Benchmark 1
June 18 Chapters 1 & 2
FOUR QUESTIONS:
- What was new for you in these chapters?
- What did you read that you know is true and can relate to based upon what you have seen in your experience as an educator?
- Did something interest you that you would like to research further to obtain more information?
- How will this change what you do daily or how can you implement what you learned from these chapters?
1. The pillars that support effective differentiation are new to me. Although some of them are practiced unknowingly, the pillars will be great guiding principles in planning lesson.
ReplyDelete2. When students' interests are engaged, learning becomes more relevant and exciting.
3. I'd like to research additional instruments of differentiation.
4. This helped reaffirm that "my failures are the students' failures" and the each students is an asset to the learning community in the classroom.
Mona,
DeleteI agree with you that each student is an asset to the learning community in the classroom. I am a librarian and see just about all of the students in school weekly. Seeing them as individuals with their own gifts and strengths is something that is so important. It's not about the masses, but the individuals coming through our doors.
Lisa,
DeleteI can relate to your experience, as having to encounter many students with varied needs on a weekly basis. I currently act in the role of a substitute teacher and have been doing that over the last three years. I do one school and the teachers keep me pretty busy. I've seen students across the whole spectrum, across grade levels and I am able to see how different teachers implement their different philosophies. I'm also, indirectly, able to track students' transformation from one year to the next. From being this insecure, dependent student as a third grader to becoming the confident learner that takes joy in the process as a fifth grader. I credit that to their teachers and the creativity in their methods.The students' varied needs and aspirations are certainly a wealth to the school. They are my teachers as well, as I'm always faced with the challenge of stepping into a different classroom everyday and having to establish rapport and grab their attention within the first 10 minutes of the day. It's been nothing but fun!
Mona,
DeleteI can see how being a substitute teacher would normally be real challenge because they have no way of knowing each individual student's interest, learning styles, background knowledge, etc. You (and your school) as so fortunate to have been working at the same location for so long. I bet you know those students better than some of the teachers by now and that is so important in being able to differentiate your instruction.
1. Even though I have taught using differentiation for many years, these chapters explained the segue from the "philosophy to practices."
ReplyDelete2. I know the fact that student's interest is a huge factor in learning. I've seen many students who have a lower reading level become interested in a book. With help they tackle the book and their comprehension goes way up. Interest is an overlooked factor in student learning, in my opinion.
3. I'd like to research more from William Ayres work in "To Teach: The Journey of a Teacher." (Chapter 2)
4. I had a professor that would remind us daily to ask ourselves "why we are doing this." These chapters reiterated the "why" for me. It is all about the students and their needs. . Allowing them, as architects, to help me design instruction according to their needs is essential.
Lisa,
DeleteI agree that knowing a student's interests and encouraging their involvement in designing their instruction plan are sure-fire ways to achieve success. When the student is motivated to learn and feels ownership in their instruction plan, the sky's the limit!
I agree with both of you...need to keep students motivated to learn and achieve success!
Delete1. I used differentiation when I taught 2nd grade and definitely use it as a librarian who sees students in grade levels from PK to 5th every day. The one new learning from these introductory chapters was the great analogy the author used on page 17 to describe how a teacher can achieve content specific objectives using differentiation. I'd never heard this before, but it makes perfect sense to say there are many ways to travel from Miami to Boston (i.e. different routes, different speeds, different vehicles, etc.), but as long as we all get there eventually, we've accomplished our goal!
ReplyDelete2. I agree with the author's basic premise that today's teachers face the same challenges as the one-room school house teachers had over 100 years ago - reaching students with a wide range of abilities, learning styles, interests, cultural backgrounds, etc. Our work is still cut out for us!
3. I was interested by the author's statement on page 15 that "children seem to accept a world in which we are not alike. They do not strive for sameness ..." While I agree that children inherently recognize that we all have different strengths and weaknesses, I find that students DO want to be LIKE their friends and don't like to be singled out for "special" or different instruction. In my opinion, this is what makes differentiated instruction and past attempts at "ability grouping" a challenge. I'd like to learn more about the studies or basis for the author's statement that children do not strive for sameness.
4. Reading these chapters reiterates to me the importance of knowing each individual student's status through ongoing formative assessments and understanding their unique learning styles to be sure that my instruction is effective.
Loved the thought of the one-room school. I almost think today we have more individual needs in a classroom then they did back then...students come in with so many variables.
DeleteI agree that we face many of the same challenges as teachers did 100 years ago. Human nature doesn't change nor the adversities (poverty, child abuse, etc.) The difference nowadays is the complication of our society - technology etc. These challenge us to more actively try to engage students. In some ways, Internet - cell phones are making students more passive.
DeleteI also highlighted the importance of the analogy of having students travel from Miami to Boston. I feel this represents differentiation at its finest! Our ultimate goal would be to have all of our students arrive in Boston. We do not want any of our students to arrive only halfway to the final destination. Furthermore, we would not expect them all to take the same course, the same method of transportation, or as was stated in the book, even travel the same distance each day. Love this analogy!
