Pam+H

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Monday, October 19, 2009

Differentiated instruction is a way of teaching that should help all students learn in a way that is best for them-- to fit their diverse needs.

// That differentiation is a positive way of thinking about teaching and learning and, in essence, is (or should be) one’s philosophy. Because “a differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. Differentiated classrooms allows the teacher to use a variety of ways for students to explore curriculum content and use a variety of sense-making activities or processes through which they can come to understand and “own” information and ideas. Further, students are permitted to demonstrate what they have learned through a variety of options, projects, and exhibits. //



Reflection -There are many ways to differentiate instruction. Is it best to differentiate by readiness, interest, learning style or is it best to use a variety? -Knowing the students is the fundamental of DI!

Planning I will create a card for each student in my class so that I am able to group them in different ways. It may be by like learning styles, or by putting an expert in each group, by interest and maybe by readiness.

While creating the cards I will create a learning profile sheet for my own reference and their folders. To Do -Working with myself or an EA we will find their learning style -On their own they will see which Winnie-the-Pooh character is most like them. -Multiple intelligence inventory with each student -I will teach so that each student is able to learn the best way they can.

Choices I believe that giving students a choice empowers them,hopefully creating confidence in each of them. This is something that I need to work on---it is hard to give up control when there is so much to be done.

One thing I want to tell others about Supportive Learning Environment is...

What has changed in my mindset this year? I realize how important it is to make sure I am meeting the needs of all students. As Rick Wormelli put it--it is our obligation as teachers! . What has changed in my practice this year? I am more aware of how students learn and what they need to know. What I need to continue my DI journey? As I learn more about my students learning styles, interests and abilities, I will try more DI strategies. I need to choose power outcomes and use these as my summative assessments. I need to learn more about DI and try different strategies. I need to assess more individually.

March 30, 2010 My question: Does an Essential question guide and challenge the learning of my students? OR Reconnaissance Action Collect Data keep it simple
 * Action Research--to be done for our next meeting (in May)**
 * Question**
 * Does pre-assessment help students/teacher achieve their outcome more effectively? (Or help me plan the unit more effectively?)**
 * Choose something that I will learn more about and implement it (to get more information.)**
 * EX. The template that we used this am.**
 * Develop a plan**
 * Personal refelections**
 * EX.-journal throught the process**
 * -before, during, after**
 * Graphic organizer**

OR


 * My action research will be about pre-assessment or continuous assessment.

I believe... that DI is developing positive relationships with students so that we truly understand who they are and how they learn. DI is our obligation as teachers. DI is overwhelming, but in time will become part of everyday practice.

May 11, 2010

What has changed in my mindset?: I am much more aware of my students as individuals rather than as a whole class. In the past I have alway gotten to know my students backgrounds and would take this into consideration, but now I have started to look at their lives, learning styles and abilities and teach to suit their style. What has changed in my teaching?: I have started and will continue to shift my teaching style so that it is more student focused and less teacher directed. I have started pre-assessing before a new topic is introduced and have started to do more formal assessments to see if students have learned what they need to. Also, before most lessons I ask myself, "What do I want my students to know and how will know if my students have learned it?" What has brought about this change?: I have a much better understanding of what D.I. is and why it is our obligation as teachers. I am still on a journey and continue to try and better understand how I can effectively implement DI into more of my day. There never seems to be a enough time.

Supportive Learning Environment Is an environment in which students are able to take risks-- all students feel valued and encouraged. The teacher knows her/his students abilities, interests and background. I provide a supportive learning environment. I still need to allow my students to take their own risks and move toward more student centered activities.

Quality Curriculum Is a curriculum that is organized around important ideas worth understanding--choosing power outcomes and deconstructing so that it makes sense for all students (and the teacher). Teachers need to teach and assess for understanding.

Continuous Assessment Teachers need to continuously assess to find out where students are and help them move towards the desired outcome. These assessments are often formative assessments during a unit so that teachers know if the student understands or needs more time/different strategies. Ex. exit slips, demonstrating, explaining, examples

Through My Students Eyes -They enjoy that they are given more choices. -They feel that they are all special in different ways. -They are now responsible for signing in their own agendas--they seem to enjoy the independence of such a simple task. -They enjoy group work--although they still need to work on working more co-operatively.udents for affirmation, affiliation, accomplishment, and autonomy, but it is the teachers' job to make the link between the basic human needs of students and curriculum."

November 2, 2010

I am excited about the journey this year. I want to learn how to put DI into practice more effectively and efficiently.

"Quality curriculum should play a central role in meeting the core needs of students for affirmation, affiliation, accomplishment, and autonomy, but it is the teachers' job to make the link between the basic human needs of students and curriculum." -Carol Ann Tomlinson and Jay McTigh--

We need to know the students--where they have come from, what their likes/dislikes are, what readiness level they are at, etc.--before we can begin to reach them.

