Part 2 Units

The units in Part 2 of Differentiation in Practice are all interesting but I specifically chose "All About The ABCs" and "We Each Have a Role to Play" because of the great experiences I've had with language arts and literature. My mother was an English teacher for many years in Nebo School District and even though I don't have early childhood memories of her reading to me I have no doubt she did. You see, if I can find a quiet place and a book (of any kind), I'm a very happy person. :)

All About The ABCs was very well done. The KUDs were clearly mapped out and the instructional strategies were grade level oriented. The ABC center was differentiated in many ways including working as an individual or as partners, tiering the materials on hand, introducing 1 or 2 activities at a time, and giving teacher feedback and support. This created a community within the classroom that ultimately led the students to teach other and they found other ways to use the available materials.

As I entered field for the first time last year I was, as you can imagine, very apprehensive. However, I was very lucky to be placed with an amazing 5th grade teacher that firmly believes in literature circles. I had a great time participating in a literature circle with one of the groups in that class and it was a lot of fun to see these students minds open up to the possibilities that literature has to offer.

We Each Have a Role to Play was another reminder of how a literature circle takes place. I was pleased to see the objectives defined the way they were. I would very much like to be a 5th grade teacher and when that happens this will be a great resource for me! The strategies are just as I remember but written in a way that will help me as I put these literature circles into practice in my classroom. Literature circles allow for differentiation in students' reading and thinking readiness and eventually allows the teacher to create the differentiated roles and tasks that are necessary to meet the students varying needs as literature is explored.

Blogging about this reminds me how excited I am to start teaching . . . Do I really have to wait another ten months??????

Although this blog is late, I'm glad I waited. I've been sick since last Thursday and wasn't even sure I was going to make it to class today. However, it was well worth the trip as I was able to see many of the strategies mentioned in our book actually put into action. This made it all much more real to me and I feel my comments will be more noteworthy.

The group I was with presented journal writing and I was very excited about the possibilities available for all students through this process. These journal prompts are a valuable resource that I am anxious to use in my classroom and I look forward to tapping into my students unlimited abilities with the versions you gave us.

The contracts are interesting to me but still somewhat unclear - I will have to study them more in depth in order to understand them better.

Cubing really caught my attention because I felt like this could be a great way to differentiate in any situation. It's so easy to adjust this strategy for absolutely anything. Abbey seemed particularly excited about cubing and she really piqued my interest in it as well. I look forward to trying cubing in my classroom!

RAFT is something I've seen done before but I haven't ever seen this many examples and it wasn't ever explained in this way. I like the way this strategy integrates reading and writing and feel it can be used at any grade and/or skill level. The RAFT can be as silly or as serious as you want it to be and still get the desired results.

Think-Tac-Toe is somewhat of a new concept to me. This "game" was presented to us at the beginning of the semester when you asked us to complete an assignment about our classmates. I really enjoyed this assignment and felt like it helped me learn more about the other people in my cohort. Silly me though, I hadn't considered using it on the level presented in class today! What a novel idea : ). Tiering in this way is a fantastic idea and a great way to let the students choose what they're interested in. Assessments could also be performed in this manner. I really like this concept.

All of these strategies have reinforced for me the idea that differentiation is, in simple terms, finding different ways to teach for different kinds of learners that are at different levels of learning.

Thank you for helping me through this class!

Differentiation - Chapter 7

I've had difficulty putting my feelings about this chapter into words. The title, subtitles, and bullet points all left me with many thoughts that I can't seem to put together. It frustrated me to the point of tears.

"In truth, of course, living the simplest truths is seldom easy."

This statement jumped out of the book as if it were written for me. And towards the end of the paragraph it said, "It's hard because people at home need so much of us too, and there seems never to be enough of us to go around, even for those people who are at ground zero in our lives, let alone those who inhabit the perimeters of our lives."

I have worked SO hard for my education and degree! This has been my dream for as long as I can remember and when it all finally came about my personal life fell to pieces. My family has suffered a lot in recent years. Not only because I'm in school but, I believe, because there isn't enough of me to go around. The expectations that some people have of me have been set extremely high - sometimes at a level I'm not sure I can reach anymore. "So of course it's hard to teach."

Through everything I've kept my tough outer shell. Stood my ground. Tried to hold my head high. Been determined to make it through. And now, Carol Ann Tomlinson says, "we need to remove our protective armor and allow our students to shape us, reflecting on and learning from what we see." This is so very scary to me! Sometimes I feel like this protective armor is the only thing I have holding me, and those around me, together. It's going to be extremely difficult to let go of this part of me and allow others in. How do I do this?

I looked back at all the bullet points, somewhat overwhelmed, and realized that all of the items listed don't have to be done at once. Just like anything else I need to find a starting place. It's that list that will begin to help me evolve. This can be done in any aspect of my life - intellectually, personally, spiritually, or otherwise. "How do we begin when there is no paved road for us to travel? We just begin."

