Benchmark 5
July 16 Chapters 9 & 10
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?
Chapter 9
ReplyDelete4. Before reading "Some Practical Considerations" and "Developing a Support System" (pp. 160–169), reflect on what you've learned about differentiation so far. What practical challenges do you see to implementing differentiated approaches? Where might you go for support in your differentiation effort?
What I’ve learned about differentiation is that you have to know your students as individuals to make it work. The biggest practical challenge I see to implementing differentiated approaches is finding the time to get to know each of your students and then designing the best-fit learning experiences for each one. I think as a librarian, I have a slight advantage over a classroom teacher in that they only have one year to get to know their students before the student moves on to the next grade and the teacher gets a whole new batch to work with. Even though I only see each student for a short period of time each week, I have the opportunity to keep working with them year after year as they progress through the elementary grades. I can always go to the classroom teachers for support in my differentiation efforts if there is a question about how best to reach a particular student.
DeleteDifferentiation is not a strategy, it’s a way of thinking about all you do when you teach and all the kids do when they learn” It’s not just one strategy but a collection of strategies”. These quotes are something to keep in mind when differentiating. Without proper classroom management and knowing how to deal with unexpected results, differentiation in the classroom may not be successful. Starting small and thinking big. Setting goals that together with the students we are continuously pushing the ceiling. Reflecting and evaluating is key to continuous success. Seeking the support of colleagues and administrators are detrimental to the process and therefore those would be some of the practical challenges that might be encountered. When teachers plan differentiated activities together, evaluate each other and provide feedback, differentiation is more likely to succeed.
DeleteUnfortunately, I am a bit off the grid so I didn’t look at the questions for this section before I read “Some Practical Considerations” and “Developing a Support System.” I will say that this book did a good job of giving concrete ideas and strategies for teachers to help them move from having a classroom that is primarily focused on whole group instruction to ways to move to a classroom that is differentiated in a way that would fit almost any teacher’s teaching style or personality. The problem that I see perhaps occurring is much like other great ideas when dealing with orchestrating a classroom and that is time. Not enough time to do the proper planning, picking a strategy that will fit your students, curriculum and the teacher. I really appreciated how the author suggested picking 1 area to begin and then pick 2 and so on. So often teachers are encouraged to jump in totally with every “new” idea coming from an “expert” and it was great to have the encouragement to ease in. As far as developing a support system at my campus, I can think of a couple of teachers who could be supportive and help me advance in my desire to differentiate the lessons in the library.
DeleteBecause differentiation is truly a mindset and requires processing and thinking about all stages of the learning process, I think that the most important part of differentiation involves getting to know the students. While this may be more difficult as a librarian, I think that there are ways that differentiation will work well in many types of lessons. As others mentioned, time is one of the biggest challenges to implementing differentiation in the classroom. However, taking small steps and improving each month, semester, or year is most important. I think other librarians are the place I go to first for support, but I also go to classroom teachers, administrators, and other people I know for support and help with implementation.
DeleteBefore reading: I know that differentiation is linked to knowing a student well. Sometimes, I really get to know certain students while others remain a mystery. To get around this I think the other teachers are key elements & partnering up with them is imperative to making differentiated elements work in the Library. It is all about MAKING time to sit down with a teacher & learn about her students, her classroom, AND the lesson or research they are going to do in the Library setting. I don't believe a Librarian can go it alone.
DeleteDifferentiation helps and meets students where they are at - in middle school that is so important. If you don't know your students it can be difficult to implement differentiation. Going to the admin team, counselors, CIS, and parents can be a good place to start to ask for mentor groups, clubs, and after school activities. Getting to know the students and the teachers is essential. Also I think as a librarian we have to work with teachers in a way that is differentiated. That is more difficult for me - but I can see how some of the same strategies would work.
DeleteI think one of the biggest challenges I foresee with differentiation is simply a lack of experience and familiarity. Having less experience with differentiating library lessons, leads me to question my ability to do it successfully. I loved how the chapter encouraged teachers to start with one goal/task for differentiation and then increase to two or three differentiated tasks as familiarity with the process was acquired. Quality over quantity is the overall message. Do one or two differentiated units really well versus doing many unsuccessfully. For support this coming year, I will look not only to the classroom teachers for input on student readiness but also to fellow librarians for ideas and feedback on how to best differentiate lessons in the library.
DeleteDifferentiation is a way to approach how you go about reaching each student during a lesson. It means changing the structure of the lesson: sometimes that means working with small groups rather than whole group, sometimes that means students will be given different tasks to complete, and sometimes that means students will be given a choice in what/how they show what they have learned. The biggest obstacle I see in using differentiation in the library is knowing what will best work with each grade level or class. Thankfully as librarians we do get to know students over the few years they are at our school, so many times we know what a student needs before their current teacher does. When planning a lesson for a grade level I will turn to the teachers to ask them what types of differentiation might work for their students. I will also continue this conversation with fellow librarians to gather ideas for how to differentiate lessons we have in common.
