Mary+Ann+C

[|Action Reasearch May2.doc] April 12, 2011 Reflection on Planning I liked planning in a group. We all completed our homework by finding the nouns and verbs for grade 2 ELA - CR 2.4 outome. Donna took it a step further and created a draft document, dividing the outcome/indicators into KNOW, UNDERSTAND, and ABLE TO DO. WE brainstormed with the help of Joanne to reword, move statements and create statements around the indicators. We also refined - tweeked some of the essential questions. I feel much better and have a greater understanding of what I am doing and how to go about the planning. Everyone in our group is unwrapping another outcome to bring back and share with the group. Flexible Grouping Action Research-(This is more of a reflection) I honestly did not have a block of time to get into a classroom and experience with flexible grouping. These past weeks have been spent on student testing. I did experiment in the Grade 2 classroom with teacher-assigned readiness groups, but I believe the underlying factor was ability grouping. Even then, based on what we did, the groups would not remain the same next time. I did attempt to have students work in randomly formed pairs, as well as self-selected pairs. This was during reading with a small group of Grade 3 students. I never had 7 students all at once, but rather had between 3 to 5 students, because of attendance issues. It was a challenge to when I selected the pairs, as students were somewhat resilient to working with a partner and even refused to work or sit beside a certain classmate. At the time, I did not force the students to work in pairs, but rather they worked alone. This was not ideal, because they all required teacher assistance. I talked to teachers in the school to see if they did much flexible grouping, and although some has been done, it is not to a huge extent. I guess many factors are taken into account. I am excited about working in the Grade 3 classroom after the February break. We have hired a teacher to be in the classroom for the day, instead of having 2 different teachers as is the present practice - one for the morning and one for the afternoon. I will be in the classroom 2 times during the day for 45 minutes each time. At this point, we are not sure what it will look and feel like- but we do plan to teach to the group and then do some flexible groupings based on (at this point), readiness. This will help with behavior issues, as well as student-teacher ratio challenges. Hopefully, we will be ble to experiment with interest groupings, readiness groups, random groups, and self-selected groupings. Just this Sunday, Feb. 6, 2011 I just finished reading both assigned chapters from Integrating DI + UBD. I had a couple of AH! AH! moments - the suggestions and concepts totally make sense and I understand what Tomlinson is saying (for the most part), but it is the management portion I struggle- with while being able to address the varied need of my students. I do not want to get off on a negative note - because what the authors are saying makes sense - good sense. I guess I am feeling overwhelmed, attempting to figure out, at this point when to attempt the flexible grouping action research, when I am still struggling with classroom mangagement skills with a very diverse, needy, often defiant group of students. They are a tough group - and yes, by all means, there has been progress and improvement in their behavior, but it is still a main concern and struggle for this time of the year. I will try to find workable answers to management questions, because until then I will likely struggle with meeting students needs, in a way I feel I have achieved. I will continue the journey... DI- Action Research

Will a tiered assignment based on readiness indicate all students' comprehension of a story? Discuss ideas with the Grade 2 teacher - Pam Hellofs Meet with Joanne to see if we are on the right track Read information on respectful tasks Pam and I met to decide what direction/assignment to focus on in the Grade 2 classroom. We decided to develop a tiered assignment based on student readiness. It was a challenge to chose a purpose and make sure that the assignments related directly to that purpose. We decided to make the purpose reading comprehension. We chose to base the tiered assignment on student readiness because of the story we chose and because of the dynamics of the class. We divided the students into 2 groups based on readiness, and gave the students choice within the groupings. The constant in both groups was the content of the material presented. The variables in the assignmentwere the process and product. We used the book, The Mitten, by Jan Brrett. I read the book to the class, reflecting on the use of illustrations to make predictions. I also asked the students many questions that involved making connecitons, and attempting to incorporated the students' background experiences. Ms. Hellofs divided the students into 2 groups. I worked with the students who needed more guidance in their thinking process and readiness to work on their own. Ms. Hellofs worked with the students who were more independent in their thinking. We both summarized the story within the group and explained the assignment. In my group students were to complete a visualization assignmnet. They were required to draw a picture based on a paragrph taken from the story. Students had a choice of 2 paragraphs to choose from to draw their picture. In Pam's group the students were to make a storyboard. They had to fold a piece of paper into four sections and, put in the correct sequence, the order in which the animals entered the mitten by drawing a picture and writing a sentence. Students could also make a storyboard drawing the most important events of the story, in the correct order. The data was collected over a period of 3 classes. Students were redirected each day, as to the expectations of the assignment. We reviewed the book daily, focusing on the order of which events happened and paying careful attention to illustrations - especially Jan Brett's use of borders. The students retold the story. Pam and I worked with our groups directing them as needed. After small group instruction, the students worked together in one large group. The finshed products were collected. Data was collected by grading the finished products using a rubric. This was definitely a learning experience for the students and both Pam and I. Looking back, we should have better prepared the students by doing more pre-teaching. I needed to direct the students throughout the assignment, and re-read the paragraphs orally to make sure all details were included in their visualizaitons. On the second day, when students were not yet completed their work, I reviewed the unfinished products with the group,discussing the strengths and weaknesses of each picture, to ensure that the students would include al the details. Jan. 25, 2011 Supportve Learning Environment is essential to Differntiated Instruction success. Part of the learning process is teaching the kids the necessary skills prior to the assignments given - it is a learning process. From a student services teachers point of view. what is my role? As a classroom teacher, I could integrate the non-negotiables into my classroom, get to really know my students, and focus on DI instruction using various strategies. Now, do teachers look to me as the expert in the school? I hope not. I would like to work with a teacher-, perhaps only one this year, and do some co-teaching in L.A. or math, so that I am part of the planning, assessing, etc. If I work with a small group of students after a lesson is taught, or if I work with the larger group, is that DI? Time is a huge factor - time to read, research, explore, absorb,.... I I love the thinking processes DI forces me to do - the repsectful tasks we worked on this afternoon really made me think about what asignments I give to the students and what the purpose the of assignments are. I tend to look at the final product, not taking into account the o[process and purpose. I am enjoying this session- the discussions, reflections, book talk, is informative. What do I know about DI? I am not yet at the deep understanding level - I am still exploring. Goals - Deepen knowledge of non-negotiables, putting the non-negotiables into practice,-Leadersip - filming in the classroom- putting DI in action, would like to build on our knowledge to help with DI PD next year, continue to explore First Steps Math and how it is related to DI- **Thought - I likely would not know what I know about student's thinking in math, if not for the Dignostic tests - I was surprised and assumed they knew the basics. November 2, 2010 A good discussion today - focus on Supportive Learnig Environment as the starting point - students getting to know each other, etc. We will discuss similar groupings, roadblocks such as behavior. May 11, 2010 What do you think your students think or feel about DI in the classroom? My students love when I show them anything new - example - using Yes/No cards, exit questions. They may not know that I am differentiating, but they are have fun learning. They enjoy the different ways they are able to choose their working partners, etc. May 11, 2010 What is my understanding of the 3 non-negotiables- SLE, QC and CA? I honestly still have more to learn about all 3 non-negotiables. I am the most comfortble discussing SLE and the least comfortable with QC. I can understand how SLE is a non-negotiable. It is the most concrete of the 3 and common sensy. I comprehend "a place where all students feel welcome and feel free to take risks in an environment that is non-threatening and invitational." That should just be a common practice. Quality assessment is an area that I struggle with, partly because of a lack of understaning, but also because I am so comfortable with the traditionalk assessment records. I can show parents how well their child did, and show them a specific test to prove it. I understand the importance of CA and see the importance and sense it makes. I am beginning to wrap my head around assessment for, assessment of, ....QC and the terms associated with it still puzzles me- chllenging, engaging, scaffolding, important, deep understanding- too much to fully grasp and do right now.
 * Question**:
 * Reconnaissance**
 * Action and Data Collection**
 * How will I collect data?**
 * Relection**

