - forming partnerships with their students, establishing relationships with like-minded peers who serve as 'critical friends,' drawing on the expertise of specialists in the building, and actively pursuing advanced professional knowledge through universities, books, and high-quality staff development." (Page 33)
This is a good reminder that we are not on our own in the classroom. I want to be a wise teacher that knows about my resources and is humble enough to ask for help from others in the best interest of my students. I'm grateful that there are sources that I can turn to and relieved that I'm not without help from others in the classroom.
"Morning Meetings also can be a consistent means of helping students get to know one another and of building community throughout the year. These daily sessions often include greetings, sharing, a group activity, and announcements. They set a positive tone at the outset of the day, help students feel safe and welcomed, teach routines, foster positive communications, and allow opportunities for students to share ideas." (Page 41)
This was a good reminder of the importance of morning meetings and the benefits that can come from morning meetings. I'm excited to learn more about morning meetings and have a class of my own where I can hold morning meetings and develop a feeling of community, acceptance & safety for my students.
Sunday, January 24, 2010
Week 3 - Inventories
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.
Hallmark #1 talks about linking assessment and instruction to each other. While inventories aren't necessarily a form of assessment about subject matter that has been taught, it's still an assessment of the student and their lives. By understanding more about the students home life and personality, a teacher will better understand how to cherish them individually and as real people and not just clump them into categories of learning.
I liked the questions that were listed on the inventories in the book. One thing I would like to include in my own inventories is something to the effect of "are there any medical conditions that I should be aware of in the classroom". So often a students health condition will require special circumstances that a teacher needs to make differentional adjustments for in order for them to be successful. As parents work with teachers to keep them informed and help them know what their child's needs are, they can both provide the best learning experience possible for the child.
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?
It was good to see all the different types of inventories from the reading assignment. Just as students vary in their learning abilities, teachers vary in the teaching techniques. It's important for teachers to bring their personality to their teaching. If a teacher selects an inventory that doesn't reflect their personality, they may not use the results effectively from the inventory and be able to learn about their students readiness, learning profile or interests. I want my students to know that I love them and am there to help them learn. I hope to use an inventory that will help me gain the essential information about them so we can form bonds and I will know how to teach them lessons where their needs are.
Hallmark #1 talks about linking assessment and instruction to each other. While inventories aren't necessarily a form of assessment about subject matter that has been taught, it's still an assessment of the student and their lives. By understanding more about the students home life and personality, a teacher will better understand how to cherish them individually and as real people and not just clump them into categories of learning.
I liked the questions that were listed on the inventories in the book. One thing I would like to include in my own inventories is something to the effect of "are there any medical conditions that I should be aware of in the classroom". So often a students health condition will require special circumstances that a teacher needs to make differentional adjustments for in order for them to be successful. As parents work with teachers to keep them informed and help them know what their child's needs are, they can both provide the best learning experience possible for the child.
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?
It was good to see all the different types of inventories from the reading assignment. Just as students vary in their learning abilities, teachers vary in the teaching techniques. It's important for teachers to bring their personality to their teaching. If a teacher selects an inventory that doesn't reflect their personality, they may not use the results effectively from the inventory and be able to learn about their students readiness, learning profile or interests. I want my students to know that I love them and am there to help them learn. I hope to use an inventory that will help me gain the essential information about them so we can form bonds and I will know how to teach them lessons where their needs are.
Friday, January 15, 2010
Week 2: Define Differentiation?
1) Carol Tomlinson mentions "definitions" or partial definitions of differentiation in chapter one. What makes sense to you, in attempting to define differentiation?
Answer:
I believe that the easiest and most complete definition of differentiation can be summed up by the statement on page 2 when it says, "Differentiated teaching is responsive teaching." I really liked this chapter and enjoyed the stories and examples that it gave to help me understand the definition of differentiation. Several times throughout the chapter, the book said something like, "in a differentiated classroom, the teacher ...". Through these examples, it outlined important steps a teacher needs to consider when trying to use differentiation in her classroom planning.
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.
Answer:
This question is a hard one to narrow down to just one quote or insight that "speaks" to me. I was really enlighted to the idea of differentiation by reading this chapter and discussing it in class. I enjoyed the activity in class that reviewed the Hallmarks of a Differentiated Classroom. What a great reminder it was that not all classrooms are a "one-size-fits-all instruction", and that we need to have "goals of achieving best-fit and maximum growth for each learner" in the classroom. (page 6) I hope that I can remember and implement as many of these hallmarks as possible and remember that "effective differentiation rests upon purposeful planning for student variance, with improvisation as needed." (page 9)
I also enjoyed reading the section that reminded us about the importance of remembering WHO, WHERE, WHAT, and HOW we teach. "If any one of these elements is diminished, learning is diminished as well." (page 3). That's the purpose for differentiation!