DeleteChapter 10
ReplyDelete1. In this chapter, the author offers 11 suggestions for leaders who want to support their colleagues' growth toward more responsive teaching. Read each and make a brief note of the degree to which you do this in your own work. Which of these suggested actions do you believe would help you achieve significant change on behalf of the full range of students in the full range of classes in your school?
I think all the advice offered in Chapter 11 is on target for achieving successful implementation of differentiation in our classrooms. There definitely has to be a shared vision and each player needs to be onboard with the vision to make it work. I have been practicing components of the differentiation process for many years as both a classroom teacher and now a librarian. I have always seen the value in collaborating with my coworkers to share successes and ideas and I have reached out to my principal when higher-level intervention was needed. Now I’ve got lots of new ideas to implement starting next year! I believe the most significant change is going to come about when senior level school leaders can address some of the “policies and procedures” questions outlined on page 175 in the book. Getting resolution on some of those issues will go a long way to creating an environment where differentiation can become the norm. Our district leaders can’t be pushing differentiation at the same time as they’re pressuring teachers to “get everyone to score ‘above average’ on a particular test given on a specified day of the year …” (page 175).
DeleteIn reflecting on the 11 suggestions given in chapter 10, there are areas that I recognize in my teaching and areas that I need to approve on. I think the two areas that would achieve the most significant change on behalf of the students at SWMS would be the area of establishing and sharing a vision and modeling the process. In the area of establishing and sharing a vision, I feel like I am strong in the establishing a vision however I am weaker in the area of sharing that vision unless it is asked about. I need to speak up about my vision for the library at SWMS. I especially liked how the author wrote to “hold the vision in one hand and reach out with the other…” Modeling some of these types of differentiation can also help show classroom teachers that if the students can be successful with this in a short lesson in the library then it can also work in a classroom where there is even more structure and procedures they are accustom to following.
DeleteKaren H. - I read the chapters before checking the blog as well...however after reading these two chapters which bring really good closure to the book - I realize that reflection - student, teacher and librarian - will make a huge difference in the library. I agree with Joan in establishing and sharing a vision - many times I have a vision or a "goal", but I don't share it. I need to speak up with it...especially my vision as I move into a new building where I hope to put many of the things discussed in this book into place. These chapters also talked more about the importance of "rules" and these chapters go into great detail on the details of having a successful differentiated classroom/library. I know I need to work more on the structure of the library (especially for it to become a true learning commons)...so that we are all working to the same goal.
DeleteEstablishing and sharing a vision is so crucial when moving toward differentiation. Like several others, I have a vision, but need to share that with others and model differentiation. Sometimes teachers who are reluctant to try something just need to see it works with "their class" in order to try it themselves. I also think the other practical suggestions of avoiding overload, start smart, and providing ongoing assistance are extremely important. Differentiation is very "prep heavy" for teachers, but then things switch to more facilitating and coaching in the classroom. Helping to make a significant change on my campus will be possible by providing support as teachers are figuring out their lessons and projects. Providing repositories of resources, ideas, and being part of department/team meetings can help teachers provide the best possible instruction to all their students.
DeleteCh. 10 - suggestions:
DeleteI think preparation, avoiding overload, & sharing the vision are the most important items to keep significantly tied to my school & the focus of learners/teachers. Often it is more like running around like a cat with its tail on fire. Differentiation takes time, planning, & focus. It isn't anything you can do by yourself without the support of the teacher. There has to be a shared plan. I like the paragraph on the "smart start" it is something I have tried to focus on when I feel overwhelmed. Focus on a few teachers who I know will work with me & give me time/discuss their plans with me etc. Usually, I have found those teachers who see me as a TEACHER-Librarian are the ones most likely to work with me. It usually opens the door to other teachers who see me at work & think "oh she can do that?" so they finally see me in the light of a fellow teacher.
The key to me is building and maintaining relationships with students, teachers, staff, and parents. Book fair is a great time for me to start this - I purposely set my book fair to coincide with open house so that I will meet parents...otherwise they might not step in the library that night. I attend PTA coffees at the beginning of the year, stand in the hall to greet students, help out at duty stations, and make myself visible. I want the students and teachers to know who I am and that I am available!
DeleteAs many others have previously said, I think the key to initiating change is to model, model, model. If I can model effective differentiated lessons in the library, teachers will get the opportunity to see firsthand the value it has on student success.
