Week 7

What do you, individually, still need to know and understand in order to tier (differentiate) a lesson of your own choosing?

Last Thursday's class was exactly what I needed! Several of my classes throughout the program have stressed the importance of differentiating for our students' many different needs. However, I've never actually seen it be done. I LOVED the lesson and it was so refreshing to actually see it be done and experience it. I'd love to see and explore more examples of differentiation through readiness. I'd also like to learn more about the process you went through while choosing who to put in each group. What did you look for? How did you decided a group for all 30 + students? You seemed to be right on too! Everyone was comfortable in their groups and able to contribute. I'd like to learn more about how to divide the groups and to be as spot on as you were!

Thank you for all the time and energy you put into that lesson!

Chapter 7

1. Choose 4 bullets from the list on pages 88 & 89 of chapter 7 (repeat them in your posting), and explain why you believe these 4 traits, or beliefs, or mantras are true for you?

• "Students consistently want teachers who respect them, listen to them, show empathy toward them, help them work out their problems, and become human by sharing their own lives and ideas with their students."

I know this to be true because this is what I wanted from my teachers. I may not have really known that's what I wanted/needed at the time, but I remember those teachers that gave all those things to me because I felt successful, loved, and safe in those classrooms. When I felt those feelings, that's when I learned the most.

• "Teachers' enthusiasm for learning and for their subject matter is an important factor in student motivation that, in tune, is closely linked with student achievement. "

Teachers that show their enthusiasm in a subject are saying, "I believe this is important and there is a reason for why I am teaching you this. This is interesting and worth our time. You are going to love knowing this!" If you get that impression, you'll be so excited and motivated to find out what in the world is so cool about that topic. This will make the student focus more to find out what the teacher is so passionate about and make it more meaningful than if the teacher just presents the information with the attitude of " you have to know this for the test, so learn it". If they are excited about it and interested in the information to begin with then they will achieve at a much higher level.

• Effective teachers clearly identify learning goals and link them with activities designed to ensure student mastery of the goals.

I think this quote is a "Well Duh!" quote, but I think anyone can do the opposite when they aren't being careful. Students go to school to learn; so, everything they do in school should be centered around the things they need to learn. Not only is it important that the activities are centered around the goals, but the activity needs to fit the students' development, abilities, personalities, and needs. I like that! If I find a neat activity that goes with what I'm teaching, I need to make sure it is appropriate for my students and determine whether or not they will get out of the activity what I want them to. It's taking a step further to make sure I'm being efficient in my teaching.

• Teachers in schools with high achievement rates pre-assess in order to do targeted teaching.
  

This reminds me of the video clip we watched of that teacher you love (I forgot his name, sorry!). He showed a great example of this by having his students tell him what they thought 'voice' in writing means. He did this before he started to plan his unit! This way he was able to determine what his students already know and what they are still confused about. Then he created his unit centered on what his students needed to learn. That's so awesome! He only taught what they needed to know making their time, and his, more meaningful and beneficial.

2. Comment on one of the metaphors in this chapter. Explain why it makes sense to you, or why you don’t agree with it.

I can relate to the spaghetti "gravy" metaphor because it reminds me of my mom. My mom is one of the best cooks I've ever known. She hardly ever uses a recipe, and if she does she usually changes it. She can do this and create something delicious because she knows every spice, every taste, perfect consistencies, and measurements. She's spent so much of her life in the kitchen and knows when food needs something different and exactly what it needs and how much. Every meal or treat she makes is a representation of her love for those she makes it for. Because of this, she has researched and tried several different spices, herbs, and tricks to creating the perfect meal. She didn't know all this right when she first started cooking, it took time and dedication on her part to get to where she is now.
This relates to teaching because when I first start teaching I'm not going to know how to create perfect lessons and when something might be missing and how much. I'll be looking at lesson plans and following it exactly so I don't "screw up". But as I teach more and more and really have a passion for it, research techniques and strategies, get to know my students' interests and needs, I will eventually become that type of teacher. My lessons will be a representation of my love for my students. They will be full of rich and exciting elements that will be "delicious" to partake! I will design them to fit their needs and when something needs to be changed, I will know what it is and what I can replace it with to make it perfect for my students.

Chapters 5 & 6

1. In chapter 5, Tomlinson discusses 5 (five) bullet points about the differences between teaching curriculum that is important, and “covering” what she calls “scaling Everests of information [that is] not effective for our students." Choose two of the bullets to explain what they mean to you, and how they help you envision the kind of teacher you want to be.

Bullet Point 1: The brain is inefficient at rote memorization and seeks instead to make meaning of information. If we don't make meaning of what we study, we are likely not to remember it, be able to retrieve it, or be able to use it.

