Wednesday, February 24, 2010
Week 6 or 7?
I am definitely willing to try differentiation in my field work. I know that I will learn best from hands-on experience, and so it would be unfortunate if I didn't try. I am learning differentiaion better, but realizing it will require a lot of work like you said. I guess what I would like to know is if teachers ever get so good at differentiation, or if they know their students so well that it makes it easy for them to differentiate with a limited amount of time. Or if they could even differentiation on the spot.
Wednesday, February 17, 2010
Week 7
#1)
The four bullet points I would like to talk about are
1) Caring teachers who create relationships with their students enhance students learning
2) Caring teachers intentionally develop awareness of their students' cultures outside of school.
3)Teachers' enthusiasm for learning and for their subject matter is an important factor in student motivation that, in turn, is closely linked with student achievement.
4) Effective teachers know and understand their students in terms of abilities, achievement, learning preferences, and needs.
The first two are very simple to me. It important to get to know your students and understand the type of culture and environment that they come from. A key word in both of these bullet points is "caring". If students know that you care about them, they are going to be more receptive to your teaching. I think this requires a degree of selflessness on the part of the teacher as caring for another usually does require selflessness. But in return, the teacher and student alike will gain great rewards.
I wonder if I will be able to be be enthusiastic about the subject matter for all or most subjects. I enjoy math and always have, but I wonder about subjects such as science and social studies. I completely agree with this bullet however.
The fourth bullet seems much like the first two. It will require effort on behalf of the teacher to understand each student in all of these areas, but every child deserves a teacher who will at least try.
#2)
The metaphor that I would like to speak of is the one about Ray Mcnulty and his mom's "gravy" or spagetti sauce. I liked this metaphor because I can completely Identify with it on both ends. My grandmother loves to cook and she is good at it too. She always likes to cook every dish when we get together for family meals. I have often asked her for recipes that I could duplicate, but it just isn't the same. I know that my grandmother cooks because she enjoys it, but I think what she enjoys the most is making people happy and feel good. I know that she cooks these dishes out of love for her children and grandchildren. I inherited my grandmothers love of cooking. Although I feel I can't quite duplicate her dishes, I am slowly owning certain recipes myself. My family loves my cinnamon rolls and my spinach and sausage pasta. I too feel that it is rewarding to see the enjoyment on loved ones faces when they are eating a good meal. I too "find happiness in giving myself to this work". I only hope that the same will go with teaching. I feel like cooking is one of the only things that I have found in life that I just love and can't get enough of. I hope that teaching will become like cooking, I can't get enough of it because I love what I am doing so much.
The four bullet points I would like to talk about are
1) Caring teachers who create relationships with their students enhance students learning
2) Caring teachers intentionally develop awareness of their students' cultures outside of school.
3)Teachers' enthusiasm for learning and for their subject matter is an important factor in student motivation that, in turn, is closely linked with student achievement.
4) Effective teachers know and understand their students in terms of abilities, achievement, learning preferences, and needs.
The first two are very simple to me. It important to get to know your students and understand the type of culture and environment that they come from. A key word in both of these bullet points is "caring". If students know that you care about them, they are going to be more receptive to your teaching. I think this requires a degree of selflessness on the part of the teacher as caring for another usually does require selflessness. But in return, the teacher and student alike will gain great rewards.
I wonder if I will be able to be be enthusiastic about the subject matter for all or most subjects. I enjoy math and always have, but I wonder about subjects such as science and social studies. I completely agree with this bullet however.
The fourth bullet seems much like the first two. It will require effort on behalf of the teacher to understand each student in all of these areas, but every child deserves a teacher who will at least try.
#2)
The metaphor that I would like to speak of is the one about Ray Mcnulty and his mom's "gravy" or spagetti sauce. I liked this metaphor because I can completely Identify with it on both ends. My grandmother loves to cook and she is good at it too. She always likes to cook every dish when we get together for family meals. I have often asked her for recipes that I could duplicate, but it just isn't the same. I know that my grandmother cooks because she enjoys it, but I think what she enjoys the most is making people happy and feel good. I know that she cooks these dishes out of love for her children and grandchildren. I inherited my grandmothers love of cooking. Although I feel I can't quite duplicate her dishes, I am slowly owning certain recipes myself. My family loves my cinnamon rolls and my spinach and sausage pasta. I too feel that it is rewarding to see the enjoyment on loved ones faces when they are eating a good meal. I too "find happiness in giving myself to this work". I only hope that the same will go with teaching. I feel like cooking is one of the only things that I have found in life that I just love and can't get enough of. I hope that teaching will become like cooking, I can't get enough of it because I love what I am doing so much.
Wednesday, February 10, 2010
Week 5
The first bullet point that I would like to explore from Tomlinson's book is the very first one. It states: "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".
From some of the readings in our math class, we have learned about how children can learn that 2+2 is four, but it will only be useful to them if they understand that it means that two of something plus two of something else makes four things total. They also mentioned that using manipulatives isn't necessarily enough. We need to know in what context these things can be useful. Knowing how to calculate percentages would be useful in the context of calculating a tip at the restaurant, or shopping for sales, and etc. You can teach children concepts, but without providing your students opportunities to apply their knowledge in a cotext makes this knowledge seem hollow.