DeleteAs a part of the admin team on my campus, I am often included in the planning of school changes so that I help support teachers through the use of the library, technology, and team teaching. I believe differentiation works because not all students learn the same way, and even as we have more and more “standardized” testing thrown at our students it is important to find ways to reach and engage all learners. While most teachers utilize small groups in reading and math classes, I am unsure that all teachers share a common vision in implementing differentiation across all subjects in the school. Just as I think I can change some of my lessons to adapt to the skill levels of students in regard to the lessons I teach; I believe that Art, Music, and P.E. teachers can also differentiate lessons to allow varied activities to meet students where they are at in a unit of study. Very often teachers feel like initiatives brought to them via staff meetings or inservice workshops are “just one more thing” to add to their already full plate! Making sure teachers don’t feel overwhelmed is important, especially as we learn together what differentiation would look like on our campus. My principal does a good job at sharing her expectations with teachers so that they know the why behind her goals. Campus principals were asked to develop 3 year campus plans in the Spring of 2015, which my principal allowed the admin team to help her build, and that she eventually shared with the rest of the staff. Each year she outlined steps we would take to meet a goal so that we could see the slow climb such lofty goals would necessitate. Our district is good at starting small when it comes to new classroom practices, such as PBL, one-to-one technology, flipped learning, and guided reading. Once a core group of teachers were established as “experts’, they felt inclined to share with others and build upon their successes. The same can take place at the campus level when moving to more differentiated classrooms. Modeling differentiation can happen in several ways. One is by allowing differentiation at staff development based on the skills of teachers. This will help teachers feel the difference in learning something when a teacher acknowledges you are at a different point than other people in the room. It can also mean that some teachers will implement more of the facets of differentiation than others as some classrooms and management styles may not be ready for such a drastic change. This summer we are examining our grading policies and practices as a campus. In discussing what grades are used for and what they communicate we hope to better establish a system that gives parents a clear understanding of how their child is performing. Our campus has time set aside every three weeks to meet with the grade level to discuss campus needs, such as how to support teachers when implementing a new strategy. Since differentiation is really a frame of mind when developing lessons, it will take time for all teachers to fully embrace and establish a classroom suitable for such an undertaking, but once teachers start seeing results and successes I think more and more teachers will find it to be the best way to teach!
DeleteAs one of the Instructional Leaders on your campus, respond to this:
ReplyDeleteWhat are ways in which you and the experienced teachers in your school might support novice teachers' efforts to purposefully and effectively address the varied learning needs of the students they teach? Consider arrangements that would allow experienced teachers to learn from the promising differentiation practices or responsive instruction of novice teachers.
I am fortunate to have received lots of valuable instruction and training on the need for differentiation through my U of H masters programs (elementary education and library sciences) as well as through my GT certification training. I was surprised to read in Chapter 10 that the author found most novice teachers have had little or no exposure to differentiated instruction in their teacher preparation programs. If that is the case, the author offers many ways we experienced teachers can provide novice teachers with the needed support to address the varied learning needs of their students. The most important one in my opinion is to provide networks of mutual support and encouragement for the novice teachers. Sharing ideas, successes and failures goes a long way to getting the new teachers up to speed. Some grade levels at my school also incorporate “team teaching” where two teachers combine their two classroom with one teaching all the students LA/SS and the other Math/Science. With this type of a set-up, a novice teacher would have even more support and opportunity to plan collaboratively with their more experienced team teacher. I also maintain that even if a novice teacher has had no formal training or experience in the classroom, there is always something I can learn from them as they approach situations with fresh eyes and unbiased ideas.
DeleteI think the best way for teachers to learn from each other is through working with teams and mentoring. We all learn from each other given the opportunity to share, view, question, plan, discuss and reflect. This helps novice teachers and experienced teachers see others being successful and it creates a team mentality with everyone working towards a common goal or vision. Teaming and mentoring take time and don’t happen in a void. There needs to be some structure or it can become a gripe session instead of a learning/sharing session.
DeleteKaren H. I agree with Joan in the working with teams. I know that I have some teachers that will attempt things with me and help me evaluate what we tried. These teachers are also classrooms where students are independent learners. I think sharing the goals and working toward them together would make a big difference. I also enjoy working with others because ideas popcorn out...something that would only meet one objective can quickly become more encompassing as we plan and talk out the lesson. The lessons also become much more interesting!
DeleteI completely agree that teaching and working in teams is so vital. However, I have also found that co-teaching worked really well for me. At one school I worked at, the ELA teacher and I would co-teach our two classes together for certain lessons. This arangement allowed me to see his strategies and him to see mine. In addition, we were able to play to our strengths and the kids were given feedback and ongoing support from two very different teaching styles. Our administration was very supportive in finding space for two classes to meet at the same time and provided us with the same planning time each day so we could do our planning together as needed. Allowing teachers to observe other teachers is so key and important, but actually teaming up to teach together gave me so much more practical input.
