Differentiation Reading for 9-28-08

If I had to choose two unit plans I would pick 5, It’s all a Matter of Chance, and 2, What Plants Need. I do think that all of them have very valuable information and good strategies for teaching and assessing. Each lesson was very detailed on the KUD’s. Each one explained in detail what the students would know, understand, and do by the end of the lesson. I really like the teacher commentary throughout the lessons. I REALLY liked that there were *stars* when accommodating different learners. That got me to think and see how I can accommodate my students.

Differentiation reading for 10-21-08

I like the evaluation checklist for when you work with peers. It is important for students to know how much they are participating and working on their skills and strategies. I also like the multiple entry journals especially for math. It helps them work on problem solving skills and writing skills. I like the visual aspect of writing out each strategy too.

Differentiation Reading 10-14-08

Tiering is much like setting a radio to the right frequency or station. Each knob needs to be adjusted to just the right spot for it to be affective. Where you set the radio depends much upon a student’s readiness. A tiered lesson should begin with what students know, understand, and perform a result of the activity or product assessment. If it were me tiering a lesson, I would be sure to incorporate different learning styles and directions for diverse learners.
Think-Tac-Toe
I would say that these lessons are tiered. I like the suggestions of students setting goals and due dates on and individual basis. This accommodates the students’ time and schedules. They go through what students should know, understand, and be able to do as different tiers in the lesson.
Tierable, not tierable?
It would be possible to tier these lessons. I think any lesson can be tiered (if I understand tiering correctly). You can adjust what you need to for where the student is now, and where you want them to be. Tiering will allow each child to improve a level higher than they are when they first enter your classroom. They will not all be on the same level at the beginning or end, but they can achieve a personal higher level through tiered teaching.

Differentiation reading for 10-7-08

You can teach or you can TEACH. Invest in students; do not just teach what you are supposed to. My goal is to be a teacher that says, “I will learn about you and do what it takes, using subject matter, to make sure you are a fuller and more potent human being than you were when you first walked in this room. Please be my college in this quest.” That is how I can be a differentiated teacher and TEACH my students. I cannot assume that if I deliver the information that they will get it. I need to know what helps them to understand, be motivated, and have a desire to learn. That is not just teaching what is in your curriculum. It is still our job to follow curriculum. We need to make sure that what we choose to do with our curriculum helps students understanding, skill development, growth, and discipline. Every learner should be exposed to rich, justifiable curriculum.

We are leading students toward success now, and in their futures. We need to work towards goals of becoming successful. A tiered approach will help students to become successful. You are able to blend assessment with your instruction when tiering. I like this because I am going to have students who have anxiety with testing. This makes it less intimidating to test. Tiered learning lessons and tasks engage students beyond what is easy or comfortable in order to provide authentic challenges and encourages future learning. This will help students to step outside the box and go above and beyond with learning.