DeleteTo All: Chapter 1 questions and thoughts.
ReplyDelete1. Take a look at the quote from John Hattie that appears on page 1. To what degree does his statement capture the experience of students in your school? What kinds of students would recognize his comment as true? As untrue?
2. On pages 5–12, the author presents portraits of sets of classes at various grade levels. In some, the teachers largely use whole-class instruction; in others, they plan with student differences in mind and regularly differentiate to address those differences. How would you describe the teaching philosophy of each of the teachers in these examples?
1. Although in many ways the quote is true it seemed overly negative to me. I do see in my school lots of high ability & low effort. Students looking for shortcuts. My take is that we are always RUSHING in educational settings. I don't understand that trend. I feel there is a lack of flexibility & a need to just move on leaving lots of students in the dust.
Delete2. I think that differentiation is exemplified in many different ways. How it looks depends on the age of the student, the subject or particular lesson, & also the philosophy/personality of the teacher. So many factors to contend with! As long as teachers are made aware of easy/quick ways to differentiate even a part of their lesson then there will be some progress made. Expecting a teacher who is used to largely using whole-class instruction to move straight to centers is not going to work. We have to move people in tiny steps.
1. I believe that "...students go through the motions, neither trying hard nor paying attention." even at the elementary level. There have been so many students that I am surprised to hear teachers talk about having problems with or who are struggling in class. Since I see them in a different setting in the library, I am able to connect with their interests and find books that they feel successful at reading. I know these students have the potential to be successful in school, but something is holding them back in this teacher's classroom. I love that I can be the place that students can be challenged and feel safe throughout their time in elementary school. And I love that I can attest to a student's intelligence when a teacher feels they are not reaching them.
Delete2. Thankfully differentiated teaching has stood the test of time, so a teacher is not able to say it is simply the next education bandwagon that we are jumping on! However, getting a teacher to adjust his/her teaching to match the challenge of this type of instruction is difficult. Many teachers still believe that students just need to "buck up and do the work" that is put in front of them! This only causes frustration in the end. I am glad that this book offers practical help in the remainder of the book to show teachers how to move to this mindset.
1. As to the quote on page 1, it depends on the teacher. Our school has teachers that students will do anything for, but then they will go to the classroom next door and be a poor student with low grades and cause interruptions. From what I have observed, the ones they work for are the teachers that actually care about them and want them to succeed.
Delete2. For the philosophy explanation - I would say that the whole class instruction is teacher focused while the small group class instruction is student focused. As teachers and educators we really are some of the worst students, so I would ask them what their favorite staff development was and ask if it was "teacher" or "student" focused.
Chapter 2 questions for all.
ReplyDeleteThe author lists eight principles that guide differentiated instruction. To what extent do you see each these principles in your classroom or school? Provide specific examples.
How do the eight principles compare with the key principles generated in your reflections on Chapter 1 (question #4)?
Review Figure 2.1's organizer for differentiation. How do the various examples of differentiation in Chapter 1 fit into the organizer? What about your own work with students?
Beginning on page 27, the author focuses on several key elements of the philosophy that governs differentiation: diversity is normal and valuable; every child has hidden and extensive capacity to learn; it's the teacher's job to be the engineer of student success; and educators should be the champions of every student who enters the schoolhouse door. In your experience, how does the presence of these beliefs shape schools and classrooms? What about the absence of these beliefs?
I see most of these 8 principles being adhered to on my campus & in my instruction. As I have mentioned before, the lag is flexibility. There is less time to stop, modify, & collaborate with students. Not enough time is given towards this end. As a specific example, I've often had to just move on .. because I have a specific time limit to teach lessons. I've seen teachers do this as well at my school. It is a shame that we don't feel we have time to stop - reteach - reorganize - collaborate - differentiate. I just see time as the problem. Rush rush rush that is the school's worst enemy.
DeleteI like the 4 ways to differentiate illustrated here (Content,Process,Product,Environment) the examples in Ch.1 fit neatly into some or one of these categories. One of the main ways I differentiate in my lessons is with the Content & Product. Usually in technology related lessons product differentiations are an easy way to ensure students individuality is being addressed. Content drives the method of differentiation in many of our library lessons - research in LA looks different from research in Science classes.
I like the concept of teachers as champions of every student. Honestly, I feel that more in the Library than any other capacity I've served in school settings. The Library is just a safe, neutral zone for students & I'm addressing their interests - finding things for them to read based on getting to know them. Classroom teachers are often champions of students, but class size & the rigidity of curriculum are stumbling blocks sometimes in order to champion EVERY child. Unfortunately, I see some teachers quickly pigeon hole students as "difficult" etc. maybe because it is just a time factor & not enough one on one time to get to know the child?! or in the setting of a large classroom that child is acting out. Sometimes, I'm surprised to find out that a student is labeled "difficult" because in the Library I see totally opposite behavior! It would be a very perfect world if every school/educator championed every student!