DeleteI could help novice teachers by sharing lessons that I have done in the library or partnering them with a teacher I know that does something well. We are the center of the school and know most of what goes on so we can help and advocate for our teachers. I would be willing to go to a principal and tell him/her that I would cover a class so that the novice teacher could go watch a more experienced teacher teach a lesson/concept they are struggling with OR even better bring them to the library for some instruction! Really we have a unique position to encourage, advocate and challenge each other as educators!
DeleteThis year, we have several novice teachers joining us. I've already been planning with my team leaders and instructional staff how we are going to support these ladies as they begin their careers. #1 idea is to get them to the library so I can show them all the resources we have and break down how they can benefit their students. I can also offer to teach lessons and to see their classes for longer lessons regularly. I find that new teachers LOVE to watch others teach, and I love to partner with them!
DeleteI see more teachers "team teaching" lessons, and have had more teachers accept my invitation to collaborate and teach lessons together. I need to work better at finding time to talk through lessons with teachers ahead of time when I would like to have more of their help during the lesson. I have suggested to our staff that we should utilize our Twitter hashtag #mwetchrs to share photos of "good stuff" we see in each other's rooms. Once we are used to seeing each other in our spaces, I think we will feel more comfortable inviting other teachers in to observe and learn from one another. Our principal encourages team work and assigns a mentor to novice teachers as well, which gives that person someone to ask questions to and bounce ideas off of. I have made an effort to reach out to these teachers as well to find out how I can support them in implementing ideas and familiarizing them with the resources they have access to in our district and school.
DeleteAPPENDIX
ReplyDeleteTake a look at each of the tools to guide planning for differentiated instruction. Discuss with colleagues who work with a subject or grade level similar to your own how the tools might be used to inform and refine your teaching practices in ways that benefit success for a broad range of learners.
I think Tool 3 (page 188) would work well when differentiating book selection and study activities for student book clubs. In the past, I have tended to select only strong readers for participating in my book clubs with the assumption that struggling readers would not enjoy the experience. However, I can see how even struggling readers can be reached and encouraged if the book club is planned with the Equalizer controls slid to the left at the beginning to reach them at their readiness level. I’d be interested in hearing from other book club leaders what their experience has been with sponsoring book clubs for groups of low-level readers.
DeleteI shared Tool 1 with a teacher I taught with before I became a librarian. She has moved to a more leadership role in a middle school in another district and as a classroom teacher was great at differentiating and meeting students’ needs. We both thought that Tool 1 would be an excellent first framework for planning for a grading period. Helping everyone to repeatedly focus on the goals that the students need to meet will obviously help the students meet the goals. I write obviously, but often teachers stray from what is the real goal and get lost in the processes. Also she felt that having a number of strategies listed for ways to differentiate might help experienced teachers from always using their favorite strategy or help novices to see there are a lot of different things a teacher can try.
DeleteKaren H. I really liked the descriptors in Tool 3. I think it would help me take students (and teachers) to the next level. It would be a great tool to reflect on a lesson and see where the lesson fit on the slider. I am glad my staff is also doing a book study on this book - I think it will change and effect how we look at our instruction.
DeleteBecause I'm a visual person, I immediately gravitated towards Tool 2. I think this tool would be so helpful for providing assistance when planning tiered lessons or activities. Also, for us as librarians, perhaps this can be used when we look at articles or resources that students utilize in our library lessons. Some kids need that equalizer used to understand how to cite sources or use the databases/catalog.
DeleteI like Tool 3. It would be a great way to check and see how "ready" or how well we are doing as a differentiated school/classroom. I really appreciated the fact that Ms. Tomlinson mentioned you don't have to invite the whole campus to change at once, just a few classrooms. This tool would help me have conversation with teachers who I have noticed are differentiating or who are ready to start!
DeleteI love Tool 3, too, Brandee! It's definitely a good starting point for me to get with a few teachers and really start to affect positive change!
DeleteI love Tool 1 as a summary of main points necessary to consider when planning thoughtful differentiation. I think it gives teachers a quick "go-to" chart to use as a reminder of what can be modified depending on what you want to focus your differentiation on for that lesson or unit.
Delete1. I like the way the author laid out on page 158 discussions that should be held upfront with students about the challenge of teaching in a diverse classroom. I had never thought of talking with the whole class about what a differentiated classroom looks like and making sure they understood that their assignments would differ from each other. It certainly makes sense though to get their buy-in and understanding at the start of the year so everyone knows what their role will be and what the procedures are to make our diverse classroom work.
ReplyDelete2. What I know to be true from reading these two chapters is the importance of developing a support system with colleagues and administration. Differentiation is not easy to implement under any circumstances, but knowing that I have an awesome staff of teachers and a supportive principal on my campus to work with helps keep my anxiety levels in check. Being a librarian can sometimes feel like you’re the lone ranger, but I also have a great network of fellow librarians at other campuses that I can call on as needed to get help with issues specific to the library environment.
