Brenda+L

media type="youtube" key="FJMkcL6Do0Q" height="344" width="425"media type="youtube" key="iG9CE55wbtY" height="344" width="425"October 19, 2010 November 2, 2010 Differentiated Learning In My Classsroom I am slowly implimenting DI into my classroom as I have time and gain knowledge and understanding on the concept.

In Language Arts I have only differentiated my spelling

2009

[|Carol Tomlinson].

October 19th Differentiated instruction is using students' interests, learning styles and their unique qualities to plan our instruction.

November 16th I really enjoy discussing ideas with others in the DI group.

I am learning many interesting and helpful ideas for my classroom that I am eager to try but feel a bit crammed for time. Perhaps now that report cards and interviews are completed, I can try a few more of the checklists and ideas with my students. Is anyone else feeling the same? How do you balance time?

I wonder how students who have differentiated learning in the elementary school do when they get to high school or post-secondary school. Do these higher learning places also allow students a chance to learn according to their learning style? Are classes and lessons differentiated too?

Classroom Applicatiion: Using the link below, I would complete a profile on each student to assess their' auditory, tactile and and visual learning style.

Choice: Choice is an interesting topic for myself as I can allow my students choice in the classroom yet still be in control. Example: In spelling I will teach the lesson on "ai" vowels. The list of words will be on chart paper and each student can decide which 10 of the twenty "ai" words they wish to learn to spell that week. Allowing student choice within my objectives is a win win situation for both. We all enjoy choice.

[]_

May 11,2010

My thinking, planning, and evaluation has shifted since beginning this group. I find that I am reflecting more on who I am teaching rather than what I am teaching as stated by Tomlinson this morning on her video. I feel a greater sense of awareness for my students and their needs. I have noticed also that the students are feeling more empowered and confident. All this is great and really makes a positive difference in my classroom. Both students and myself feel a greater sense of belonging. I really feel that I am better meeting their needs individuallly than before DI. I do however, worry that I have a balance between meeting student needs and covering the required curriculum content. Each year it seems that our classrooms have students with more needs both personally and achademically. I also feel that my time and energy is being stretched to the limit as planning is more of a daily event rather than a weekly process. It seems like unit plans are more general and the actual lessons can only be planned day to day.

May 11,2010

My understanding of the three non-negotiables of supportive learning environemnt, quality curriculum, and continous assessment:
 * I have a good general understanding of the above
 * I understand what they are and how they impact my classroom
 * I can see how important they are for quality education
 * I need to continue to use impliment these non-negotiables in my classroom
 * I need to continue to read and learn more about these practices and principles
 * I am comfortable with discussing these non-negotiables and find the more I talk to others the better I understand and know them
 * I find that I am using these practices more and more each month, It is very helpful to talk to other teachers to see what they have tried and then try some of their practices is my room as well.
 * I have to keep reminding myself that being a quality teacher is a process and that processes take time.

January 25, 2011 Respectful Task Action Research

** DI Action Research **

** Coming to the Question **

** //Question:// ** ** When given a choice of activities, will my students pick an activity most suited to their learning style/multiple intelligence? **

** Reconnaissance **


 * ** Students have different learning styles. Some assignments should be geared towards individual styles. **
 * ** I need to have students realize their preferences/learning style. **

** Action and Data Collection **


 * Students were asked to complete an line learner profile and print their results **
 * ** Together we briefly examined what their chart illustrated and how it could be useful when asked to complete an assignment **
 * ** Each student was then given a sheet with six different tasks and asked to pick one task to complete based on their interest. **


 * ** One online survey was used **
 * ** One assignment sheet with six choices was provided **
 * ** Comparison of the two sheets and choices made will be tallied comparing which students chose activities that matched their learner profile and which students did not. **

** Reflection **
 * ** After examining the results, 9 students picked and activity that matched their learner profile while 8 students did not choose an activity that matched their learner profile. **
 * ** Students very much enjoyed having the chance to pick their own activity from the six provided **


 * ** This data tells me that my students are not fully aware of their learner profiles. **

** HA! **

** What does this mean for my practice? **

I really enjoyed todays discussion and information on groupings and gained new insight into their types and uses. I currently use grouping with my students, but after today realized that I need to use groupings more often and for different purposes. I am more aware of the advantages and disadvantages of groupings. I also found the handouts explaining when groupings work very informative. The new strategies for constructing groups were also helpful. I am sure that my students will be excited to work in groups more often.
 * ** I need to help my students understand and be aware of their learning preference(s). **
 * ** I need to continue to offer my students assignment choices by providing activities based on learning styles **
 * ** I also realized that I need to continue learning how to create various learning style tasks, questions and or assignments as I found it difficult to think of respectful activities that demonstrated the desired outcome. **
 * My students really enjoyed having the opportunity to decide what assignment they could complete. I believe it gave them some **
 * January 25,2011 **
 * Relate today to my current teaching practices. **

Flexible Grouping Action Research

** DI Action Research ** March 1, 2011

** Coming to the Question **

** //Question:// ** ** When my students are given the option to work alone or in a self-directed group, which will they choose? **

** Reconnaissance **

** Flexible grouping will allow my students the opportunity to decide how they wish to complete an activity based on their learning preference/learning style. **

** Action and Data Collection **

** After completing a science unit on matter, students were given the task of completing a review of major ideas covered in the unit. Students were given the option of either completing the review individually, with a partner, or in a group of three. **

** Before students began their assignment, they had to decide if they wanted to work alone, in pairs, or a group of three. ** ** Next, students self-grouped themselves. ** ** Assignment was then handed out for completion. ** ** After completion, class was surveyed as to how the groupings worked and whether or not they felt their choice was successful. **

** Reflection **

** Data: ** ** 4/23 -students chose to work alone on assignment ** ** -their choice was based on idea that they could complete the task more efficiently on their own than with a partner. ** ** -upon completion of the assignment all four students were happy they decided to work alone as the task was very efficiently completed **

** 1/23 -students also chose to work alone ** ** -this student’s reason to work alone was he felt he could stay on task better and have less distractions than if he had a partner ** ** -although this student had fewer distractions, he realized that a partner would have assisted him in finding and answering difficult questions. **

** 6/23 -students decided to work in two groups of three ** ** -these students chose to work together because of friendships ** ** -upon completion of assignment both groups of three realized that friendship groupings are not always as productive as non- friendship groups do to off task talking. **

** 12/23 -students worked in pairs ** ** -these self- selected pairs, chose to work together to divide the work and share their answers ** ** -these pairs were happy with their choice because the work was completed and ideas were reviewed through peer teaching **

** What does it mean? (interpretation) ** What does the data tell you?

** The data tells me that most of my students know how to group themselves when given a choice of groupings. Some students still need help when selecting groups to ensure a productive and supportive learning environment. **

** AHA! **

** My classroom enjoys self- selecting their own groups. Some of my students require assistance when selecting a group while others do not. Therefore, I will continue to plan activities that allow for flexible groupings in my classroom and assist in group selection when required. ** ** April 12, 2011 ** ** Planning and unwrapping the curriculum is still a challenging task for me. I am however finding that my understanding of the process is becoming clearer, but it still seems to take me more time to sort out than it should. I enjoy planning with grade like partners as it is always easier to sort things out together, especially when everyone is still new at the process. Time is always an issue for everyone and the more we collaborate the more productive we can be. **