FTP pages 104-119; Differentiation in Practice

In the midst of completing all the field work, I have spent time looking at the pages specified for tomorrows class. Maybe it is because I am so overwhelmed with all that I have to do, but as I looked at the units, in particular, I doubt my ability to be able to develop anything like that. When do you have the time? Where do all the ideas come from? I want to be successful at differentiating and I know that it takes more work-I just hope I will eventually develop the "know-how." We have learned so much in these few semesters and to apply it all is a daunting task.
My cooperating teacher in field just took a class last summer on Writer's Workshop. She is trying to implement it in her classroom. I had several questions that I needed validated. You talked last semester about not marking up students writing. But it is appropriate to mark what has been taught (capitals, high frequency words, punctuation, etc)-right?!! And it is okay to display work that is not all spelled correctly-right!? Is there a balance between letting the students write what they want and giving them prompts or topics to write about? Sorry for the tangent but this has been on my mind.

Differentiation in Practice Units

The two units that I was interested in were Unit 3:We're all in it together and Unit 4: The World of Geometry. I am amazed at the range of strategies that are used in each unit. I am certain it will be a while before I could put together a unit that resembles any of these, if ever! WOW! I like how exit cards are used throughout the units to determine whether or not students are learning what is being taught. It makes it possible to have reteach groups if needed before the whole unit is completed. Again, what a great resource this book is!

Fulfilling the Promise pages 120-162

Again, I love all the resources available in this book. This is definitely one that I will come back to over and over again as I attempt to differentiate and tier my teaching. I had a question as I was reading and looking over the toolbox. It came as I was reading about learning menus. It has a dessert section that is optional. As I read, I wondered if it could be considered an anchor activity or are all anchor activities required to be completed? I noted that several of the tools suggested that they could be worked on as anchor activities if they complete their work early. So, are anchor activities work that is required to be completed?
I think I had previously looked at the rubrics in the toolbox but this time the idea that students use the rubrics as a way to set goals for themselves and a means of improvement rather than if I completed everything or not really struck me. I must admit I use rubrics to make sure I have done what was expected of me rather than as a means of gauging my improvement. It takes the "A or F" out of a project. Then if the rubrics are generic enough students can see how they improve over the course of time.

Tiered Activities

Do I understand tiering? Good question. I think I do. Can I do it? That's a whole new question. I am not certain. As I read the RAFT activities and the Think-Tac-Toe Example, they both seemed to be tiered. The options for activities seemed to range from less complex to abstract. Both activities allowed for student choice/shared responsibility for the classroom-a hallmark of a differentiated classroom as well as absolute clarity about what is important to learn. As I type this, my question is-can an activity be differentiated and not tiered? or are they the same thing? Therein lies my uncertainty. Did you tell us that tiering is differentiating for readiness levels? So, maybe you could have an activity that is differentiated and not tiered? You can see that it is late and I am not sure I am making any sense, no wonder there is so much mud on my windshield!
The Learning Tickets are absolutely tierable. They include specific assignments and activities that are geared directly at the students readiness as well as possibly interest or learning profile. These tickets are even tiered by ability to manage their own time or not.
Is this a trick question? Because I think ThinkDots are tiered also. Each activity has several versions to fit the readiness of the students. It catches their interest and clarifies what is to be learned.
The Multiple Entry Journals, also are tiered. They are much like the Learning Tickets and ThinkDots in that they take into account the readiness levels of students. A basic and an advanced version are available depending on where the student is in their understanding.

Fulfilling The Promise Chapters 5 and 6

The cog of curriculum and instruction is so different from what I experienced in school. I almost have to say DUH! as I read each of the components of the cog. Motivation-of course! No wonder school has been such a drudgery when teachers only focus on teaching the curriculum rather than the student. I like the way the text said "Much of the fine art of teaching comes in figuring out how to deliver the curricular fundamentals in ways that are irrestible to young minds. It is the truth. We compete against tv, internet, gameboys, nintendos, xboxs', etc. We have got to motivate students to want to learn. With that, comes the idea that they need to see the curriculum as important. I was working with a group of 5th graders doing math reteaching and in the midst of our conversations one student said all we need to know from math is adding and subtracting. Everything else he was supposedly "learning" was a waste of time to him. If there is no value or importance placed upon the knowledge being taught, it will be all but rejected. When students begin to see the importance of the curriculum then teachers need to make sure instruction is focused. Students need to know that what they are doing will lead them to an understanding of the big ideas.
I heard a quote once that went something like "Knowledge is power." I thought of this as the author stated that we needed "to do whatever it takes to build not only the learner's sense of worth, but also his or her sense of power as a learner. There is "power" in learning new things, especially when that knowledge has come with a struggle. Thus curriculum must be demanding for student growth is nonnegotiable.