I'm pretty sure I'm not going to start "singing to the gravy" and I'm not that great at making bread. However, after reading this chapter I feel as if my passion for teaching, my love of learning, and my hope for the future of our children, will find a way to be on full display each and every day I enter my classroom. Maybe my protective armor isn't so thick after all.

Differentiation - Chapters 5 & 6

Hmmmmm . . . If I was only considering teaching as a career, and someone told me to read chapter 5, I would have turned and run the other way as fast as I could :)!

Towards the beginning of chapter 5 it talked about forming a bond with the child, how "as teachers, we teach. Our tools are not the analyst's couch and prescription pad, for example, but curriculum and instruction." I struggled with making a disconnect between being a teacher and not having the analyst's couch when there was also talk about "the teacher's contract with the child is to care intelligently, unyieldingly, and deeply about the individuals strengths and weaknesses, dreams and nightmares, uniqueness and commonality." One of my "fears" is the attachment I know I will feel towards my students as I get to know them only to have to say good-bye as each year comes to an end. It seems as if there will be some kind of emotional bond that I'm not sure about. How will I handle it? Will it make me a better, stronger teacher, or will it reveal my weaknesses in a really big way? I hope that being aware of it will only help me in the long run and that I'll be able to use my emotions in a positive way and turn into a teacher like Mrs. Wannamaker - a teacher that my students will remember because I inspire them to do something great with their lives.

The curriculum and instruction discussed in chapter 5 is almost beyond overwhelming! I just don't know how any one teacher can possibly do it all. I suppose we all go in wanting to be that super teacher that's going to win awards and have the next Hollywood movie made about them. However, all I've ever wanted was to make a difference in the lives of children - it just isn't about me. As my son struggled through the 2nd grade last year I realized his teacher didn't know how to differentiate. As I studied over the "Elements" I was able to see many things that I felt were lacking in her instruction in order for my son to be successful in his classroom. His teacher was a seasoned professional, and someone I know quite well, but we ultimately had to transfer my son to a whole new school in order to get him the proper attention we felt he needed. Perhaps it isn't possible for one teacher, but if that teacher is working with a team, and has the full support of the principal and others within the administration, I believe it can become possible.

Chapter 6 was interesting to me because it took one teacher and one lesson and went through the entire thing from start to finish. It was interesting to see how Mr. Johnson planned for all of his students. I liked that "the expectation in Mrs. Johnson's class is that all students will work hard and continually look for ways to grow - and that he is on a mission to help them do that. It is the quest for growth that matters most to him." I believe after reading this chapter that Mr. Johnson makes it possible for each and every one of his students to "grow" in some way and that all of his students feel successful. It would be interesting to sit in on one of his classes!

Chapter 6 also had great suggestions such as: use think alouds; use small group instruction as a regular part of instructional cycles; establish peer networks for learning; promote language proficiency (the suggestions under this one were fantastic!); use weekend study buddies; make peer-critique or peer-review sessions a regular feature; cue and coach student responses; and, of course, team with resource specialists.

This particular reading made realize I still have a long way to go! It's a good thing I have the attitude that I can never really learn enough :).

Jaremy's Courage

Dear Jaremy,

I read your blog recently and am truly in awe of your courage for the huge task you have undertaken. I applaud your efforts to teach these young people who, statistically, have been forgotten by just about everyone. I feel you will become a hero to many of your students if you aren't already.

It must be very scary to have fights breaking out in your classroom! Although I'm not a professional on this subject I have been reading a book titled, "Fulfilling The Promise Of The Differentiated Classroom" by Carol Ann Tomlinson, and on page 44 it says, "Learners are adaptable. It's likely that most of them can adapt to varied sets of rules or guidelines most of the time. It's important, of course, that the learners are clear on what the guidelines are and why they exist. . . The wording of the guidelines will vary with the age of the student, but great classrooms can grow from four general rules:

• We will show respect for people, their ideas, and their property.
• We will work hard to ensure our own growth and to assist the growth of others.
• We will persist, even when things are difficult and uncertain.
• We will accept responsibility for the quality of our work and for our behaviors and actions.

. . . guidelines should focus on helping students understand and articulate that the class will be governed by 'what we need to succeed.'"

These guidelines may be helpful for both you and your students in establishing what is acceptable behavior in your classroom. It might even be more beneficial to have your students make up their own set of rules and consequences as this will allow them to feel more ownership within the walls of your particular school room.

I am close to graduating as an elementary teacher, Jaremy, and am currently taking a class about differentiation. This subject intrigues me because it is about adapting to each students needs and their different ways of learning. I imagine it could be one of the most difficult things a teacher has to do! However, I was impressed with some of your blog postings because it appears you're right on track with differentiation. You wrote about the students entering your class one day and immediately recognizing that something wasn't right. You went with your intuition and turned that situation into a real learning experience for both you and your students. You have also used your dance skills to help other students and recognized that this was a great opportunity for an after school program. You are definitely adapting to the needs of students!