I know I'm skipping over the diagram and such, but my focus has always been relationships with kids. I believe that "educators should be the champions of every student who enters the schoolhouse door" with my whole heart. That is the reason we are there. If we are not there for the kids then it is time for a new profession, retirement or a sabbatical. Honestly, many of our students, no matter rich or poor, legal or illegal, hungry or fed, etc. they all deserve the same respect. They are kids and they need help, especially in middle school. We are there to guide them, to love them and to show them how to live well. I came across this quote on Twitter and it's my new quote for the 2015-2016 school year. "Every child needs at least one person who is irrationally crazy about him or her." Urie Bronfenbrenner If kids know we care, they will be okay, and they will learn to care too.
Delete(Karen Harrell) As I read these chapters, not a lot was new (I read the first edition years back.) . Much of it is my belief for learning and for classrooms. I think teachers need to meet each child where they are and be flexible with curriculum. As I read these chapters I immediately link back to “menu” learning where students can select what they want to do. As the teacher you develop the lessons and process to meet the needs of standards and curriculum, but students have the opportunity to select. Not all students learn the same way at the same time. These chapters confirm my thoughts of being flexible and listening to the needs of each child. Even though PGP is for gifted students, the students do not arrive all at the same level or interest. We still need to meet them where they are. I really need to look at assessment a little more so that I am assessing daily (perhaps I should use an exit ticket) so that lessons are revamped before the next lesson. My first “ahha” will be to be more flexible, and provide for more independent learning – technology can help with this. I also need to realize this with teachers as well. Everyone is at a different spot – as I share new resources and new technology – need to have flexible learning to allow for differences. These chapter support my feeling for teaching and learning. I really liked the graphics on pages 24 & 25 – really easy to understand and comprehend.
ReplyDeleteAfter attending the Rigor and Relevance conference last week…the term RELATIONSHIP keeps coming up. Differentiation is all about having a relationship with your students.
I really appreciated your writing about viewing teachers as not all in the same place and the need to provide for differentiation with them as learners as we teach technology and work with their students. I often forget that "everyone is at a different spot" when working with adults! Silly me! That is often when I become a bit frustrated but instead of that I need to adjust my method of instruction or do an informal assessment so I can move the teacher ahead just like I do with the students.
DeleteMe too! I need to be better about providing differentiation for everyone - teachers, students, and other stakeholders - and in all situations. Even teacher trainings, collaboration sessions, and PD can benefit from me utilizing differentiation to help teachers grow and be more successful in their teaching practice.
DeleteKaren,
DeleteYou are so right when say that differentiation is all about relationships. If I don't have a relationship with a student, I won't know what that child is interested in, why his or her behavior may fluctuate, what they know and what they struggle with, or how to offer constructive criticism without offending them. Teachers and librarians who live in a vacuum, who don't know the children they are teaching and don't care to learn about them are the ones who aren't getting through to their students.
I struggle with differentiating my staff developments for teachers and staff. The teachers have often requested it at district trainings, saying "We already do this. Where is the session that takes it to the next level?" I don't want to waste anyone's time, and want what I share to be valuable to each classroom. I hope to find a way to offer leveled trainings this year and maybe then I will get better attendance and less grumblings!
DeleteKaryn, I am with you! I need to do better with this as I work with the staff and offer trainings. I would love to brainstorm with you so that I too can better meet the needs of the staff.
DeleteAs I read through these first two chapters, there wasn’t a lot of new information for me. However, the quote by John Hattie on page 1 truly embodies the attitude and experience of many students at my school. While interest may be present, many students are frustrated because they simply just don’t understand what they are taught due to language, ability levels, or even a lack of experiences. However, once they do begin to understand, the interest and engagement in learning completely changes and they see success and growth.
ReplyDeleteOne of the biggest differences between teachers who believe and utilize differentiation in their classrooms and those who don’t is seen in how they view their role in education. The comparisons mentioned in chapter 1 illustrates these views well. Teachers that are focused on ensuring growth and success for every learner invariably look extremely different due to their flexibility in pace, product, and information gathering. While even differentiated classrooms have times of whole group activity and instruction, teachers who are most effective will focus on student needs (even if it takes more time and energy to prepare and manage) throughout their lessons. Effective teachers will also take into account other differences in their students, such as personality, talents, and more (16). By doing so, they are able to build strong relationships that show confidence in their students’ abilities and help them to become more self-motivated, interested, and ultimately, successful.
I am frequently on the lookout for new ways to introduce and teach content and ways to produce and curate that content. I know that researching and putting into practice different ways to present content to students will make me a better teacher overall and help me create more engaging and effective lessons for students.