WHY IS DI WORTH PUTTING ALL OF THIS EFFORT INTO? I find that my classroom is getting more diverse each year and it is overwhelming to try and reach all students. DI is a way to teach each child according to their interest, ability and readiness. My hope is to become a better teacher--to reach all students!

January 25, 2011 DI Action Plan

Will a tired assignment based on readiness indicate all students comprehension of a story?
 * Question:**

Meet with JoAnne Plan with Mary Ann Get information (from books and articles) about tired assignments
 * Reconnaissance:**

I worked with our Students Services teacher and developed a tired assignment based on student readiness, with choice within the assignment. We had to decide what our purpose was so that all students came to the same outcome of the lesson. We chose to create a tired assignment because of the story we chose and because of the dynamics of the class. We chose the story and the students had choice when doing the activity. Purpose: Comprehension Constant: Content Variable: Product/assignment We used the book __The Mitten__ by Jan Brett Mary Anne read the book to the class reflecting on the use of illustrations to make predictions, asking questions and having students make connections. Students were then divided into two groups according to readiness. Mary Ann took the group that needed more guidance in their thinking process and readiness. I took the more independent group. We both briefly summarized the story and explained the assignement to our groups. In my group, the students were to make a storyboard. They were to fold a paper into four sections. They could choose to make a storyboard of the animals entering the mitten or could draw the four most important events of the story--both had to be in the correct order. They were to draw a picture and write a sentence about that part of the story. Students were to create a visualization assignment. They were required to draw a picture based on a paragraph from the story. Students has a choice of two paragraphs to draw.
 * Action and Data Collection:**

Data was collected over 3 classes. Each day students were re-directed to remind them of what they were to do. We also reviewed the story by looking at the pictures and reviewing the events of the story. Once we were done discussing the assignment with our groups of students they were sent back to their desks and worked together in the classroom. Mary Ann and I worked with our group directing them as needed. All students finished their assignments showing good comprehension of the story. A lot of help was needed to get them started, so more pre-teaching could have been done.
 * How will I collect the data?**

January 25, 2011 Reflection... I have been doing some flexible grouping in my classroom and I realize today that I was grouping most often for behaviour reasons and readiness. I need to group more according to interests and learning preferences. I need to give my students more time to collaborate because "collaboration is the STUFF for growth."

March 1, 2011 ** DI Action Research Flexible Grouping **

** Coming to the Question: Does Flexible grouping... **

** Reconnaissance ** Activating personal knowledge and experiences Conversations with others Collecting information from books and online sources

Read Integrating Differentiated Instruction Read articles related to flexible grouping Try different ways of flexible grouping in my classroom

** Action and Data Collection **

** What do I experiment with? What action will I take? ** Describe something that you did differently- what, when, who I grouped students in homogeneous readiness groups during a language arts lesson. One group created a storyboard while the other students created a picture to go with a quote from the story. Both lessons were to show comprehension.

I had students work in randomly formed pairs using popsicle sticks with their names on them.

** How will I collect data? ** Choose your before and after data collection tools – survey, questionnaire, interview, etc.

Discussion, storyboard, picture

Observe how well students work together in these randomly formed pairs.

** Reflection **

** What does my data say? (analysis) ** Collate and organize the data There were students in both groups that struggled with the assignment. More pre-teaching would have made this easier for the students as well as having a third group/assignment for the student(readiness) that were somewhere between.

Students were put into pairs using named popsicle sticks and played math dice games. Most students worked well together even though some were apprehensive to begin with. Two pairs did not work well together. The first pair did not work well together because their behaviors interfered with what they were to be doing. The second pair didn’t work well together because they were at two very different readiness levels in math. I ended up switching the pairs and it worked much better

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

When students are grouped according to readiness it is important to have assignments to fit all students. Three or four groups may be needed.

I do believe that mixing students up randomly at times is beneficial, but there are certain students that cannot work together due to behavior or ability.

** AHA! **

** What does this mean for my practice? ** Insights into your students, the strategy experimented with, and your own practice Reflect on assumptions you made, surprises and roadblocks encountered Apply insights and reflections to changes you will make to your practice

Sometimes it is ok to “fix” random grouping. =Reflection= I am overwhelmed by how much there is to do with unwrapping the curriculum. It is very time consuming and it frustrates me that we have to "unwrap" outcomes from a new curriculum. After working through one outcome today with our grade alike groups, the process became a bit more clear. I plan on taking the knowledge that I gained today and unwrapping an outcome before next meeting. I think the GRASP is going to be a valuable tool.