part 2!

one of the units that interested me in part 2 was the world of geometry. i think this unit stood out to me because in our math class this semester we had to do presentations on different types of mathematics. the type that i was assigned was geometry. so i have spent some time recently researching different types of ways to teach geometry. some of the objectives for this unit were for the students to know: types of angles, unique characteristics of circles, what makes shapes and objects congruent and symmetrical, and the attributes of points, lines, line segments, planes, rays, parallel lines, and perpendicular lines. i really liked the idea of having the students have lots of oipportunites to handle and explore objects in their environment, as they studeied geometric terms. if students are actively engaged in learning tasks that involve manipulatives - that learning will transfer to more traditional activities.
one particular lesson i enjoyed in the geometry unit was lesson 6 on tangrams. the reason why i enjoyed this lesson is because it intertwines math with literacy. part of the lesson involves reading and discussing the story "grandfather tang's story". if we can teach our students that different subjects connect in many different ways, then it may become easier for them and show them how it is worthwhile to learn the material we are presenting to them.
the other unit i enjoyed in part 2 of "differentiation in practice" was unit 6, we each have a role to play. this unit is a language arts unit that introduces literature circles. literature circles include certain roles for participants to play as they work together to analyze and understand a text. a few of the objects for this unit are for the students to know elements of characterization, including description, emotion, tone of voice, and actions, the tasks of specific literature circle roles, and criteria for asking and writing good questions. i like the idea of having a "certain role" to play. this helps those students that would normally not be as involved in the lessons, to speak up, and it also makes those students that are normally very chatty, to allow others to contribute in the activity. another way differention is included in this unit to me is the way they are grouped. not only are they given the chance to share their ideas and work in a group setting. they are also given the possibility to work on their own, since they are given their own role to fulfill. i liked the lesson on the introduction to literature circles, because i felt that it was very well planned out. they go through an overview of literacy circles, and then they discuss the discussion director's role. i feel that this is a very smart way to go about teaching this concept. introducing the concept and then teaching the most important role for that moment. excellent.
these are just a few of my thoughts from part 2 in our book. i hope it's what you were looking for nancy!

the simple, hard truth

this was by far my favorite chapter to read this semester. this book is so unlike any other book we have to get for the semester. it honestly speaks to the heart as you say nancy. it doesn't just list out definitions and eplain different theories that we need to know. it teaches us through eample. it gives so many different stories of showing differentiation, that it makes it possible to invision it. in a way this book has opened my eyes. but at the same time it hasn't. i have always viewed children as having various needs and wants. and i feel that as a teacher it is my job to find the best possible way to connect with each child, to make learning easiest and most enjoyable for them. this chapter talked about the difficulties of creating and maintaining a differentiated classroom. and it's true. there are so many students in the classroom to connect with that it could be overwhelming. and there are so many people outside of the classroom, in our normal every day life, that crave our attention as well. it's so easy not to differentiate. i liked on pg.91 where it said, "the more willing we are to take the risks, the better the lives of our students are likely to become, and the greater the fulfillment we are likely to feel at the end of the day." i truely believe that this statement is true. if we put our all into differentiation, everybody will be benefitted in the end. not just the students, but us as teachers as well. thanks for choosing this book for us nancy, it's very valuable.

Curriculum is important, focused & engaging....

in chapter 5 it gives two different scenarios about a student and his math and german teacher. it mentioned hos both the teachers were "solid with curriculum" and they both instructed that "there will be no messing around in here." the big difference in the classrooms he said was that his math teacher taught algebra. his german teacher taught him german. this child was asking for his teachers to invest in him. one responded by saying the information is here, i'll deliver it, you get it. the other teacher actually took the time to get to know the child. that teacher did whatever it took, and fully invested in that child to make sure that they were a better human being coming out of that classroom.
we can not expect our students in return to be fully invested in the instruction we are giving unless it is engaging. the reading this week mentioned a few things to consider when in the classroom:
1. the work is important
2. the work is focused
3. the work is engaging
4. the work is demanding
5. the work is scaffolded.
when we as teachers make the curriculum engaging students start to find meaning in the work, find it intriguing, see themselves and their world in their work, see value in others, provokes their curiosity and are finally absorbed in the work.
These two chapters to me, seemed to focus a lot on making the material we teach to the students relevant to them, and it gave many approaches on how to do this. i'm not going to go into the different approaches because i feel like that would make this blog more structed. and i would rather have it consist of my feelings about the reading.