As chapter two ends with the essential tenets of differentiation, the author states that the differentiation model “provides equity of access to excellence for every student” (27). These tenets are extremely vital for all teachers to embrace. Schools and classrooms that do embrace these tenets and put them into practice provide their students with instruction that meets their individual needs and allows them the opportunity to truly see their own potential and grow every day. Without educators that champion the growth and potential for all students to be excellent, students are left unengaged, uninterested, and “robotic” due to the lack of care taken by their teachers. I strive each day to make connections with my students and to create an environment that promotes flexible learning, pacing, and growth. With this goal in mind, hopefully my students will continue to see their amazing potential, grow and find success.
Kari, I agree with you that good teachers are always on the lookout for different engaging ways to introduce contents. We need to engage ourselves first when preparing new content. Students can feed off the teacher's excitement and passion about sharing new interesting ideas. A teacher who is well engaged with her students' needs and the content of her curriculum as well, is a great teacher.
DeleteEnthusiasm and interest! One of my kids told me this year that he has never seen anyone as excited about books as me. And that made him wonder why, so he started looking at books to see what the big deal was. That just makes me so happy! Teachers need to be excited or at least pretend to be excited about teaching and learning new things. I know it's overwhelming, but if we don't show up ready to share, why should they?
DeleteBefore I became a librarian I worked mostly with students who had difficulty with reading both at the elementary level and the middle school level. Not a lot of what was written about in chapters 1 & 2 were new pieces of information to me. The information was just spun in a different web. I would totally agree with Hattie’s adapted quote on page 1 and I would add this piece of information to it – “so many misbehave/act out as a work or lesson avoidance behavior.” As librarians, if one gets out of said library, team teaches with different classes in the library or has an open library, we see it all. It is probably very easy for many of us to see and identify in our own building the teachers who are differentiating and those who aren’t there yet such as the examples that the author used to illustrate the two types of classrooms towards the end of chapter 1. I absolutely agree with the following sentence from page 13, “Teachers in differentiated classrooms are more in touch with their students and approach teaching more as an art than a mechanical exercise.” This idea of education being both art & science has always fascinated me and has been a touchstone in my own teaching for years. As the years have gone by, I see a lot of education becoming more science than art so I appreciated the author making that connection to teaching and the art of teaching students whatever the given curriculum might be.
ReplyDeleteThe author did well describing the nature of differentiated classrooms however each underpinning written about was something that would need much more discussion especially for new teachers which I can only assume will continue throughout the book. Figure 2.2 on page 24 would be a great exercise for teachers to do at the beginning, middle and end of each school year if a school was focusing on increasing differentiation. This is something that I plan on doing next year with the classes that I spend extended time with whether working on a particular project with them or see frequently for book talks and check out. I disagree with the “Three Pillars of Effective Differentiation” beginning on page 25. I argue that the first “pillar” is really a foundation upon what the other two pillars should be built upon. Unless a teacher has the four ideals discussed at the end of chapter 2, I think it is doubtful that the teacher would follow the principles listed or put the practices listed into place.
Joan, I like that you mention the art vs. science of teaching. I think that there is a true balance between the art and science of teaching in order to make our classrooms and lessons effective for all kids. The idea that both are required is important to us as librarians as we model good instructional practices and as we work with our teachers to collaborate and create effective lessons.
DeleteAbsolutely! It's so important for us to model good practices. It's also important for us to model when things don't turn out perfectly. Teachers, as well as students, need to see failure as a postive thing sometimes. Too many times, we make things perfect. Let's see what we learn from failure, too.
Delete1. I was glad to read some of the specific classroom examples for Elementary, Middle School, & High School. I used many of these differentiated strategies as a teacher of science, however I doubt if I knew at that time that I was differentiating. The author refers to this process as common sense in several instances & I agree. If a teacher doesn't see students as individuals then they are manufacturing factory robots not lifelong learners. The specific examples of elementary differentiated classrooms was new to me & I wish I had more experiences in the elementary setting. It gave me some insights & I have a better understanding of what experiences students may have had prior to coming to middle school. Also, the figure 2.1 on page 20 was new & a great help as I am a visual learner ;D
ReplyDelete2. The fact that a teacher is just the architect & the students are the workers. Sometimes when teaching a lesson I get frustrated & think "I'm working harder than they are!" This is always a clue for me to step back & put the "working" aspect back into the students hands. It is hard to do & I think one must constantly stop & reassess how a lesson or activity is going. It is easy to slip back into the commando seat & have passive listeners instead of active participants. The author talks about flexibility & that is key I believe. I feel we are losing flexibility in schools as more & more emphasis is on the mandatory testing models.
3. I would like to read/see more examples of differentiated lessons especially in a Library setting. It is very helpful to see/read what others are doing. My best example is when I teach iMovie because it is a long research project & lots of opportunity for differentiation. Students have a wide spectrum of knowledge & technology skills so learning to differentiate & get everyone to create a product at the end is a challenge. I find it much more stimulating than the "caged" lessons that are often requested of me. It would be awesome if we could visit each other & see differentiated lessons in the flesh.
