Kim+D

media type="custom" key="4821605" width="731" height="305" April 12, 2011 Planning for DI - I think this will be one of those things that is ( and will be!) very difficult the first few times as I try to figure out what I need to do for each stage of planning (am I over thinking what I need to do?) and then once I have planned a few units ( in a supportive environment), then I will be more confident in my ability to plan 'right'. I think I know in my head what I need to do, and then panic when I start to write on paper- BUT today was the first day where I consciously went back to my outcome/understanding to make sure what I was planning to do actually matched! And it was good! :) I do know that it will get easier, and I have already experienced the benefits of using the non negotiables in my teaching. My plan for planning is to just plug away at it, and remember that it is always a work in progress, and that it is ok to change things as I use them.

March 1, 2011 Just when I think I am doing ok with all of this, we start to deconstruct/unpack an outcome. I don’t know if I am just trying too hard, or if it really IS this tough! I am so glad we worked through the first one together, and brainstormed through it all with what it really means. I really do like Ainsworth’s model for unwrapping outcomes – circling the verbs and underlining the nouns allows me to make more sense of what I am reading, and having Joanne lead us through it as we did it together made a huge difference when my brain started to overload! I think working with Stacey next time deconstructing the grade one math outcomes for SS1.1 and SS1.2 will be both daunting and encouraging once we are through it. My nightmare is that I will be able to do this now, but totally forget the process when working through it with teachers at the school.

January 25, 2011 What have I heard today and how does it relate to my teaching?.... I am feeling somewhat like I need to start over, especially with my management. I am finding that I need to make sure that my students are aware of what their job is, and what it looks like and that we need to reinforce that over and over if I want them to become independent and able to work in flexible groups. I like what I am doing in my reading group for respectful tasks, and even though I didn't think I was going in the right direction, I am (thanks Nancy for telling me that!) That is encouraging, although I wish I had more confidence in what I am doing! I am still struggling with having patience, that I won't know it all and be able to do it all right now. I also wish that this was my only focus, and that I could direct all my attention to it, instead of competing with all the other things I need to focus on this year. I am excited thinking about how things will change next year. I am excited about using the framework of Daily 5 to begin to teach small groups based not just on ability but also on their interests! I am fearful and excited about using flexible grouping with my 2/3 readers when up till now I have only used ability as the basis for grouping. My brain is full.... November 2, 2010 DI Year Two….my thoughts so far…. Well, it took the first hour for my brain to re acquaint itself with all the terminology. If I look at what I am doing differently this year as opposed to last, I do see progress in how this thinking has embedded itself into my teaching. I look at my students differently, trying to see if using smaller groups can maximize their learning. I still focus mostly on readiness, in part because I work in math and reading. I want to use their interests more, particularly in reading. I need to remind myself that I do not need to be always in control of what they do, but that they can choose and I can plan from there. The work load feels like it is increasing, not just from DI but from everything. I see how things are working toward a bigger picture, which makes the learning more exciting and relevant in my mind. I am just exhausted. I just wish I had more time to sit and think and try things without feeling like I am under the gun to get things done RIGHT NOW!!! It’s all good, I just wish I knew more and could implement more with confidence. I wish I was where I will be in 5 years from now, right now.

Reflection 2 Why is differentiated instruction worth all the effort put into it? It’s worth it because it makes a difference for the students. It lets them know they are capable of learning, that they are respected by their teacher for their uniqueness, not disparaged because of their learning differences. It allows me to know my students better and to react appropriately to their needs, difficulties and strengths in a positive way. I am able to see the big picture with their learning. I am becoming a better teacher because of it. May 11, 2010

reflections on DI so far....

...well, I am feeling more like I have an idea what DI is really all about, both on paper and in practice. I find I can explain more clearly to someone what a supportive learning environment is, or what quality curriculum should look like in the classroom, and how to actually use continuous assessment. I still wish I was better at doing it, although I am finding it is permeating my thoughts when I am planning now, becoming more "just what I do" rather than something extra.