Answer:
I believe that the easiest and most complete definition of differentiation can be summed up by the statement on page 2 when it says, "Differentiated teaching is responsive teaching." I really liked this chapter and enjoyed the stories and examples that it gave to help me understand the definition of differentiation. Several times throughout the chapter, the book said something like, "in a differentiated classroom, the teacher ...". Through these examples, it outlined important steps a teacher needs to consider when trying to use differentiation in her classroom planning.
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.
Answer:
This question is a hard one to narrow down to just one quote or insight that "speaks" to me. I was really enlighted to the idea of differentiation by reading this chapter and discussing it in class. I enjoyed the activity in class that reviewed the Hallmarks of a Differentiated Classroom. What a great reminder it was that not all classrooms are a "one-size-fits-all instruction", and that we need to have "goals of achieving best-fit and maximum growth for each learner" in the classroom. (page 6) I hope that I can remember and implement as many of these hallmarks as possible and remember that "effective differentiation rests upon purposeful planning for student variance, with improvisation as needed." (page 9)
I also enjoyed reading the section that reminded us about the importance of remembering WHO, WHERE, WHAT, and HOW we teach. "If any one of these elements is diminished, learning is diminished as well." (page 3). That's the purpose for differentiation!
Wednesday, January 6, 2010
Blog #1 - 10 Questions
1. What is your favorite book for kids… something you would like to use in your future classroom? Why do you like it?
I have two books that I would like to read to my class (no matter what grade I teach). The first one is "The Little Engine That Could" by Watty Piper. The second one is "I Knew You Could" by Craig Dorfman. I would like to read "The Little Engine That Could" at the beginning of the year to teach the students that they will have many things that come their way during the year that may be new and unfamiliar to them. If they stick to it and try their best they will find that they can accomplish anything that they put their mind to. Having a positive attitude will help them achieve their goals. After the students have had a chance to see some accomplishments, I'd read "I Knew You Could" to the students and let them know how proud I am of them.
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!
I'm a T.V. junky. On a daily basis, I record "The Ellen DeGeneres Show". I usually watch her show on my DVR when I'm doing homework in bed at night. She makes me laugh and gives me something to smile about when doing my homework. I also love and am very excited about "American Idol" starting up soon. I love watching from the very beginning when they are holding auditions across the country until they announce the winner. I find myself becoming emotionally involved with the singers and even though I've never once called in to "vote", I am always mad when the person I felt should stay was voted off. I also love most of the shows on TLC and The Food Network. I can do homework to either of those channels all night long. They help me stay awake. I never really "watch" these programs. I'm usually listening to them as I work on something else. They make great background noise and keep me company.
3. Do you collect anything? Tell about your collections:
I love Christmas time because it gives me a chance to display all of the Christmas tree ornaments I've collect from all of my vacation destinations. Seeing these ornaments helps me remember the fun times I had on vacation. I also collect smashed pennies. I don't want people to bring me back ornaments or smashed pennies (but, I'd never turn them down). What I really want is to physically visit and collect these items from the location myself. It's the experience more than the collection that I'm after. These small physical objects just help me remember the fun times I've had.
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've been keeping a blog since September 2008. I'm not a real faithful writer and struggle making time to do it. I usually write about things that are important to me or experiences that I've had. I have a fun time reading other people's blogs and find that I get annoyed when they don't update their blogs very often. However, whenever I do get annoyed, I just remember how long it's been since I've updated my own blog.
I've titled my blog shelly camper girl because camping is a passion of mine that I really enjoyed doing. You can view my blog if you click here.
I also enjoy scrapbooking and have a room dedicated for that purpose. I haven't had time since I've returned to school to make a single page and look forward to having time for it again one day in my life - but everything in its own season. Right now school is my main focus.
When I was in high school and on my mission I kept a written journal. I'm glad that I have those and wish I had the desire and/or time to keep it up. I struggle the most with this form of journaling but find great value in it.
5. If you had to be the sponsor of an after-school group, select your 1st, 2nd & 3rd choices:
1st choice - Art or Music Appreciation
2nd choice - Peer Relationships
3rd choice - Ecology
6. Have you ever taken art lessons or attended art classes outside of school? Tell about your artistic talent and/or interests:
Last summer I took a pottery class at school just for the fun of it. Even though it was at school, I didn't need the credit and took the class for enjoyment purposes only. What a joy this class was. I wish I had my own wheel and kiln. I'm not very good and still have a lot to learn, but I felt good about the wares that I did produce and made some great progress. This was a really fun class.