4. I'm going to think more about how to make my lessons more student centered. My lessons are often short & teachers are reluctant to give me an "entire" class period so that puts some restrictions on my ability to engage students. However, reading some of these examples have given me some ideas on short quick ways to better involve students. For example, in the fall instead of my usual "welcome to the Library" lesson, I will try a scavenger hunt with my 6th graders. I used to do that, but somehow time constraints made me fall back to a less student-involved introduction to the Library. The issue has been for me the beginning of the year & my increased involvement with technology issues with the campus. So, it is hard to be teaching constantly & on hand for trouble-shooting at the same time. Maybe I can clone myself ? haha.
I love the idea of us sharing how we differentiate our lessons. Wouldn't it be great to be able to visit each other? But what if we invited someone to view a lesson via Lync or Skype? Then we could discuss what worked, didn't work, how we could add differentiation, or how it could work at another level. I'm game!
DeleteI also get frustrated sometimes and think that I am the one doing all the work, so I really can connect with your comment. Sharing lessons and identifying differentiation that is working is a good idea. Now that we have a bank of lessons that we can use to build upon, collaborating and adding the formative assessment piece would be wonderful.
DeleteThe idea of differentiation was not new. As a librarian, I differentiate all the time. I get students who come into the library who know genres, how to find and use the online catalog, how to find a book to read for fun, and then we have the students who don’t have a concept of what the online catalog is or what it is used for and couldn’t figure out what they want to read for fun. I take the students where they are in their knowledge base and build on what they know.
ReplyDeleteThis book is about classroom differentiation, but the thing about being a librarian is that we have to differentiate for our teachers and administrators as well as for our students. I’ve had a teacher that was scared to death of using technology of any kind. I had to determine what the teacher already knew, what were the teacher’s goals for technology, what could I base my teaching on that the teacher could relate to, and how could I convince the teacher that she could do it. Teachers and administrators also need to learn what we have to offer, what we can do to help them, and the importance of social learning such as collaboration between teacher and librarian. Differentiation is something that we have to do daily for all of our patrons.
I’ve always been interested in the teachings of Vygotsky and the social aspect of learning. As a result, I think librarians need to build on the idea of social interaction as a means of learning. I would like to know the difference between the test scores for schools whose libraries have access before and after school and during lunch, and schools whose libraries don’t.
Based on these chapters, I would like to investigate programs that will encourage more social learning and interactions in order to promote the library as a learning commons rather than just a place where kids can find books and computers.
Richard,
DeleteI like that you mention that we have to differentiate for all of our patrons (students, teachers, administrators, parents, etc.). Sometimes I feel like I fall into a trap of expecting teachers to know what I’m talking about. When, in reality, I need to informally assess where they are first. And, ultimately, I think this would help when working with their classes as well.
1. I don’t know that much of chapters 1 and 2 are new to me, as much as seen in a different light. As a special education teacher for much of my career, I lived and breathed differentiation. We just didn’t call it that. Reading these chapters reinforced what I already knew from my work in SPED and GT and helped me to understand more of the theory behind it. I particularly liked the charts on pages 20 and 25 showing differentiation and the pillars of differentiation.
ReplyDelete2. The part that rang true to me that I’ve seen over and over in the past 20-something years is the discussion about philosophy on pp. 26-27. In particular, the statement that ‘the best teachers evolve over time and as a result of critical examination of and reflection about the nature of their work’. I have seen so many teacher do the same things over and over and over expecting different results. The best teachers are the ones who evaluate themselves and reflect on what worked and what didn’t work. I’ve seen that in myself, as well, the good part and the bad part. Everything I do can be adjusted and improved on and it’s up to me to do that, not just for myself, but for the kids that come into the library every single day! When you stop growing, you start dying. And I intend to grow for a long time!
3. Another section that spoke to me was on pages 18-21, regarding modifying content, process and products based on student readiness, interest and learning profile. I could summarize, but it wouldn’t capture it as well as the book. I don’t know that teachers modify and differentiate their instruction as much as they think they do. I know I don’t. To make the content truly accessible for all of our students, we MUST meet them where they are and grow them! And we have to do that by whatever means possible. That doesn’t just include the lower kids or the ESOL kids. It means all kids.
4. I’m not quite sure how to answer this question yet. I am anxious to read about the other pillars of differentiation and then maybe I’ll be able to answer. The chart on page 20 has made me think a little more about my library lessons. It’s a little harder to know every student when you are working with the entire school, but there are definitely some improvements that I can implement. And I think as librarians, we have to differentiate with our staff and administrators, as well. We know which teachers have built a framework in their classrooms and which ones we need to work with more. We know which administrators can do their own PowerPoint and which ones will need our help. It is part of our jobs to go where we are needed and provide appropriate support to whomever our patrons may be.
I totally agree with what you said about modifying and differentiating instruction. Most teachers, including myself, think they are doing this, but as we look more closely we must admit that it could be better in most cases. I find that I tend to differentiate certain lessons, especially technology ones, but not others, such as research. This is definitely a place I hope to work on and improve upon.
