Differentiation Week 6

I feel like chapter 5 discusses such an important factor. If we love our students and have done everything we can to recognize their need for affirmation, contribution, power, purpose, and challenge, We must follow up with a curriculum for them that is important, focused, engaging, demanding and scaffolded.

I feel that many of these things were absent when I went through school. I did a lot of memorizing and I was good at it, but without making any connections, I didn't truly learn much. I think that this is where I can help the students to make connections, and feel like what they are doing has a purpose. I feel like I can make it clear to the students what they are doing and how it leads to the next thing. They can see the value of their work. I know that if I can keep my students engaged, then they will be absorbed and their work will even provoke their curiosity. The work must be demanding, not too hard but not too easy. I must find a way to push my students to maximize their growth. This is where I get to raise the ceiling of performance level for each learner but also raise their support system. I will keep in mind that every child has a need for me and if not, I am not fulfilling my job as a teacher.

It is the teacher's role to determine what is important in curriculum. Once that is decided, it is my job to know the students and then teach them in a way that is best for them to learn. Not just as a whole group but as each individual learner.

After reading chapter 6, I see just how important it is to have each child be involved and to have them make their contribution to the classroom. It is important to have the safe environment so that this happens. Once it happens, then it is my job to find different ways to keep them engaged.

I liked the example of Mr. Johnsons 5th grade class and their study of buoyancy. He plans exactly what his students must know, understand, and be able to do related to the topic. He develops a two tiered inquiry. The first is very structured and then the second one is much less defined. He asks questions and makes observations. In the end he guides them to true statements about the topic. Then he has the students respond by filling in a self-evaluation checklist to critique their own contributions. The students also use a rubric to both guide and assess. He also provides websites related to the topic with different levels of knowledge.

There were many strategies I liked for demanding and supported curriculum and instruction. I liked the tiered approaches where I can present the work at different levels of difficulty. It only makes sense when the students are on so many levels. I know as a teacher I must aim high and take "No Excuses." I realize that this is sometimes difficult. I must keep in mind and convey to them that they can do hard things and they will be stronger for working through the difficulties. I think that celebrating success is very important. I must let them know that their success came from their persistent effort. I like the idea of using computers. This is a way of tiering because seldom do all students use the computers in the same way at the same time. Webquests are an excellent resource. The think alouds are very helpful to get students to verbalize their thinking. as they encounter problems. Small group instruction is so important because if the whole group is not ready to learn it, I am just wasting my time. I want to remember that I can do this spur of the moment based on need or I can have it well planned out.

There are many ways to assist students with their learning. As a teacher I must connect with the learner in a way that is based on the learners own needs. I can only do this by knowing the learner and how the learner views the world. Then I must decide what is most important for the learner to learn and focus on teaching it!