When I was working full time - I would always try to sign up for community education classes when I had time. Some of the fun classes that I took were: Chinese cooking, flower arranging and topiary. I consider these classes as art lessons as each of them are an art form of their own. Even though I don't have time for it in my life right now, I still look over the registration form and try to find classes that I would like to take when I'm done with school.
7. Have you ever taken music lessons or belonged to musical groups outside of school? Tell about your musical talent and/or interests:
As a child and teenager I took piano lessons. I'm really not good at it. I stumble my way through the church hymns but don't feel comfortable accompanying a group of singers. When I was on my mission I played the piano quite a bit and became quite good, but that gift has since left me as I have neglected practing.
After my mission, I signed up for guitar lessons with my sister. I was going to school at the time in Elementary Education and really wanted to learn the guitar because it is an excellent intrument to play in the classroom. I also wanted to be able to accompany the girls at girls camp and for personal family camping trips around the campfire. There's really nothing better than singing around the campfire while roasting smores. It doesn't get any better than that! I'm not very good and look forward to refining that skill, but I do enjoy it and am glad that I made the effort to get started.
8. Have you ever taken dance lessons or belonged to dance groups? Tell about your dance talent and/or interests:
As a child, I took a tap, ballet and jazz dance class for several years. I was never a good dancer. I remember goofing off with friends more than taking it that seriously. I do have some dance recital pictures as evidence, but these photo's are really quite embarrasing. While I was never meant to be a dancer, I still remember some of the dance moves I learned whenever I hear the song "Celebration" by Kool and the Gang.
I also took gymnastics as a child. I really enjoyed the balance beam and was proud of the fact that I was the only student in the class that could do the strattles and backbend. I love to pull out my backbend moves even now at parties whenever I need to prove that I know how to do one.
9. Have you ever taken drama classes or performed in a theater production? Tell about your theater talents and/or interests:
While I'm quite a dramatic person, I've never been a performer. I worked at Scera Shell for several years as a volunteer and even managed the box office and concessions stand for two summers. But all of my theater experience has been behind the scenes and in the audience.
I do have a great love for the theater and drama though. I've sat through countless productions and find it an excellent form of entertainment. Someone has to be in the audience - right? Well, I'll gladly fill that seat.
I've had the opportunity to go to New York City twice and Chicago once to watch Broadway productions. My first Broadway show in New York was "Aida". What a great show! I've also fallen in love with "Wicked" and a variety of other great shows. Whenever possible, I try to attend Broadway Tours America productions in Salt Lake City and make the short trip to St. George for productions at the Tuachan. I wish I had all the money I needed so I could go back to New York and see all the shows that I want. Oh well, I'll just cherish the opportunities that I've had and enjoy community theater.
10. What have I not asked you, that you would like me to know about you?
I am very close to my family. I still live with my mother and am so grateful that I have the opportunity to be near my family. All of my siblings live close by. It's fun to see them often and spend time together. One of my passions is being an aunt. It's my goal to be the #1 favorite aunt. I love spending time with my neices and nephews and am usually the one on the floor playing with them while the adults sit and visit. It's great having a close family and I wouldn't have it any other way!!
I have two books that I would like to read to my class (no matter what grade I teach). The first one is "The Little Engine That Could" by Watty Piper. The second one is "I Knew You Could" by Craig Dorfman. I would like to read "The Little Engine That Could" at the beginning of the year to teach the students that they will have many things that come their way during the year that may be new and unfamiliar to them. If they stick to it and try their best they will find that they can accomplish anything that they put their mind to. Having a positive attitude will help them achieve their goals. After the students have had a chance to see some accomplishments, I'd read "I Knew You Could" to the students and let them know how proud I am of them.
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!
I'm a T.V. junky. On a daily basis, I record "The Ellen DeGeneres Show". I usually watch her show on my DVR when I'm doing homework in bed at night. She makes me laugh and gives me something to smile about when doing my homework. I also love and am very excited about "American Idol" starting up soon. I love watching from the very beginning when they are holding auditions across the country until they announce the winner. I find myself becoming emotionally involved with the singers and even though I've never once called in to "vote", I am always mad when the person I felt should stay was voted off. I also love most of the shows on TLC and The Food Network. I can do homework to either of those channels all night long. They help me stay awake. I never really "watch" these programs. I'm usually listening to them as I work on something else. They make great background noise and keep me company.
3. Do you collect anything? Tell about your collections:
I love Christmas time because it gives me a chance to display all of the Christmas tree ornaments I've collect from all of my vacation destinations. Seeing these ornaments helps me remember the fun times I had on vacation. I also collect smashed pennies. I don't want people to bring me back ornaments or smashed pennies (but, I'd never turn them down). What I really want is to physically visit and collect these items from the location myself. It's the experience more than the collection that I'm after. These small physical objects just help me remember the fun times I've had.