Delete1. The three pillars of effective differentiation (p. 25) were new to me. I think I knew a lot of the ideas, but this was a really interesting way of pulling them together.
ReplyDeleteIn regards to the John Hattie quote, I think a lot of our students feel this way. I wonder sometimes if it’s not as much the degree of challenge, but the workload. I’ve hear several students say they chose to copy someone else because they “didn’t have time”. Sometimes I think that’s a cop-out reason, and sometimes I think that’s true. I hope that every student feel that at least one teacher, if not all, believes in them.
The portraits of the different teachers in chapter 1 was interesting (I love specific examples…). It seemed that the teachers who weren’t differentiating were concerned with “fairness” without considering that having to do the same thing every time isn’t necessarily fair. The teachers who were differentiating were concerned with fairness with regards to learning—everyone should be improving their learning, not just “learning” the same things at the same level.
I think that, for the most part, the majority of our teachers follow these 8 principles, though they may not necessarily know they are following these principles. Many of our teachers are differentiating instinctually, though I know we all struggle with how to differentiate and still follow the challenging IB curriculum.
2. Relationships are one of the most important things in education. If you have a positive relations ship with a student and they know you believe in them, they will start to believe in themselves, which causes them to take more risks and improve. This seems to be the basis for differentiation.
Additionally in the philosophy of differentiation (p. 26-27) those beliefs are the key to helping each student succeed. If these values are absent, many students fall through the cracks and do not reach their potential.
3. I’d like to research different ideas for differentiation in the library. I think a lot of the ideas for differentiation can be adapted for any subject, but I’d like to see some examples of how differentiation is used in the library.
4. I think I need to remember to be mindful of the three pillars. As I plan with teachers I want to make sure I bring the students learning styles and levels into the discussion.
In the organizer (fig. 2.1) I liked how it moved through what teachers can differentiate (content, process, product, and affect/environment) into the students’ needs (readiness, interests, and learning profile). I think this is something I’d like to keep handy as a reminder of how I can specifically address each of the learning tasks.
1. Differentiated instruction was not a new concept to me but the three pillars supporting effective differentiation were. Although everything inclusive within the three pillars had been taught and discussed before, it was the visual that the pillars provided in supporting the overall success of differentiation that was beneficial. As educators, we must have an understanding of all three pillars in order for differentiation to be successful in our classrooms. The visual on page 25 provided me with a great self-assessment of where I should focus more time and attention in improving differentiation for my students.
ReplyDelete2. One of the statements that I read and can relate to was “There is always a next step to take.” I have found this to be true for all students regardless of ability level. We should always be encouraging our students to reach that next goal, learn that next task, discover that answer, etc.
3. It was mentioned that summative assessments should be varied to allow students to fully showcase their understanding of a topic. In the library, time is my worst enemy. I barely have time to teach a lesson and informally assess student understanding. I would like to research some quick technology tools that can be used by students for the purpose of summative assessments.
4. It was stated on page four that, “In differentiated classrooms, teachers ensure that students compete against themselves as they grow and develop more than they compete against one another, always moving toward - and often beyond - designated content goals.” This encourages me to reevaluate some of my current library practices, particularly reading incentive programs, to ensure that they are supporting differentiation and providing students the ability to make individual reading goals that promote self-competition and not competition with others.
Natalie, I wrote down the quote on page 4 as well! I think it is so true, but so difficult to cultivate that self-improvement without the tendancy to compare to one another. I love that you applied this thinking to how we can restructure reading incentives in the library. I think I have an organizer I can share that has students developing a purpose for their library visit that might fit into this idea. Also, setting goals with students about what they do and read in the library might be feasible at the beginning of the year, and then released to them to continue on their own with check-ins from time to time.
DeleteKaryn,
DeleteI would love to see the organizer you mentioned! Thank you for sharing.
1. I attempted to use differentiation as I taught fifth grade most recently, and other grades previously. Some years I was better and more consistent at it than others, and some units lent themselves to better differentiation than others did. So now I am trying to look at differentiation through the lens of being the librarian, and am finding many of the classroom challenges to be the same whether talking about teaching staff or students. The flowchart on page 20 (figure 2.1) shows how the curriculum a teacher is trying to teach can be modified through one part of the lesson based on various student characteristics. I liked this visual as trying to meet the needs of all learners for all parts of a lesson is often what overwhelmed me. I think this will be a great chart to have a copy of while I plan my library lessons as well as when I collaborate with teachers on joint lessons.
ReplyDelete2. I think the concept of student-centered teaching as being the most effective is so true! I see students in the library all the time using what they know to learn something new all the time! The student who knows Google Docs tries Google Slides, and the student who liked Hour of Code goes back to Code.org or Tynker to try more puzzles. Problem Based Learning and Genius Hour are other concepts that speak to using students interests to drive the learning.