3. I’d like to utilize the Equalizer Tool when planning my PGP lessons next year and would like to brainstorm with fellow PGP teachers about how they’ve differentiated their PGP lessons. I think the Equalizer Tool could serve as a powerful reminder of all the options available to differentiate my instruction.
4. The author reminded me on page 159 of the value of empowering students to take responsibility for more classroom tasks historically done by me. I’ll be the first to admit I’m my own worst enemy when it comes to trying to do everything myself and feeling overwhelmed as a result. It makes perfect sense that delegating responsibilities to students is a win-win situation that I will try to implement more effectively next year. The author puts it very succinctly when she says, “Helping students master these things develops more independent and thoughtful learners, and it also creates a classroom that belongs to kids as much as to adults.”
Millie,
DeleteYour comment about developing a support system really rang true to me. I especially noticed this last year being at a new campus. I need to really focus on doing this at my campus this year because I have totally felt like the lone ranger! I am very thankful to have the network of support of the fellow librarians in SBISD and our monthly meetings.
1. Some of the minor classroom management tips were very interesting to me. Such as, making myself “off limits”. I have run into that problem before, where I direct each group where they need to be and questions start to be fired at me right away, which keeps me from being able to monitor the activities the first 5 minutes to make sure everyone is on the right track. I like the suggestion of making myself “off limits”, no questions should be asked. I can see the visual pairing for the younger kids with a ribbon or a cap working perfectly.
ReplyDelete2. Classroom management in general is the key to a successful learning environment and more so in the differentiated classroom. Those classrooms have more activities, movements and a soft background hum. If expectations are not made clear from the beginning and an accountability process is not put in place to ensure efficiency of the learning process, the differentiation can become a failed activity.
3. I think the challenge for me would be to stay organized through the whole differentiation process and making sure I have all the recorded data needed for advancing students’ goals.
4. After reading this book, I can’t look at a classroom in the same way as before. Student centered classrooms with emphasis on understanding- and meaning-based approach would be the way to go.
Mona,
DeleteI agree that the need to stay organized and keep up with all the formative assessments and anecdotal notes on each student’s status is daunting. I liked the author’s suggestion to establish an electronic checklist for recording your observations in real time (i.e. carry an iPad around with you and type in or record your voice noting what the student is accomplishing when you visit with them).
Yes that was a great idea. I really want to do that !!!
DeleteThank you! Your comments have been spot on throughout this blog. When you begin differentiating, it is easy to become overwhelmed. Take it one step at a time.
ReplyDelete1. The new information for me in these two chapters was mostly how concretely the information was assembled in helping teachers look at things to consider when beginning to differentiate with their students. I should have read this chapter first and then read the book. I think it would have helped in my thinking as I progressed through the material.
ReplyDelete2. The part that rings true to my experience is the need to work with novice teachers. Teaching is a really hard profession and the good teachers at the Title I schools where I have worked are spread thin given leadership positions and mentoring duties. Nevertheless, it is important that novice teachers get the support they need to education is going to continue to have way too many talented teachers leaving the profession.
3. The area that I would like to look into further would be the area of actually using one of the tools given in the Appendix. A tool such as those could really help in the planning of a unit of study.
4. My teaching will be changed by my sharing my vision for the SWMS library both verbally and graphically. It might sound simple but I feel that it will keep me mindful of my vision instead of getting lost in the everyday running of a library and it will make others aware. I also will reach out to teachers more this year through sharing of my vision.
Karen H. - Joan, because you and I have so many of the same "thoughts" on sharing our visions for our libraries - perhaps you can be my accountability partner to make sure I really do it! I always think I let people know...but need some creative ideas!
DeleteJoan,
DeleteI couldn't agree more about excellent teachers being spread thin with added responsibilities. I find that it is often these teachers who leave the profession fastest. I wasn't surprised to hear that in order to make significant changes to instruction it takes 5-10 years, but at the same time we don't have 5-10 years! Most of our teachers do not stick around that long. It is a sad realization. The more we can do to assist these teachers, the better!
Karen H. - I really enjoyed these last two chapters - a lot of details on putting differentiation into place in the classroom/library. At my school we are focusing on a student's growth - and that's what these two chapters focus on - how will your students grow. Ultimately we want students to feel empowered to take on their own learning - that's one of the reasons I love the library....there are no limits on what students can experience in the library!
ReplyDeleteI do know that I need to be more open with teachers - I won't say novice as we have only a few - but teachers that are ready to step out and try new things - I need to be a team player as we work to provide for student growth.
What I will consciously do this year is reflect on each activity that is part of the library program - how have I differentiated, how have I worked with other teachers - I want to focus on how as a campus we can move forward with the ideas in this book so that we affect student growth.