Well, I think that most everyone would agree with this because they see it in their own life. Those concepts that I really studied and discussed about in school, and didn't just memorize, I can remember. The topics in school that I just memorized for the test, I've forgotten. I wish I had a photographic memory, but most people don't! So it is important that students understand why and how things are the way they are, so they can remember the information and use it.

Personally, I don't see the point in having my students memorize things without understanding the meaning and truly retaining the information. My job as a teacher is to teach my students concepts that will make them a successful human being. If I take all the short cuts then I'm not doing my job and I am doing my students and country a disservice.

Bullet Point 2: Students in schools, classrooms, and educational systems that teach less and teach it better score higher on standardized measures than students in schools that seek coverage of massive amounts of information with little emphasis on understanding. In other words, curriculum that is a mile wide bu only an inch deep is ineffective in producing real learning.

I think this is a common misconception. With all the hype about NCLB and standardized testing, I think teachers are so stressed about teaching all the things that could possibly be on the test that they are less focused on whether the students actually are understanding the concept. If students are taught less, in more depth, than it will give them the foundation needed to figure out logically things that maybe haven't been taught yet or in as much detail. Also, it's better for them to know a fair amount of information in depth, than just vague pieces of a lot of information.

When I am a teacher I need to make sure that I choose what is most important for my students to know and not go on until they truly understand it.

2. From chapter 6, share 2 (two) exact quotes that are meaningful to you and explain why they matter to you.

"The most successful students understand that their success results from their own effort."

I like this quote because it proves that in order to have success students need to demonstrate accountability with their work. They are not in school just to do whatever their teacher wants, but rather so they can learn what they need to succeed in their life. When students understand that they will have more pride in their work and find success.

"Aiming high means, at least, that all tasks require serious thought, that they deal with important ideas, and that they cast students as problem solvers."

I really like this quote because I think it would be a great goal for my future classroom. I love the idea of Aiming High! I'll use that in my classroom. I like that in the text aiming high requires students to think seriously about what they are doing, realize that every assignment has a purpose, and they are able to take on the position of problem solver.

Quotes from Chapters 3 and 4 of Fulfilling the Promise

2. Share 3 (three) exact quotes that are meaningful to you (from across these two chapters), and explain why they matter to you.

Page 26. "They are remarkable says Meier, because they live what they believe." I thought this was very powerful especially as a soon-to-be teacher. Because of school and my observations I have several ideas, beliefs, and visions of how a class should be run. Now I must find a way to incorporate all of those into my future classroom and actually put them into practice. I need to find the time to practice those attributes and not get too distracted from them.
I think that there are many teachers who want to teach with more "differentiation", but get so caught up in routine and distractions that they do not end up teaching that way. They may feel that is how they want to teach, but find excuses for why they can't do it. Obviously, it is so important to teach what and how you believe is best. If the teacher teaches what they believe they will be more invested in their lessons and the success of their students.

Page 26. "I want to be a leader in creating a place where each of you becomes more keenly aware of the possibilities in yourself, the people around you, and the power of knowledge."
Ooooh, that gives me goosebumps! What a fabulous quote! That is the attitude and atmosphere I want to bring to my future students! That pretty much sums it up! I want my students to see that I value each one of them, and I want them to value themselves and each other. I want them to see their potential and know that they can be successful. I also want them to truly grasp the importance and the power of knowledge. This way they are excited to learn more and see the reason for it, and have a desire to go far with their education.

Page 40: "When a room contains color, interesting things to look at, and evidence of the personality of teacher, students, and class as a whole, ther is a sense that many kinds of people make contributions to the room."
I liked this quote a lot because it really got me thinking about how much the decorations, furniture, and placement of both tells a lot about a classroom. Is the teacher's desk and class supplies easily accessable? Are desks arranged so everyone has a good view of the front of the room? Are the desks put together in tables? Are there a lot of colors, the alphabet, words on the walls? Is student work proudly presented for all to see? When "designing" my classroom I need to keep this in mind and make sure that my classroom depicts the type of community I want for my students.

Other quotes:
Page 30: "We don't just keep them busy. We're giving them an opportunity."
Page 31: "invested teachers are personally engaged in what they ask the students to do."
Page 32: "Different is not a synonym for deficient."
Page 32: "When a student is "missing the mark," the persistent teacher does not assume the student cannot learn, but rather assumes the student is not learning in the way he is currently being taught. The persistent teacher will find another way. In the eyes of that teacher, when a student fails, the teacher fails."
Page 33: "There was always a way that would work, if I just kept looking."
Page 33: "Failure is not an option."
Page 35: "To establish ties with a student, we must come to see how each student is unlike every other--and to see that, we must form ties with that student."
Page 41: "One teacher made it a point to call the parents of several students each week to share something positive that had taken place with their child in the classroom..."
Page 43: "working for a bingo." -teacher asks students if their particular work is a "bingo", meaning they had done everything they could to achieve excellence.
Page 46: "Fair is ensuring all learners get what they need to succeed."