3. I have seen some blog posts about librarians using centers in the library and would like to find out if these are differentiated or simply grouped by grade. Using differentiation and formative assessment with my PGP students will be something I will be looking at more closely as I plan my year with them.
4. What I want to build more of in the library is the library being student-centered. I want students to commit to long-term projects that they have to plan and take time to complete, such as a CardBoard Challenge or better involvement in the Media Fest. I want to find out what materials students want to have access to in our MakerSpace so they can tinker, create, and invent even more!
I agree with you, Karyn about #4! I want my library to be more student-centered. I love that I have library aides because that is an automatic reminder that it's about the kids, but I also want more technology and maybe even robotics?!
Delete1. read many articles by Ms. Tomlinson at previous campuses before so nothing new in the first two chapters stood out. I was reminded though how important formative assessments are.
ReplyDelete2. You have to care about your students. I see this everyday. Since day 1 of my first year of teaching, I have been fortunate to be in schools that have preached that message. It is so important. If your students don't think you care about them, then they will for sure put out less effort.
3. I would like to find out more information on how to help new or insecure teachers to succeed in this. I believe everyone can do it if they want to, but how do you help them when they don't believe they can?
4. I will continue to encourage my students and look for ways to bring more diversity in our clubs. Minecraft is mostly, but not all, boys and I want to have something for girls. The great thing about Minecraft is it's bringing together all economic and ethnic backgrounds. I love that it does that!
I love how being a librarian (especially in elementary school) you really get to know your students and can really imprint upon them how much you care. Students act a lot differently in the library than they do in the classroom. Those students who are not always seen as "good" can take a break from those feelings in the classroom and get positive feedback from another adult. I know who they are and love to give them as much positive feedback and I can.
DeleteColleen Graves has a circuit girls club! Check out her blog!
1. Looking at the quote from John Hattie that appears on page 1, I think the key is making connections with students. We are in a unique position in our schools as librarians. We are able to watch the growth of our students through the years. I can tell when students I have watched flourish in a grade level drop to lower motivation in another or vice versa. Our relationship as librarians affords us the opportunity to offer authentic learning and connections by our book talks, book clubs, encouragement of inquiry by individuals or groups, and offering times to be creative.
ReplyDelete2. Teachers have a curriculum and standards they have to meet. They are also looking at individual students when many levels of need in their classrooms. The "art" of teaching, as JlFoster points out, is to be able to teach that prescribed curriculum without leaving the learner behind. Those teachers in the book who are assessing the needs, and molding their teaching for the student are going to get more bang for the buck with the progress for the students. Those who are teaching whole group, or even small group with a prescribed lesson or material, are leaving many behind. In the library, our formal and informal assessments help us know the needs of our classes and students. As Richard said, we are assessing our patrons on a constant basis, whether it is the faculty or the student. It is our responsibility to support them where they are, help bring them up, and not be so quick to judge them.
I appreciate that both you and Richard brought up that our patrons are both students and facility. It is true that we need this mindset when working with both groups. If we do this, we will certainly be able to reach our facility better which will in turn benefit our students.
DeleteWhat was new for you in these chapters?
ReplyDeleteThe idea that our classrooms today have an array of needs greater than those of a one room schoolhouse was a surprise. Though now it seems glaringly obvious to me, I hadn’t really thought about it. Today our students, though the same age, come from a myriad of different families, cultures, and backgrounds. Students in the one room schoolhouse were all from “the same place” to put it simply and didn’t face the same challenges our students do today.
What did you read that you know is true and can relate to based upon what you have seen in your experience as an educator?
The comparisons of the different classrooms is definitely something that mirrors what you see in the classroom. As a classroom teacher and now as someone who sees an entire campuses different teaching styles, everyone does it differently. We all have the same standards and curriculum, but each person’s teaching style plays a part in what you will see happening in their classroom. Each classroom is full of students with different needs as well, so not everything works for everyone.
Did something interest you that you would like to research further to obtain more information?
I am going to keep in mind figure 2.2 in lesson planning and in providing teachers with what they need for differentiation. I did not find anything in the first two chapters that I would like to research further because I felt these were mainly an introduction into what differentiation is.
How will this change what you do daily or how can you implement what you learned from these chapters?
These first two chapters were a great reminder about what differentiation truly is, and I need to think about how I as a librarian will differentiate in the library as well as how I can help give teachers tools to help them differentiate in the classroom. Especially those students who are on level and the teachers see as “just fine.” As the PGP GT teacher I can see that those students’ needs are being meet as well.
Ginny, like you, I needed the reminder about providing true differentiation in the library setting. I also like the mention of PGP students because not all giftedness looks the same, and these students require their specific needs to be met as well. I think I will always be learning better ways to meet the needs of the students at school and feel grateful to work with so many people whom I can learn from.