How will I change - I will share my vision of the RCE Library Learning Commons with my community of learners. This was the perfect year to look at this book - my whole idea of a library will be changing, the way my teachers interact with the library will also change as we move to the new building. I will be more supportive of the teachers in my building - again striving for student growth. I'm also going to totally restructure the PGP program - utilizing the complex instruction as my model. I'm ready to start the school year!
I also see many of these strategies helping me better support my PGP students and setting up various activities for students in the library. I love that we can be the place in the school that teachers can send students to learn about anything and everything! Now I feel better prepared to partner with these teachers and offer support for them and their students.
Delete1. Probably the biggest “new” idea to me was having “off limits” times during lessons along with anchor activities. I have set up several different ways for students to let me know they need help – a version of RICE, green/red cups (red tells me they need help) – but setting those off limit times helps kids begin to really look at completing the task more independently.
ReplyDelete2. I think, as others mentioned, the part that is so true for me is providing teacher (novice/experienced) support. Finding ways to help, encourage, and provide resources for them will allow me to share the vision of the learning commons and also help as an instructional leader.
3. I would like to look some more at how I can help support my teachers more. Heading to a new campus this year creates so many unknowns, and making connections early will be key.
4. I really would like to work on better sharing my vision for the learning commons and making sure I purposefully make connections on my campus with teachers and administrators. These connections will help me make an impact on my campus through differentiated lessons, providing resources, and promoting literacy.
I agree with sharing your vision for the learning commons! Sometimes people ask and sometimes you just have to do it and make it known. The kids will be your mouthpieces! :))
Delete1. What was new for you in these chapters?
ReplyDeleteI don’t know if it was new, but chapter 9 was a great reminder of how to implement differentiation in a reasonable way (i.e. not all at once). I particularly liked the section of questions on p. 153 to help you examine your philosophy about individual needs.
2. 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?
I thought chapter 9 was particularly true. Whenever implementing something new, it’s best to take things one step at a time and reflect on your progress regularly.
3. Did something interest you that you would like to research further to obtain more information?
I’m interested in researching more tools to guide planning differentiation (like in the appendix). I think it’s important to have these tools on hand so I can continue to work toward more differentiation.
4. How will this change what you do daily or how can you implement what you learned from these chapters?
These chapters will help me implement differentiation in the library and in the units I plan with other teachers.
Chapter 9
4. Before reading "Some Practical Considerations" and "Developing a Support System" (pp. 160–169), reflect on what you've learned about differentiation so far. What practical challenges do you see to implementing differentiated approaches? Where might you go for support in your differentiation effort?
I plan to do more pre-assessment to see where students are before diving into the units. I think I will use our iCoach and teachers I collaborate with for support in the differentiation process.
Chapter 10
1. In this chapter, the author offers 11 suggestions for leaders who want to support their colleagues' growth toward more responsive teaching. Read each and make a brief note of the degree to which you do this in your own work. Which of these suggested actions do you believe would help you achieve significant change on behalf of the full range of students in the full range of classes in your school?
I think the suggested action that would most help our campus is “Avoid Overload”. Many times we implement too much at a time. When teachers feel overwhelmed sometimes the dismiss the new idea and continue in their “tried and true” ways. Always when we stick with it as a campus, eventually, everyone gets on board, but the overload bogs down that process.
As one of the Instructional Leaders on your campus, respond to this:
What are ways in which you and the experienced teachers in your school might support novice teachers' efforts to purposefully and effectively address the varied learning needs of the students they teach? Consider arrangements that would allow experienced teachers to learn from the promising differentiation practices or responsive instruction of novice teachers.
One thing our campus started last year that I thought was really effective was peer observations. During our planning periods once a month we would travel in a group and visit several classrooms. We were specifically looking at literacy, but you could have teachers look for anything, especially differentiation. After the observations we debriefed and could always follow up with the teachers we observed. You could take novice teachers to observe teachers who are particularly good at differentiation and then pair them with those teachers to debrief and learn about the differentiation process. As the novice teacher is implementing differentiation, the veteran teacher could observe and offer feedback.
APPENDIX
Take a look at each of the tools to guide planning for differentiated instruction. Discuss with colleagues who work with a subject or grade level similar to your own how the tools might be used to inform and refine your teaching practices in ways that benefit success for a broad range of learners.
I plan to use these tools when working with teachers and talk about what their student need when we plan units for their classes.
1. Not too much in these final chapters were new to me. A lot of it is just good educational strategies which we all know, but forget. I really LIKED Ch. 10 as they just made a list of things to focus on. I need to read this EVERY week & get focused on what is important to keep myself integrated as a functioning part of the learning process WITH the teacher as they use the Library & me.