You are doing an amazing job! From the above mentioned book it states, "The teacher who genuinely believes in the possibilities of each individual is not easily discouraged. That teacher does not question the educability of any student - race, class, and prior experience notwithstanding." Be persistent, Jaremy! Do not be easily discouraged and continue to move forward knowing that every student can learn.

Sincerely, Andrea Jones

Inventories/Pre-Assessments

I want to begin my blog this week by saying that I like the inventory idea but believe it is most relevant to upper grades. My thinking behind this is that first graders won't be able to answer the questions by themselves and you will more than likely get a parents viewpoint/opinion. I'm sure an inventory for the lower grade levels can be, and has been, done. I just think it's probably a little more tricky.

That being said, I thoroughly reviewed the surveys in "Fulfilling the Promise . . . " because I've completed one every year for my children's teachers. My son is in third grade and my daughter is in kindergarten. None of the surveys have been this in depth and it was obvious to me that those in the book were designed for upper level students.

The first survey was interesting to me because as I reviewed the list I realized the teacher had listed opposites for students to consider. For instance: "Sit still when I learn" and "Wiggle when I learn" were options for a student to list as ways they may or may not learn. I thought this was an interesting approach to gain access to a students learning capabilities. I copied the page and filled out the columns for myself! I did, however, feel like this survey lacked pertinent questions that would help the teacher learn about a students personal interests. Perhaps another questionnaire was designed for this purpose.

The second survey seemed to include both academic and personal interests of the student. However, it was also quite lengthy - two pages? You would probably lose the students' interest after about question #5. I don't think it's so important to know what their favorites are or how they see themselves as an adult. These are probably things you will find out in the first few weeks of class.

After looking through the folder on Blackboard I want to say I'm interested in everything but don't know what! I only wish I knew what grade I'm going to be teaching (don't we all!). The information I'm gathering in this class is truly helping me understand the importance of being able to adapt to every situation for every student. I feel like the knowledge I've gained up to this point is so minuscule and I appreciate every bit of information I continue to gather such as these preassessment ideas, rubrics, worksheets, guides, etc. Will I use them in my classroom? Yes! Will they be exactly as they are here on Blackboard? Possibly and possibly not. What will I do for preassessment? I will gather every resource I can before making that decision. Then I will do my very best for the students I am teaching at that particular time - and that will change every year, and sometimes more often than that. It isn't about how fabulous the preassessment is unless you can truly say it's fabulous for absolutely every student in your classroom 100% of the time.

As chapter 1 says: "The one-size-fits-all teacher may very well discover that the "size" of instruction he or she has selected fits almost no one." This chapter truly made me realize and reflect about the enormity of the position I am seeking. Every child is so different! I know and understand this because I am a mother - but I only have two children and they are mine forever. The children in my classroom will come and go and I will only have them for a very short period of time. I will need to make every moment the very best moment possible and will always need to be prepared to adapt to each students individual needs.

The prince and the fox was a great analogy! " . . . it is wearying always to be taming" and " . . . the student and teacher must part ways in the end." However, the joy that can come from the time spent together is well worth the taming process. I'm glad the author mentioned that "both parties are teachers and both are learners." I hope to always be learning from my students because I feel that is what a really good teacher does in an effort to continuously improve.

Chapter 2 had a lot of meaning for me. I remember times when I did not feel safe in a classroom - sometimes because of other students, and sometimes because of the teacher. It was difficult, if not impossible, for me to learn anything in those classes! I saw the same thing happen last year with my son and he was only in second grade. His learning came to a screeching halt and he was emotionally disconnected from the learning process. If only his teacher had been able to establish ties with my son! Differentiation was not her strong point and I have learned an invaluable lesson from her - this will not happen in my classroom. As it states towards the end of the chapter: "Connecting with each child is at the heart of differentiated teaching, because this approach to teaching does not accept learners as interchangeable parts."

Differentiation Ch 1 / MM Packet

I enjoyed Ch 1 of Differentiation in Practice because I felt it actually let me see the differences of students in a classroom and the ways these differences can be approached. The who, where, what, and how really made me reflect because as the text stated, "If any one of the elements is diminished, learning is diminished as well." Another statement from this chapter that really struck me was that a teacher of a differentiated classroom, "understands and accepts that no teacher can be perfect. She does not accept that she is 'doing the best she can.'" And, "She expects from herself no less than she expects of her students - maximum effort to achieve maximum potential." That sounds like an amazing teacher!

I also really liked reading about morning meetings because I would like to have these in my classroom. The one thing that got me the most excited was reading about the students' views and the descriptive language they used to describe their feelings about the meetings. What a great way to develop an amazing atmosphere in the classroom. I look forward to implementing this with my future students.