Letter to Jaramy

Dear Jaramy,
As Jaime's blog was read to us last week, your story of Teach America was very heart wrenching. As a class we brainstormed and brainstormed of ways to help you out. But with every idea that we came up with, Jaime commented that you had tried that already. So after reading through my week's homework in my differentiation class, I have compiled a list of important ideas to always remember in your classroom:

• Build trust, help them to feel validated and believe that they themselves are important, unique, and that they have a place in the classroom and in the world.
• Make ties with the student. Come up with any way possible to make connections with the students.
• Model high investment in both the people and content of the classroom. Make it known that your students are always welcome in your classroom-whether it be before class, during lunch, or after school.
• Share your thoughts about the classroom with the students. Let them know that you're thinking about them on your own time, not just when you're at school.
• Be an advocate for the student. Do what it takes to make sure the individual is heard and represented fairly.
• There are no excuses here, but there is support.
• Let it be known that you don't question the educability of any student- race, class and prior experience not withstanding.

And of all my favorite quotes that were mentioned in my reading, I feel the most important thing to let them know is that DIFFERENT IS NOT A SYNONYM FOR DEFICIENT.

Establish ties with each child....

it seemed to me that the lesson we were suppose to take away from our reading this week had to do with recognizing each child as an individual. not every child can be expected to learn the same way, or to respond to our teaching in the same way. i deeply believe and agree that we need to connect with each child. not connect with the class as a whole, but to each child. we can't walk into the classroom with one set way of teaching and expect every child to grasp the idea we are teaching. sometimes you need to approach things in many different ways.

at the same time i really liked the story of the prince and the fox. i've never read the actual story, as i've heard from some people in class, that it is an actual story. but i agree. as a student i know that i never trusted in my teachers or wanted to try new things, unless i knew that they trusted and believed in me, as a student.

sometimes all kids need is a little encouragement. it may be taxing, and our efforts may get rejected sometimes. but i strongly believe that if we try that little bit harder to get to know our students, and to let them know that were trying to get to know them, and show that we care- it will pay off in the end. it may not for us as teachers, but we might make that one difference in that students life, and be the only person that has ever cared about them.

what i want out of differentiation

one of the lines that stuck out to me the most this week from our readings was, differentiated teaching is responsive teaching. when considering how i want to include differentiation into my own classroom in the future i most definitely need to include the: who, what, where, how. who i'm teaching, what i'm teaching, where i'm teaching and how i'm teaching.there were a couple different ideas for this kind of teaching that i would like to adapt for my own classroom.

• i really liked the idea of multiple assessment formats. this would be me recognizing that not all students test the same. i myself hate essay tests, but do like multiple choice tests because i feel that sometimes i will see an answer that will jog my memory. i have friends however that hate multiple choice and would rather an essay questions. to each his own, we're all different and should be treated so.
• involve students in the understanding of the nature of the classroom. i remember that on the first day i was always told the teacher's rules. having the students as a class make their rules gives them choice in the decision and also helps them become more aware of what they are committing to and what is to be expected of them, because they came up with their rules!
• use specialtists. just because i play the piano and can read music doesn't mean that i would teach somebody how to play the guitar because of my musical knowledge. i think the exact same with school. specialtists have done advanced studies into things that we as teachers weren't taught in school. if we can further a child's education and understanding of something- why wouldn't we use a specialtist?
• "respectful" work- as i stated above we are all different. one child may enter 3rd grade reading at an 8th grade level while another may enter 3rd grade barely able to speak english and struggling with reading words. we can't expect these two kids to complete the same work. we need to assign them work that is going to be helpful for them. not to easy, and not too hard. respectful.
• teacher expects no less from herself than she does of her students. we are always pushing our students to do and learn more. we should take our own advice. i want to always be challenging myself that i can provide more for the students in my classroom, and that my effort is nothing short of my best.

These are just a few things that stuck out to me from our readings. in creating a differentiated classroom we always need to consider 2 factors: the requirements of the curriculum and the needs of the student. you can't do one with out the other and expect the students to succeed.