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've been keeping a blog since September 2008. I'm not a real faithful writer and struggle making time to do it. I usually write about things that are important to me or experiences that I've had. I have a fun time reading other people's blogs and find that I get annoyed when they don't update their blogs very often. However, whenever I do get annoyed, I just remember how long it's been since I've updated my own blog.
I've titled my blog shelly camper girl because camping is a passion of mine that I really enjoyed doing. You can view my blog if you click here.
I also enjoy scrapbooking and have a room dedicated for that purpose. I haven't had time since I've returned to school to make a single page and look forward to having time for it again one day in my life - but everything in its own season. Right now school is my main focus.
When I was in high school and on my mission I kept a written journal. I'm glad that I have those and wish I had the desire and/or time to keep it up. I struggle the most with this form of journaling but find great value in it.
5. If you had to be the sponsor of an after-school group, select your 1st, 2nd & 3rd choices:
1st choice - Art or Music Appreciation
2nd choice - Peer Relationships
3rd choice - Ecology
6. Have you ever taken art lessons or attended art classes outside of school? Tell about your artistic talent and/or interests:
Last summer I took a pottery class at school just for the fun of it. Even though it was at school, I didn't need the credit and took the class for enjoyment purposes only. What a joy this class was. I wish I had my own wheel and kiln. I'm not very good and still have a lot to learn, but I felt good about the wares that I did produce and made some great progress. This was a really fun class.
When I was working full time - I would always try to sign up for community education classes when I had time. Some of the fun classes that I took were: Chinese cooking, flower arranging and topiary. I consider these classes as art lessons as each of them are an art form of their own. Even though I don't have time for it in my life right now, I still look over the registration form and try to find classes that I would like to take when I'm done with school.
7. Have you ever taken music lessons or belonged to musical groups outside of school? Tell about your musical talent and/or interests:
As a child and teenager I took piano lessons. I'm really not good at it. I stumble my way through the church hymns but don't feel comfortable accompanying a group of singers. When I was on my mission I played the piano quite a bit and became quite good, but that gift has since left me as I have neglected practing.
After my mission, I signed up for guitar lessons with my sister. I was going to school at the time in Elementary Education and really wanted to learn the guitar because it is an excellent intrument to play in the classroom. I also wanted to be able to accompany the girls at girls camp and for personal family camping trips around the campfire. There's really nothing better than singing around the campfire while roasting smores. It doesn't get any better than that! I'm not very good and look forward to refining that skill, but I do enjoy it and am glad that I made the effort to get started.
8. Have you ever taken dance lessons or belonged to dance groups? Tell about your dance talent and/or interests:
As a child, I took a tap, ballet and jazz dance class for several years. I was never a good dancer. I remember goofing off with friends more than taking it that seriously. I do have some dance recital pictures as evidence, but these photo's are really quite embarrasing. While I was never meant to be a dancer, I still remember some of the dance moves I learned whenever I hear the song "Celebration" by Kool and the Gang.
I also took gymnastics as a child. I really enjoyed the balance beam and was proud of the fact that I was the only student in the class that could do the strattles and backbend. I love to pull out my backbend moves even now at parties whenever I need to prove that I know how to do one.
9. Have you ever taken drama classes or performed in a theater production? Tell about your theater talents and/or interests:
While I'm quite a dramatic person, I've never been a performer. I worked at Scera Shell for several years as a volunteer and even managed the box office and concessions stand for two summers. But all of my theater experience has been behind the scenes and in the audience.
I do have a great love for the theater and drama though. I've sat through countless productions and find it an excellent form of entertainment. Someone has to be in the audience - right? Well, I'll gladly fill that seat.
I've had the opportunity to go to New York City twice and Chicago once to watch Broadway productions. My first Broadway show in New York was "Aida". What a great show! I've also fallen in love with "Wicked" and a variety of other great shows. Whenever possible, I try to attend Broadway Tours America productions in Salt Lake City and make the short trip to St. George for productions at the Tuachan. I wish I had all the money I needed so I could go back to New York and see all the shows that I want. Oh well, I'll just cherish the opportunities that I've had and enjoy community theater.
10. What have I not asked you, that you would like me to know about you?
I am very close to my family. I still live with my mother and am so grateful that I have the opportunity to be near my family. All of my siblings live close by. It's fun to see them often and spend time together. One of my passions is being an aunt. It's my goal to be the #1 favorite aunt. I love spending time with my neices and nephews and am usually the one on the floor playing with them while the adults sit and visit. It's great having a close family and I wouldn't have it any other way!!
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