What has changed in me in practice is that I am now continually looking for ways to make learning more individualized for my students. Because I work with the weaker students generally, I have always tried to figure out different ways to teach the same thing, but now I try to match it with their interests and learning styles. Its harder with the grade ones than the 7/8s but I am slowly figuring it out. Slowly.

I am now looking at the curriculum for probably the first time in years and actually using it to plan, rather than looking at it and then using the program I have that has been approved and following that. I used the grade one math outcomes in measurement to help plan my unit which made me inordinately proud of myself! I have informally used continuous assessment but now I am more purposeful with it, and I am trying to use that information to direct how and what I am teaching.

I have started using centres again for the first time in many years which has been both good and frustrating. I want to make sure that the centres I have push my students to think at a higher level, and to use their skills in new situations, so that has been time consuming.(I have done more laminating this year for my grade ones than in the last 7 years!) I have found they like doing something different, although they also like centres that are familiar, so finding that balance has been interesting.I struggle with mastery of skills at the grade one level vs. applying it to new situations. I am still working on changing my mindset so that I really believe that if they can transfer the skills,then they have it. I can say it, but its easy to fall back on the old way of thinking.

Sometimes I wish I didn't know all this. As a fellow "DI-er" pointed out this morning, there are teachers who have no clue about DI and are blissfully content with what they are doing. :) Instead, I am struggling through this and feeling very inadaquate at times in how I am teaching with my students. I know I am learning and I know I am getting better at it.

after lunch...more reflections... my understanding of the three non negotiables - supportive learning environment, quality curriculum and continuous assessment The theory of these is starting to come together for me in my thinking. I understand the need for and the aspects of a SLE, and completely believe that the classroom environment is a huge part of a student's success in learning. I try to make my classroom safe and inviting for all my students, and I make a point of celebrating their successes in big and small ways (high 5s, thumbs up, announcing to the class etc) I believe in having a variety of materials and options available to help with learning (pencil grippers, wiggle seats, working on the floor or under the table, turning out the lights or playing music quietly(or not)) and I try to make sure everyone in my classroom feels like they matter and are important to our class and to me (even the ones that I need a time out from occasionally). I am still struggling with choice, giving up control over areas of learning. I have started small, creating centres for the studnets that relate to our units in math and reading, allowing them to choose which they want to do. I need to work more on letting them have more choice in how they learn. That is where I want to focus on more in SLE.

For QC, I am really only starting to not hate the new curriculum. I deconstructed/unpacked/unwrapped/ figured out an outcome for grade one math for my action research and I found it very free-ing once I did it. I have struggled with all the language/jargon that has been thrown at me (us) in education and I have not been able to work through UbD until now. It was a slow process and I really needed to focus on what really mattered as I sorted through the outcome's wording, but it did make a big difference in how I taught that unit. I also believe that if we don't sort through the curricula and determine what they ultimately need to know for that outcome, then we wont' be able to teach effectively. And if we don't know the "need to know-s" then how will we program for those that are working on individual programs or PPPs? This non negotiable makes total sense, and I am finding that there is more to it than just the curricula document.

For CA, this is the one that gave me more to think about - I have always monitored the progress of my students informally, but I am just now realizing how much that helps me in my planning (aha moment!). I now see that pre assessment is incredibly important to what I am teaching and what my students are learning. I have used it but never to change what I am teaching, just "to see" where they are. I learned alot from out discussion group this afternoon about using pre assessment and I now need to put it into practice with purpose. Lots to do!

...even more reflection.... ...how do my students see me now, after this year of immersing myself in DI and the ensuing terminology/theory/action. I don't think there has been as big a change in my teaching with my younger students as with my older ones. I have used a lot more of the strategies and tried out things with learning styles with my 7/8s, simply because it is easier to do that with them. I hope that I have come across as caring and more intentional with my interactions with them. I hope there has been a difference with the SLE for them. I am still working through the other two so I don't think there has been as big an impact yet. We'll see how next year goes. :)

March 30, 2010

Once again I feel like I just get a grip on this and then I question what I am thinking. However,.. I am excited that I am starting to see how everything I am reading, trying and digesting is linking together. I feel like I am at the beginning of getting this straight in my brain. Doing the action research today, and seeing the power point slide using the red yellow and green highlights is bringing everything to a more refined "aha!".

watching I Believe... wow I believe that all students can learn. I believe that teachers don't know everything, but they can all learn too. I believe that the more I learn, the more I need to learn. I also believe that chocolate is its own food group and that my children can one day learn to clean their rooms without me looming over them threatening to throw out all their things if they don't get moving....but I digress.