The secon bullet point I would like to talk about is the fourth bullet point. It states "...it is the role of Educators to 'uncover' what is essential to know, understand, and be able to do in the disciplines. Experts of a field value such knowledge, understanding, and skill as essential to productivity in their discipline. Teachers must tstruggle against 'coverage' and strive for 'uncoverage' of meaning-distinguishing between what is essential to the discipline, what is important, and what would be nice to know if there were time to do so",
This is what I think will be difficult for a teacher - to be able to distinguish what is most important for our studnets to know, and teach it in an effective way. I how Tomlinson used the word "struggle" as it will be difficult to be sure that we are always covering the right topic in a way to "uncover" their meaning. We will not have time to get to everything, but what is most important is that our students understand what we do get to.
From some of the readings in our math class, we have learned about how children can learn that 2+2 is four, but it will only be useful to them if they understand that it means that two of something plus two of something else makes four things total. They also mentioned that using manipulatives isn't necessarily enough. We need to know in what context these things can be useful. Knowing how to calculate percentages would be useful in the context of calculating a tip at the restaurant, or shopping for sales, and etc. You can teach children concepts, but without providing your students opportunities to apply their knowledge in a cotext makes this knowledge seem hollow.
The secon bullet point I would like to talk about is the fourth bullet point. It states "...it is the role of Educators to 'uncover' what is essential to know, understand, and be able to do in the disciplines. Experts of a field value such knowledge, understanding, and skill as essential to productivity in their discipline. Teachers must tstruggle against 'coverage' and strive for 'uncoverage' of meaning-distinguishing between what is essential to the discipline, what is important, and what would be nice to know if there were time to do so",
This is what I think will be difficult for a teacher - to be able to distinguish what is most important for our studnets to know, and teach it in an effective way. I how Tomlinson used the word "struggle" as it will be difficult to be sure that we are always covering the right topic in a way to "uncover" their meaning. We will not have time to get to everything, but what is most important is that our students understand what we do get to.
Wednesday, January 27, 2010
Week #3
I would use the information from the student profile surveys and the student interest survey in the book fullfilling the promise in differenting in many ways. First of all, I like that it is an opportunity to gain information about your students by those who know them best - themselves. I feel that a student would feel that you really care about them and trust them by asking them questions like these in addition to going to their parents. Their parents don't always know everything about them, and I know we can gain a little insight into their learning style from questions like these. I could use the information on these sheets for grouping students together for them to get exposure to other ways of learning, but also to be able to be paired up with those that are similar to them. Keeping Hallmark #1 in mind, it seems that you would know a fitting assessment for someone knowing what they enjoy, or what their strengths and weaknesses are. For example, someone who is very creative could do some form of art as an assessment of what they learned from a science unit about rocks. They could draw, or make rock art or something based on what they objectives of the lesson/unit.
I liked all the ideas from these sheets, but one thing I think could be good to ask the students would be to ask them what type of classroom environment do they feel most comfortable in/least comfortable in.
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?
Obviously there are a variety of ways that we can assess a student's understanding. Most of these inventories seem to be a guide for students and teachers alike. They have guides for teachers in the form of anecdotal record helps, but they also have guides for students as they learn how they can help demonstrate not only their understanding, but their interest and their learning profile for when it comes to reading, writing, and other subjects.
I like that these inventories also have a step-by-step process for students who may have a hard time knowing exactly what to do, or what to check for in finished work. They had a checklist for stories that students can check off to make sure that the story has a beginning and an end as well as it has been checked for punctuation and etc. The student can also learn from forms like these as they check for different parts of a story, as these parts are explained in detail on the checklist sheet.
Overall these ideas were great for me to look at and things that I would definitely want to use as a teacher.
I liked all the ideas from these sheets, but one thing I think could be good to ask the students would be to ask them what type of classroom environment do they feel most comfortable in/least comfortable in.
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?
Obviously there are a variety of ways that we can assess a student's understanding. Most of these inventories seem to be a guide for students and teachers alike. They have guides for teachers in the form of anecdotal record helps, but they also have guides for students as they learn how they can help demonstrate not only their understanding, but their interest and their learning profile for when it comes to reading, writing, and other subjects.
I like that these inventories also have a step-by-step process for students who may have a hard time knowing exactly what to do, or what to check for in finished work. They had a checklist for stories that students can check off to make sure that the story has a beginning and an end as well as it has been checked for punctuation and etc. The student can also learn from forms like these as they check for different parts of a story, as these parts are explained in detail on the checklist sheet.
Overall these ideas were great for me to look at and things that I would definitely want to use as a teacher.
Wednesday, January 20, 2010
Blog Post #2
1) After reading the text, the definition of differentiation that makes the most sense to me starts on page 2 and ends on page 3. It speaks of differentiated instruction as "responsive" instruction. It also states that this happens as teachers become increasingly proficient in understanding their students as individuals, increasingly comfortable with the meaning and structure of the disciplines they teach, and increasingly expert at teaching flexibly in order to match instruction to student need with the goal of maximizing the potential of each learner in a given area.