ReplyDelete2. The part about parent involvement, principal involvement, & community involvement. It made all the difference for me in my Library. When I started we had ZERO volunteers & the Library wasn't looked upon in a very fond view by the administration. Well, it wasn't really looked up period. It only took getting a few parents/community members on board before my principal started to take notice. It was like lighting a match to a bonfire because it just grew & grew without my needing to tend to it very much in the end.
3. I would like to explore differentiation as it would look in the Library. Working with small groups, communicating more with individual students, observing & taking notes of what I see happening, begin an ongoing discussion about differentiation with teachers & what they see as my role in accomplishing this in the Library.
4. I'm hoping this will make me a more reflective Librarian rather than jumping through hoops. I want to develop better preparatory sessions with more teachers. I also want to be on the floor & get to know students more often. Getting off the phone & getting off e-mail would be a start. I need to learn that I can't put out every fire immediately & that people at my school should learn there is going to be a wait time for me to "fix" everything because I'm busy teaching. ;D
1. What was new? Nothing was really new in these chapters. I appreciated the reminder not to overwhelm myself or staff with new concepts. I often get very excited about implementing something new and don't always think through the whole process so this was a great reminder for me.
ReplyDelete2. What do you know is true? I know that it is true that students and teachers will compare themselves to one another. I loved the idea of page 158 of having students graph the different times they learned to talk, walk, ride a bike, lose a tooth, etc. This proves we all mature and learn things at different times. I believe having this talk with students (and even teachers) would take a lot of pressure off! We are not robots - we learn and grow at different rates and it is OK!
3. Did something interest me? The RICE acronym really interested me. As a teacher and now as a librarian I do find myself repeating instructions or guidelines often. I like that the acronym doesn't just offer one solution. On page 162 it offers 4! Recall, Imagine, Check, Expert. What a great idea to use with students - this could definitely help their listening skills.
4. How will this change me? This will change me to remember that I can be excited about an idea but I need to think it out all the way. I tend to jump in feet first and then deal with consequences later - which sometimes works out and sometimes doesn't. :) Chapters 9 and 10 both encourage us to get help from colleagues. I want to bounce ideas off of others more often and think it out.
Brandee:
DeleteI agree that listening skills could use some exercise. Some days it seems that we repeat and repeat. The acronym is a great tool to have for the teacher/librarian and the student. I can see using this in the library, especially when you are teaching a class and have students doing research at the same time. It could really cut down on the interruptions!
1. I have always had a knowledge and understanding of differentiated instruction. I know what differentiated lessons are supposed to look like and I know the positive outcomes on student success associated with them. However, prior to reading chapter 9, I had never been told how to begin the differentiated process successfully. I have differentiated lessons in the past but, having read this chapter now, I wish I would have done it completely differently. I want to hit the reset button and start all over.
ReplyDelete2. Tomlinson states that “teachers often perceive that they are asked to learn about and implement multiple disconnected initiatives simultaneously” (172). I know this to be true. I felt this as a classroom teacher and still see this as a librarian. In education, I feel we are often presented with instructional fads. Each year, it seems the instructional lingo changes and the instructional strategy of choice changes. Helping teachers see the importance and longevity of differentiated instruction is imperative. We need to help teachers realize the need for change. Teachers need to understand why we are asking them to change their instruction.
3. I feel that many of the suggestions presented by Tomlinson on page 175 would make a considerable impact on teachers who are wanting to implement differentiated instruction. I am wondering if any of these suggestions are even possible. I would like to research these further and possibly discuss some of them during our first leadership meeting at the beginning of the school year.
4. I will begin to focus more time on creating effective differentiated library lessons. As the book suggests, I will start small. I will set attainable goals for myself and will focus on quality over quantity.
I second that Natalie, no one ever tells you how to do it! I would have loved to have read this book 8 years ago when I was beginning in the classroom.
Delete1. What was new for you in these chapters?
ReplyDeleteI know a lot of people are saying not a lot was new in these chapters but I really appreciated chapter 9. This is the perfect chapter for the novice teacher because it did a great job of explaining that differentiation takes time. You cannot do it perfectly in one day or even one year.
2. 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?
It takes a while for something to become a habit and I think that is what you have to do with differentiation. Each unit or lesson you can come up with something that differentiates for your students. Take it slow and build up a file of all the great strategies you have tried. You can pull them out when they work.
3. Did something interest you that you would like to research further to obtain more information?
I don’t know that I need to research anything. I just think that after reading the book novice teachers need to read chapter 9 a few times so they don’t become overwhelmed at the thought!
4. How will this change what you do daily or how can you implement what you learned from these chapters?
Librarians are educational leaders in the school so it is our job to not only differentiate for students in the library but offer teachers ways to do it in their classrooms. As the new school year approaches I will be thinking about how I can help teachers with tech tools, apps, and other emerging technology that might help with differentiation in the classroom.