January 26, 2010

I think I have more questions than answers from my action research project. I chose to look at learner profiles and how to use them effectively with students. I would like to explore with both my grade ones and 7/8 classes, however I quickly learned that there is a big difference in how to do that....

....love the sound of music/teaching video!

Reflections.. One thing I want to tell others about supportive learning environments is to not assume you have one in your room. Look closely at what you are doing and review often if you are meeting the needs of your students, to examine the routines, the physical environment and the relationships and to examine personal attitudes toward teaching and the students in your room. Those unspoken things impact our students without us realizing it. In my personal practice this year, I am becoming more aware of how I plan for my students. I am learning to not just teach to my learning style,but to the others as well, I also have become more aware (maybe more critical) of when people tell me they are differentiating - are they really? Do they have students do tasks that are meaningful and relevant or just busy work? To continue in my journey, I still need more time to explore, try this without the constraints of report cards, and to see what works and what doesn't. I want to be able to find the materials, become familiar with them, use them and then reflect on what happened. (I also want my kids to keep their rooms clean while I'm at it....:) I just need to keep at it and chip away a little at a time.

November 16, 2009

Reflecting.... The past few weeks have been insanely busy with report cards, new curriculum and new programs to learn. I have started having my 7/8 social group sign in as they enter. Before I started that, I explained to the class that I wanted them to sign in only if they were coming into the room to participate with a good attitude, ready to share ideas and to do their work. They have the option of not signing in if they don't want to be there, but it hasn't happened yet. I have noticed that the students are for the most part active members of the class, with most sharing ideas and others sharing if I ask. I don't know if having them sign in has made a difference, or if that is just the nature of the group. I have been thinking alot about how I can make sure my room or teaching environment is supportive to my various students. What can I do to make sure my room feels safe? Talking with Brenda brought up more questions. There seems to be more acceptance in elementary schools of different learning styles and some teachers seem more willing to look at those styles and use them in their students learning. (ie letting them stand to work, or to listen to music on ipods, or letting students choose their own project for an end of unit study.) What happens to those students who then enter the high school or post high school setting, where learning styles may not be considered when planning for lessons. What happens to those students who know they have a learning style that differs from how their prof instructs? Do they learn to adapt? or do they just stop?

My plan for the next while is to make learner profile cards for my7/8 social group. I only see them once a day for 30 minutes, but I want to use technology and a variety of activities to make it more interesting. My plan is to check with the teachers first to see if they have done learner profiles with their classes, then either use that information or have the students do the various tests to create their cards. I also want to have a list of activities that I can use with each learning style to assist me in planning for different activites in my lessons.

My learning profile is auditory, creative (with practical as a close second) verbal linguistic and musical rhythmic (definately not visual spatial or naturalist) and my array is Rabbit/Pooh (sounds really bad when I read that).

Choice is all about sucking it up and you are responsible for it now! (I'll just shut up now......)

October 19, 2009 Differentiated instruction is responding to student needs and planning instruction based on those needs. It is responsive teaching.

This is a link to a school listing the eight components of a supportive learning environment. It encompasses the entire school, not just a single classroom. [|Hudson Valley School - Student Support Services Centre - New York]

Video of Sir Ken on CBC radio show Q. media type="youtube" key="zWJdCzgtFTo" height="340" width="560"

This is a link to an article by Carol Ann Tomlinson from the journal Educational Leadership September 1999 | Volume **57** | Number **1** Her article is entitled [|Mapping a route toward differentiated instruction]
 * Personalized Learning** Pages 12-16

Website reviewed by Carol Ann Tomlinson [|Differentiation Central]

Non negotiated elements of DI (video) Supportive learning environment


 * postive mindset of teacher
 * expectation is there - you are here, we value you, you can learn
 * if a student is comfortable in the learning environment, it facilitates learning