I like how this definition uses the word flexible. I think that for a teacher to be able to have differentiated instruction, she needs to be extremely flexible as to accomodate all the differences that exist among his/her students.
2b) An insight that came from the reading this week has to do mainly with the students trait of accent within a classroom. I think this particularly struck a chord with me because I was one of those students that didn't really know where my place was in school, or in the classroom. Under this category it said that a teacher in a differentiated classroom attends to student emotions or feelings as well as to student cognition. In fact, the two are inextricably bound. I totally believe this to be true and often overlooked. A student, or really any person in any type of social setting, will not be successful in their endeavors until they "feel good about themselves, their work, and the classroom" (or society as a whole). This statement confirmed the importance of morning meetings in the classroom as it is an opportunity to build community within a class, but also for each individual to feel loved, and accepted as part of a group.
I like how this definition uses the word flexible. I think that for a teacher to be able to have differentiated instruction, she needs to be extremely flexible as to accomodate all the differences that exist among his/her students.
2b) An insight that came from the reading this week has to do mainly with the students trait of accent within a classroom. I think this particularly struck a chord with me because I was one of those students that didn't really know where my place was in school, or in the classroom. Under this category it said that a teacher in a differentiated classroom attends to student emotions or feelings as well as to student cognition. In fact, the two are inextricably bound. I totally believe this to be true and often overlooked. A student, or really any person in any type of social setting, will not be successful in their endeavors until they "feel good about themselves, their work, and the classroom" (or society as a whole). This statement confirmed the importance of morning meetings in the classroom as it is an opportunity to build community within a class, but also for each individual to feel loved, and accepted as part of a group.
Monday, January 11, 2010
Blog post 1
1) My favorite children's book is Seven Daughters and Seven Sons. I think it is more of a juvenile fiction book, but we read it in our Children's literature class. this is a book that I felt that I was able to identify with. I have always had a desire to go out and earn a living to help my parents and siblings. It worked well in the book, but I don't know how realistic it would be in real life.
2)Well, I don't really watch T.V. all that much. I do watch the office occasionally and find them humorous, but I am not obsessed like the rest of the world. The only show that I have recently watched religiously is the Suze Orman show, but it has gotten to the point where she says the same things over, and over, so I am getting bored with it. I guess the third would be HGTV Design Star. My husband and I used to watch it, but I don't even know when it is on anymore.
3) I don't really collect anything, but I love cooking and so I probably will eventually have a collection of cookbooks.
4) I don't keep a journal or a blog. I kept a journal religiously on my mission, but since I have been home, I haven't written in it once. It has almost been two years since I returned home.
5)career opportunities & choices
art or music appreciation
sports
6) Never taken art classes. I am not very good at art. I once had a boyfriend tell me that his 9 year old brother could draw better than I could. I don't have much of a knack for drawing. I may be better at other mediums.
7) I took piano lessons for many years, and had a wonderful teacher who also taught me how to teach music. I now teach piano to 21 students. I love teaching piano, and I love playing, but I am actually not that great at playing. I feel confidant in my teaching abilities, and my accompanying abilites if I am given the music a few days beforehand.
8)I took dance lessons when I was younger, and was actually pretty good in my class, but I am not as good at dancing as some of my sisters were, and that deterred me from continuing. I liked to be the best, and if I was not, I would quit.
9)Never done the drama thing. I probably am worse at drama than art. I don't like being in front of people.
10)I guess just that I love to take care of people. Children and adult alike. I like to find ways to make people happy, and make sure their needs are met.
2)Well, I don't really watch T.V. all that much. I do watch the office occasionally and find them humorous, but I am not obsessed like the rest of the world. The only show that I have recently watched religiously is the Suze Orman show, but it has gotten to the point where she says the same things over, and over, so I am getting bored with it. I guess the third would be HGTV Design Star. My husband and I used to watch it, but I don't even know when it is on anymore.
3) I don't really collect anything, but I love cooking and so I probably will eventually have a collection of cookbooks.
4) I don't keep a journal or a blog. I kept a journal religiously on my mission, but since I have been home, I haven't written in it once. It has almost been two years since I returned home.
5)career opportunities & choices
art or music appreciation
sports
6) Never taken art classes. I am not very good at art. I once had a boyfriend tell me that his 9 year old brother could draw better than I could. I don't have much of a knack for drawing. I may be better at other mediums.
7) I took piano lessons for many years, and had a wonderful teacher who also taught me how to teach music. I now teach piano to 21 students. I love teaching piano, and I love playing, but I am actually not that great at playing. I feel confidant in my teaching abilities, and my accompanying abilites if I am given the music a few days beforehand.
8)I took dance lessons when I was younger, and was actually pretty good in my class, but I am not as good at dancing as some of my sisters were, and that deterred me from continuing. I liked to be the best, and if I was not, I would quit.
9)Never done the drama thing. I probably am worse at drama than art. I don't like being in front of people.
10)I guess just that I love to take care of people. Children and adult alike. I like to find ways to make people happy, and make sure their needs are met.
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