Next Steps for Dec. 19

HI Gang!

Here is the much anticipated Next Steps for December 19!

Please read the second half of Chapter 4 beginning on pg. 47 and please read all of Chapter 5.

Answer the following questions by posting directly to the blog page:

1. In one paragraph, explain how classroom routines are an essential component to a differentiated classroom.

2. Examine the four support system scenarios beginning on pg. 50 and determine which scenario 'best' fits your style of a differentiated classroom. Support your determination with two examples from the text.

3. In one paragraph, explain how teachers can guide students in sharing responsibility for classroom operation and mutual success. Hint: check out the shared responsibility scenarios! =)

4. Check out Figure 5.1 on pg. 59. Which two 'teacher' elements stand out most to you when it comes to differentiation? In two paragraphs, explain their importance for curriculum and instruction. Be sure to include your goals on what you want the student to understand.

5. After reading the section on 'Curriculum and Instruction in the Face of Student Diversity', give your opinion on the two principles that 'lie at the center of envisioning the role of curriculum and instruction in creating ties with students'. Do you agree? Support your answer with examples from the text.

Comments

[Mary Lubbers]

I think it is important because every student needs to know the classroom routines and expectations. Once that is established, then teachers can differientate the class based on learning styles and personal student needs. Every student needs to be aware of the follwing classroom routine examples: turning in homework, gather materials, entering/exiting the class, uestioning the teacher, sharpening their pencils, sharing work stations, and cooperative learning like literature circles, science labs, and project assessments. This will be effective to meet students where they are because stability and consistency is established and students know what is expected of them throughout the year.

[Mary Brown]

1. In our classroom we have to go by routine. Some of our students get extremely upset without routine. They do not accept change within their day with ease. Structure is security within their day.

[Mary Lubbers]

2. Scenario # tends to resemble my own class room management. I like to track student success and/or trouble areas through review of vocabulary and materials like word walls. I als keep work samples and notes on students progress or lack of progress. To help with tageting areas of struggle, students are sometimes taken aside within the classroom for small work groups or individual work. Study sessions are also yused for re-teaching, review, homework help and study for test.

3. Shareing classroom jobs and group learning is a great way for students to take responsibility for classroom management in a successful way. Sharing of class chores helps keep the class orderly and running smoothly. I believe that this can and does give students a feeling of success and ownership of their class and how it works when they work as a team to make it run like a fine tuned machine. Working in small groups with accelerated learners mixed with some that may be struggling gives an opportunity for both types of students to succeed. The accelerated students will complete work and help guide struggling students to move forward is their tasks. It also gives teachers an opportunity to give individual attention while in a group setting to target both successes and problem areas that can or have been overcome.

[Mary Brown]

2. Each of our student IEPS are individualized/differentiated. We take data on thir goal and objectives to check their progress and keep work samples to show growth,or not.

[Mary Brown]

3. In our classroom we assign classroom jobs on a rotation basis to each students. It help each students. It help each of them important life skills. Classroom jobs help students to become more responsible,and to take pride in their work.The jobs are teacher's assistant,Line leader,paper passer,Door holder,Table Washer, Floor cleaner.

[Ronda Hampton]

Classroom routines can be an essential component to the classroom. Having routines allows to students to realize what classroom/teacher expectations are. Routines helps some students focus more effectively. Keeping a routine gives students a time frame in which personal time, daily chores within the classroom, lessons, assignments and other duties can be completed. The downside is that students can become used to a certain structure and may not be able to easily adjust to change in routine.

[Ronda Hampton]

2. While pieces of each senario work, senerio 3 works best for my style of differentiation since work is modified for my students. Key terms are provided and can easily be substituted for a word wall. I often work with individual students that may be struggling. I monitor students progress and very often copy their work and keep a copy for my records in case it is misplaced by students. We in turn will use those copies to work from. We have our own "mini" workshop in order to go over the material, read for understanding,and review prior to testing.

[Ronda Hampton]

Teachers can make a differentiated classroom a success by reinforcing that the classroom belongs to all of the students and that they are a team or a "family" and that responsibility belongs to each of them to make the class their own. They should know that they have a say or a vote in order to keep the classroom functioning smoothly. Students should also have their own say and be able to be involved in setting goals for themselves.

[Mary Brown]

4. It's very important for the students to engaging in their work, Scaffolded is also very important in our classroom.We uses modeling, organizers, and other strategies to point out success.

[Sherri Thurman]

1. Classroom routines are essential for a differentiated classroom because they help keep order in a class with multiple activities happening at the same time. Students need to know what to expect when performing certain activities and routines help that to happen. Lessons will run more smoothly when routines are followed with less confusion during transition times which help to maximize learning time.

[Sherri Thurman]

2. I think that Scenario #4 best describes my style of differentiation because I often try to group my students in an effort to reach all of their needs. I use homework huddles where students are grouped heterogeneously to complete and check assigments. I also use homogeneous think-pair-share grouping when students are working on challenging tasks. In the text, it talks about using study groups. I feel like I use these without calling them that by the table groupings in which I use. It talks about the teacher providing groups with study guides or having them create study guides to review for tests and then orally calling on various students while they are reviewing to check for understanding. I do these with each unit of study. I also having a missed work notebook which is like the one described at the beginning of the scenario. The only difference is that I fill in the daily pages instead of a student.

[Sherri Thurman]

3. Teachers can guide students in sharing classroom responsibilities and mutual success by empowering the students. In order for the students to feel that they are part of the team, they have to feel like they have ownership in the way the class is run. One way to do this is, is to have the students help determine the guidelines for the class so that all students can achieve success. Another way to help the students feel ownership is to involve them in scheduling decisions and lesson planning decisions. Engaging students in assessing their own progress is aslo an example of shared responsibility.

[Sherri Thurman]

4. The two teacher elements that stand out to me most are curriculum and instruction must be focused and engaging. These are the two primary goals I keep in mind while developing my lesson plans with the scaffolded element closely behind. I feel that my students will learn best if they are engaged in the lesson and find meaning in it. I try to always help my students to see the relevance of the activities to their lives and therefore relate the importance of learning. My goal for my students is for them to not only understand the concept I am teaching, but to understand why it is important for them to learn it.

In order for them to understand the concept, I feel that curriculum and instruction should be focused. Students should always be aware of the learning goal. The teachers job is to help them to achieve that goal through facilitating a variety of learning opportunities.

[Sherri Thurman]

5. I agree with the two principles that lie at the center of envisioning role of curriculum and instructions in creating ties with students. I feel the first principle is basically a restatement of the foundational belief that all educators should have and that is that every student can learn so all students should have the opportunity to learn. The second principle goes along with this belief. All children can learn, but not all children learn the same way. This means that educators will have to find ways to help students learn in ways that meet their individual needs. This is the reason I am taking this staff development class, to learn ways to help all students experience success in learning math to the best of their individual abilities.