Of course, I have dabbled with the SLE, because of my comfort level. I want to and will do more with the other non-negotiables in my practice.

May 11, 2010 Where am I in my DI mind set? Honestly, I am not as far along as I thought. DI is massive, with many components, new vocabulary, new ways of thinking about the same stuff. On a continuum of 1 to 10, I thought I would, at this time be at around an 8. I think that I am sitting around a 4 or a 5. I feel much more confident in talking about DI and discussing terms, sharing ideas, thoughts, etc. I think that this step is highly important, because we need to converse and share more. We need to know that others feel the same way. I like the idea of DI and want to continueto explore it more, I realize after being part of the DI group, that this is a process and that it will not happen in one year, or two years. I am just now getting my feet wet. I am comfortable with some aspects of DI, and still am very unure of other areas.

What has changed? Surprisingly, much has changed. I am more aware now, of specific aspects- especiall the non-nogotiables. I have not mastered any of these, but do feel more comfortable with what I do in the classroom. I am much more aware of my supportive learning environment, but still struggle with continuous asessment and fledxible grouping. I still feel the need to be in control and need to work on this.

What has brought about the change? Being a part of the elementary DI committee has been a major factor. The discussions, groupings, assignments, readings, and guidance have forced me to take a look at what I practiced and how I can change to best meet the needs of all my students. As well, coming back into the classroom after many years as a student services teqacher has influenced what I do in the classroom. The action research has also helped me to focus on changing how I teach. I have tried various groupings, pre-assessing, assessing students in a variety of ways, etc. I still have a long way to go, and I do want to get there. Students, and how they have changed have also brought about the change. THeir needs seem to be so much more diverse and critical than they were when I first started to teach, yet our job is to teach them to cecome contributing members of society. Although it is not an easy task, it is a wecoming challenge! It has really made me think of being more aware of the pre- assessment aspect of teaching. I have not spent much time on this and feel it is important and helps to meet the needs of students. March 19, 2010 I have attempted some of the basic DI strategies. This past while I have arranged and rearranged my students' desks many times. I am still not sure if I have the best arrangement, but I have learned that certain students need to sit in specific locations or spots in the classroom. Take for instance -- little rubber neck- he is always turning around - if he sits at the back of the room, he sees all that is going on and focuses so much better on his work. Miss Chatter Box - I have extra desks in my room which work well to put a little distance between her and other students (this also works well for the student who has difficulty with personal space

November 16, 2009 I hope I am on the right track, I can not say for sure. I feel that I am definitely more "tuned" into discovering that all students are different and that they learn differently. I am aware that kids learn differently. With some students, you can tell right away, just because of their classroom skills. With other students, I am still struggling to discover their best way of learning. I know all of this, but what do I do with it? I seem to want to get so much done it a day, that I revert back to the same routine and need to force myself to think outside the box. I know that the end results will be more than I imagined, compared to teaching all students the same way, but I am only beginning to touch the surface. I have not been in a classroom for over 10 years, and am focusing on how students have changed in regards to work habits, social skills, etc. How do I balance these skills with differntiation, successfully.

Choices - I strongly feel that students need to be able to make choices in the classroom, but I also very strongly believe that some activities, etc. are non-negotiable - these include routines, expecations, assignments. How do you balance the two? As of now, I give the students choices, but choices that are easy to make and black and white. Choice makes learning fun, learning should be fun. CHOICE! Yes! I guess I do agree,

I believe that DI is something I will continue to explore. I believe that DI will eventually become habitual for me.