I also liked ch. 9 for both novice and experienced teachers. I liked that it outlined a plan and reminded us that the process takes time. I think we often try to implement too many things all at once, and this was a nice way or slowing down the process to make it more effective.
Delete1. What’s new:
ReplyDeleteAs someone who is action oriented, one of the things that has distressed me in reading this book had to do with how to make all this work. I found myself talking to the book and saying things like: ‘How can we do that when we have only one mainstream classroom per grade level?’ and ‘Well, I know that we do some of this, but how do we ask teachers to add this to the new Math, Social Studies, Language Arts, (etc.) curriculum?’ Chapter 9 gives the practical actions for all of the above and more. I really liked the step-by-step stages for implementing differentiation into the classroom. There is enough room for a teacher to slowly work toward this goal in a realistic way.
2. What I know is true and can relate:
The admonition in Chapter 10 for leadership to plan for the ‘long haul’ is something I believe to be true. It will take many years, and only happen if you have a realistic and reasonable timeline for your school/classroom to become fully differentiated. For your school to succeed, you need to make sure that you follow the steps given, especially the delicate staff development aspect. I really liked the staff development cycle that was given. Teachers have to know that this is something they will be given time to understand and digest and then be supported as they learn. Most importantly, teachers need the opportunity to ‘start small’ and have successes on their schedule, not one determined by someone else. (I also liked the research cited regarding continual grading!)
3. Something that interests me:
The steps for the teacher in the ‘long haul’ interested me. This is what we have done as we have worked with the faculty and staff to integrated technology into the classroom. I can see using these steps/ideas in supporting the teachers by creating an overall climate of expectation for the student and teacher. I am especially interested in the suggestion on finding different resources for several ‘key parts of the curriculum.’ (p. 155).
4. How can you implement this interest:
These steps for the staff development cycle are also referred to as ‘good teaching in the classroom’ (p. 177) so as the year begins and I meet with each teacher or team I can collaborate with them to extend their curriculum with the resources that we have available through the learning commons and technology. This just follows good library practice.
I would talk to the book as I read it, or I would make comments and questions in my notes as I read. I was glad to find answers on the nitty-gritty "how-to" and that it didn't have to be grandiose when we were first starting on the path to differentiation. I think I actually breathed a sigh of relief when I read chapter 9!
Delete1. What was new for me: I actually didn't have a great deal of "new" information presented to me in these last 2 chapters... the "start slow" and settle in for the long haul suggestion was very powerful and extremely relevant!
ReplyDelete2. What I know is true: On p. 160-161, I enjoyed reading about how to give thoughtful directions and establish routines for getting help. Differentiation is amazing but it ONLY WORKS when students understand the expectations and have the freedom to explore.
3. Something that interests me: I'd like to further think about the information on p. 176... related to planning staff development to work on changing our teaching. Staff buy-in is VITAL to the success of new ideas/re-introduced ideas, and working with teachers is key to seeing this work throughout the entire school - not just in the Library.
How can I implement: I will concentrate my information at Staff Developments on how to help teachers be better with their differentiation. I'll offer ideas, suggestions, and modeling. I can't wait to work with a few specific people on this!
1. What was new for you in these chapters? I liked the idea of “off-limits” time for students asking the teacher questions. I think training students that you will not always be available to “rescue” them will cause them to concentrate on your directions more and then problem solve to figure out how to help themselves. I liked the RICE strategy, and if teachers implement this in their classrooms it will allow me to utilize it easily in the library as well. Many times teachers feel like we don’t have time to repeat ourselves, but with a little time up front training students to focus, we might find that we won’t have to be a broken record after all!
ReplyDelete2. What did you read that you know to be true? I definitely know the dread of finding out what “new thing” we are implementing this year! Teachers are leery of jumping on the bandwagon unless they know it will be around for a long time and have reason to believe that it will be in the best interest for their students. Differentiation has been around long enough and can take so many forms, that I feel all teachers could incorporate it into their classroom and find it benefits their students.
3. Did something interest you that you would like to research further? One thing that I hope to do more of is involve the community in a variety of ways in my library lessons. Our community is full of various experts that I could tap into and expose students who are interested in all sorts of areas to real-world applications and information. Even if we can’t visit in person, or via Skype, maybe I can ask a parent to send a video about something related to a curriculum topic. There are so many ways for our community and parents to be involved in teaching our students, and they are always so happy to find ways to be a part of their student’s learning.
4. How will this change what you do on a daily basis? I think what I will do more of on a weekly, if not daily, basis is collaborate with a teacher or grade level to team teach a lesson relating to the curriculum. In our planning I hope to find ways to utilize differentiation at various points in our lesson, whether it be in how I teach it or how the students practice the skill. Modeling to teachers and starting conversations about how lessons or projects could be modified will be challenging with certain teachers, but I am going to try to push myself and them to try something that I know will benefit their students and make the process one of success for all those involved!