Fulfilling The Promise Chapter 3 & 4

First and foremost, after today's readings I decided that I would absolutely keep this book. Last week as I looked at the student interest surveys, I didn't realize that the toolbox was so loaded with resources and information. As I read Chapter 4, I found myself going back and forth between the reading and the toolbox.
Differentiation stills seems as big a job as ever. Just as teachers should make every effort to ensure that students should become all that they should be (response of opportunity), I believe that somewhere in the cogs should be a place for teacher's opportunity to become all that they should be-and maybe this only applies to "future" teachers. I read these chapters and try to understand the principles and then see how people have used them in their classrooms and I am chomping at the bit to get out and try for myself. Successful or not, the opportunity to try these things out will solidify all that I try to take in from the readings. I suppose I should adhere to the statement "Failure is not an option." Just try and try again.
I liked the idea that the classroom "belongs to us" rather than "belonging to me." Students need a sense of ownership and that they are needed. This not only builds pride in the classroom but it promotes the idea that each student is "in charge" of their own learning.
I also liked the thought "There is no finish line in learning." There is a lot of merit in that statement and we as teachers have the responsibility to take the initiative and be living examples of lifelong learning.

File of Inventories/Pre-Assessments

I could see myself using many of the pre-assessment forms. The multiple intelligence information would probably be beneficial but I don't see myself using it-it seems too exhaustive for students. I liked the questions on the interest survey but prefer the ones in the "Fulfilling the Promise" book, they were the right length.
Probably what I really liked the best were the focus questions for anecdotal notes in different subjects. I imagine it will take a while as a new teacher to be comfortable knowing what to look for in students and then being able to determine where their needs are and how I can best help them. These focus questions will help me get a ton of information about the individual students and where they may be lacking.

Fulfilling the Promise pp. 100-103

The information provided in the Student Profile/Interest Surveys will definitely give me an advantage in meeting the needs of my students. First and foremost, I will be able to feel like I know them a little more. With a class full of students, not much time will be able to be spent speaking individually to students about personal preferences and feelings. Several of these questions may even be harder to answer in a one on one setting, so answering on paper is less awkward or threatening. Secondly, the information about how students learn will allow me to consciously make adjustments to the ways I teach. Not only will I know how students learn best, but what areas they want to improve on or learn about. Student strengths and weaknesses may also help me group students so that they compliment each other. Lastly, I believe the answers to these surveys will give me an idea about the self confidence of each student. I will be able to make an added effort to ensure that these students taste success and are empowered with new found confidence.
I like the length of both of these surveys-they are not too daunting. At this point, I don't think I would change or add anything.

I am not certain I understand what you are asking. Chapter 2 seems to be all about the student needs being the moving force for differentiation. A responsive teacher knows her student's needs and makes sure they are being met through challenge, affirmation, contribution, power and purpose. I'm not sure what other idea makes differentiation more specific. Reading these chapters has not added anything to my desire to be responsive, because I already believe a teacher shouldn't be any other way. That is why I want to teach-to influence INDIVIDUAL lives. I am a product of a one size fits all education. These chapters are just showing me what it looks like in the classroom-a task which seems too overwhelming to have a grasp of. That is why I liked the quote so much from the reading that I shared previously. I would love for you to share examples of what you are looking for.

Fulfilling The Promise Chapters 1 & 2

Over and over again, as I read these chapters, I was reminded of the saying "People don't care how much you know until they know how much you care." I have sat in classrooms where I have felt ruled over, not affirmed or powerful. Though I could recognize that what was being taught was essential, I gave it no merit and simply did what was required to get through the class. Very little was learned or even remembered. From my experience, I know that students can sit in classrooms and "appear" engaged because I am certain some of my teachers have made group conclusions not knowing that I really wasn't there.
What an incredible task we have as teachers. I loved this quote: "The truth is, we will never really do all each child needs us to do. A simultaneous truth is that the first truth is no reason to stop trying." I can imagine the first few years are trying. However, I hope to make every effort to get better and better at seeing and connecting with children individually.

As I read the opening pages of our reading, I thought of my children and how extremely different each one of them is. As each new child was born, I realized that what I did with my first didn't work with my second and then what I did with my second didn't work with my third, etc. I have had to learn to adjust the way I parent with each one. Despite this knowledge, I continue to push the "fair" and "equal" issue and too often to my frustration. It has only been the last few years that I have begun to realize that treating my kids all equal is not fair to them. Their needs have to be met individually. I totally "get" differentiation. It is the application of it that worries me. I appreciated the chart on 12-13 with examples of differentiation in the classroom. Being able to see how it looks like in the classroom made it look doable to me.
I loved the quote on page 10 "Learning has to happen in students, not to them." Differentiation enables learning to happen in students.