Bev+D

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October 19,2009

Differentional instruction is planning for the diverse needs of students in the classroom to provide the best learning possible for each child.

[|carol tomlinson]

I am somewhat overwhelmed by the amount of info and the task ahead for me and my classroom.It seems to me that students are not ridgidly placed in one learning style or intelligence so a multi or mega approach should touch each child at some time. The focus on multiple intelligences and learning styles has provided useful strategies for me as a teacher.I think I may have been doing some of this without realizing it. As a visual learner I am sure that I have favoring that approach and will have to broaden my teaching strategies. This certainly explains alot of what I have seen amongst my students.

Choice theory allows every person to take responsibilty for their choices and behaviors.

I would appear to be verbal/linguist learner.I also have some logical/mathematical and naturalist characteristics.



One thing I want to tell others about SLE is it will change the way that you design your classroom. It will make your work make so much more sense and make it so much more effective and relevant for you and your students.

I Believe I believe I am already using many DI practices in my classroom but... I beieve DI has challenged many of my established and comfortable practices. I believe that after my confused thoughts are finally sorted out DI will help me develop better practice. I believe I am on the right path

May 11,2010

where are you in your mindset?

I think that di has always been an informal part of my teaching practice. I feel more confident and comfortable and validated now that i have a firm plan with more direction. Although many of these strategies are not always accepted and popular, I am commited to pursuing di in my teaching practice. I beleive di to be fundamental to effective teaching

what has changed?

i now have the confidence and information to continue and to implement di practices within my classroom.i anticipating support from my colleagues and admin in continuing to implementing these changes I have tried out several things for a supportive learning environment,worked on student learning styles,,tried some different assessment strategies.I have pursued building a ubd unit(informally). Belief in myself and all students and their individuality continues. The changes in my classroom have been small but the results huge.I feel more confident when working with diverse needs and abilities and have some very real strategies to try and use. Exposure to Carol Tolinsons wisdom has been so beneficial.Thanks to Joanne and Nancy for all tour guidance and help. You modelled a di program every step of the way. .

SLE QC CA What is your understanding? What is your comfort level with the theory? What is your comfort level in practice?

To me the theory of SLE QC and CA are fundamental concepts that are simply best praciise for student and teacher. They are goals that I strive for and hope to accomplish.

A SLE is a safe, welcoming and comfortable space where each child can learn in their own way. It is challenging and encouraging for each child. It supports and celebrates different needs in a positive way.It recognizes each child as an individual person and not just as a student.

Understanding the idea of a SLE has been the easiest theory to relate to.It is the essence of child centered learning- the theory that I felt most comfortable with. It is the starting point on our DI journey. I always felt the elements of a SLE determined the climate in my classroom and were experienced by children experienced long before we ever got to QC or CA. A SLE is the first thing students encounter when they come to a classroom-their first impression. It is their first introduction to the school environment.The components of a SLE where everyone is welcomed, where they are comfortable, where they can trust and take risks creates an atmosphere of community. In practise the routines and choices that we develop the relationships and celebrations of success. this is in my comfort zone.

The theroy of a QC is the essence of DI. It is a curriculum that recognizes and reflects enduring understandings and also essential knowledge.It recognizes student needs, interests,nad differences. It is student centered emphasizing the essential question and what the student needs to know. It directs planning and assessment to accomplish these goals. It is where the big questions and ideas are identified and curriculum is unpacked. This the planning stage where the essential questions are determined and all learning activities and assessments support those questions.QC is our purpose and our goal- where we want to be.

The theory of QC is the purpose of my practice. It is what directs and guides my practice as I begin the journey of planning, teaching, and assessing. It is the what and how. It will be my reference as I determine the essential question, pre-assess, build UBD units and lessons, and assess. I am at the edge of thinking and working in this way. I find it challenging but exciting. It makes so much sense to me. I wish I could have had this understanding earlier in my teaching life.

The theory of CA begins with the end in mind.It includes all the activities we do to show and understand what the child knows. CA can direct our planning and help teachers to match learning activities to student needs. CA presents the perfect model to assess learning from pre-testing to formative assessment and the summative assessment. It is my perception that assessment is a starting point rather than just an end activity.

To me pre-assessment directs the learning that will take place in the classroom. It determines what my units and lessons willinclude. Formative assessment helps with daily planning, flexible grouping, and also gives me feedback about what I need to do. Summative allows students to really show me what they are capable of. Of all three theories, this the most difficult for me. My struggle is in finding assessment activities that are authentic and honestly reflect to me, the student and parents what is happening in a meaningful way.

What kind of classroom do my students see? What kind of classroom do my children see? My grade one class is greeted at the door each morning and enters a comfortable and safe classroom where differences are encouraged and celebrated. We spend a few minutes sharing and visiting before beginning our day. Our routines and procedures are in place and predictably direct our day. The classroom set-up is somewhat predetermined and limited by our physical space but we do have a story corner and designated areas for work and materials. The curiosity and eagerness of the children guides a lot of our learning. The essential question is stated- teaching and learning support this. Flexible grouping and choices are a part of our practice. Children’s work is celebrated and displayed. Exemplars of their work are posted. Visual references are abundant. Assessment is continuous. Formative assessments include thumbs up and thumbs down or sideways, happy or sad faces, or simply whispering a word or phrase as an exit ticket. Summative assessments may be a quiz or test, but performance tasks are used when appropriate or possible. Checklists and rubrics are also a part of my assessment procedures. Lion’s Quest philosophies direct our interpersonal interactions. A Caught Being Good program recognizes positive choices. Leader of the day focuses on individual students. Our class list encourages sharing, listening, taking turns, not making fun of others, and including everyone. Role playing has made this easier and possible. As we reflect at the end of the day, the question is always “what are we going to do tomorrow?” It is my hope that this will truly be the best year of their life.