Delete1. I have always taught in an elementary setting and found the middle school and high school examples in this book to be extremely interesting. I feel that elementary, with large blocks of time spent with a single teacher (sometimes all day), are more easily adapted to differentiation. While I still can’t speak how easy it is to differentiate in middle and high school classes, I am encouraged by the examples given and feel that many of the characteristics from the differentiated classrooms could most definitely be in place in classrooms that are more traditional in nature.
ReplyDelete2. Page 4 especially resonated with me as it talked about how flexible teachers in differentiated classrooms can be. One of the most powerful things we can do as educators is see our students as unique individuals and tailor our teaching to meet each of these students’ needs. I was lucky to “grow up” in teaching in a district that held differentiation at its core. This is what I saw in classrooms when I student taught, and it is something I expected in my own room even during my first year teaching. I am grateful for this because I never knew anything else and therefore taught this way each year with each class. I think this line from page 4 sums it up perfectly: “Essentially, teachers in differentiated classrooms accept, embrace, and plan for the fact that learners bring to school both many commonalities and the essential differences that make them individuals.”
3. This year our school began looking into International Baccalaureate (IB) schools and the principles that make up these schools’ core beliefs and practices. I found the Three Pillars of Effective Differentiation and their characteristics hold true for IB schools. I think there is a belief at the foundation of an IB school that all children learn differently and a teacher must be “Guide on the side” instead of being a “Sage on the Stage.” I believe IB and differentiation go hand in hand and would like to continue to look into these similarities.
4. As a classroom teacher, I was lucky to be surrounded by teachers who believed as I did in having a differentiated classroom. Looking back on my first year as a librarian, I know I did not stay as true to these beliefs as I should have. It has been difficult for me to recognize the needs of each student since I teach everyone on campus, but I need to work on this. I need to rethink the way I have students show me what they know as well as the scaffolding I give them as I teach. I will look at my lessons with a new lens and find ways to make them more differentiated, especially in my grouping, tasks, and assessments.
Teresa, it is sometimes hard for us to see the differentiation we provide in the library. Since our "lessons" may come not just in formal lessons, but in meeting students where they are in the development of their library, reading, and technology skills as they visit us individually or in groups, I feel we often naturally provide differentiation. That being said, I need to keep the differing needs of my students when planning a lesson I provide to a large group to make sure I give them the support they all need and deserve.
Delete1. What’s new:
ReplyDeleteThere was not much in these first two chapters that was new to me, but the gathering of the characteristics together in one place was a big help in focusing on what does work in a differentiated classroom. As mentioned by several others, I also liked the detailed examples of differentiated classrooms across different levels.
2. What I know is true and can relate:
Clarity about what matters most in a topic/domain is one of the greatest struggles for the teachers with whom I work. And also one that I am constantly fine-tuning for myself in the library. If an educator is not laser-focused on what the students need to know, then much time is lost flailing about with the class. The students get confused and discouraged along with the teacher. When I know exactly what part of a skill I want a specific grade level to master, the lessons are much more focused and the outcomes more positive all around.
3. Something that interests me:
One of the characteristics that interests me is the teacher’s modification of processes and student products. I feel that this is where the librarian can really assist the teacher and the student. Even though, as librarians, we have many tools available to us, the teachers still struggle to incorporate all the great resources available in their classrooms. This is an area I which I think I could do a better job.
4. How can you implement this interest:
In order to help collaborate with teachers (and students) planning needs to take place. I am working on a schedule to meet with each team in the first few weeks of school and discuss with them what they will be covering in the first nine weeks (or first semester). Afterward, it is my hope to meet individually with each teacher and identify what resources would be appropriate for the range of interests and abilities of the students in that class. This will form the basis of my support for this particular class.
Elizabeth, I completely agree with your thoughts about collaboration and planning - it's SO vital to ensuring differentiation occurs across the subject and grade lines! You have a great plan here!!
DeleteKaren Harrell - I agree as well - I am loosing my PD time with teachers that I have had for the past 5 years...realize that time is so important to collaborate with teachers to make the library an integral part of a students learning.
DeleteHmmm... I am looking at this blog posting and all the comments but I don't see my own entry that I posted! ARGH! I didn’t keep a typed saved Word copy of my work, so I’ll have to try to re-create it. I’ll do this differently from now on. Oops!
ReplyDelete1. What was new – thinking about differentiation at the middle and high school level! I’m so elementary focused that it was good to stand back and look at the bigger picture!
2. What did I know was true – the general power of differentiation in classrooms. I am a big believer in reaching students where they need to be instructed… and I think that often, our lessons are designed just to hit the “middle” students. We are doing such a disservice to the masses when we plan lessons this way.
3. Something that interested me further – I didn’t have one particular thing… I’m just excited to continue reading about differentiation! I’m passionate about it and I am so excited we’re doing this book study!
4. How will this change what I do – I am thinking specifically about my PGP students… I often times design lessons to hit 1 of the various areas of giftedness and I see my students struggle when I do this. I am going to think much broader when I design those lessons from now on.