I took some time today to add our materials to the Romeo and Juliet page of our Google site. Today, we had quite a good discussion about what good teachers do. The PLC has offered me a great forum for collegial discussion with teachers I trust and I have come away with great new ideas and insights. We shared some ideas from our collection of professional learning books, both in discussion and on the blog.
It was also nice to get some of our work onto the website and blog. I have many notes and suggestions to organize and share here in anticipation of our next session but I still need a few days to absorb the results of my discussions with students involved in the first learning sessions and my fellow PLC members today.
My goal for the next meeting is to make adjustments to the DI activities for my ENG 3C class so I can use these ideas for the Macbeth Unit. I also have some highlights from the professional learning books I chose for the project. Stay tuned.
Monday 13 February 2012
In Retrospect
Another useful day of meeting, discussing and planning. I can say with certainty that I am comfortable with our progress, our plan, out timeline and the prospect of completing everything we set out to complete. Our next meeting day is Monday, March 5, 2012 where I plan to take everything from first semester and modify it for a Dracula unit. This should give me a chance to fix what was weak and practice was worked.
DI Resources Continued
Redefining Fair - how to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms, by Damian Cooper (ISBN 978-1-935542-14-8)
A large focus of this text consists of assessment. Cooper discusses the necessity to keep the end-learning product in mind in trying to be proactive in planning for each individual student. In other words, in order to provide appropriate evaluation of individual students we need to fully understand what engages them as learners and determine the culminating evaluation accordingly. Cooper also demonstrates the on-going process to develop assessment in a mixed-ability classroom using multiple teaching scenarios. The concept of assessment for learning versus assessment of learning continually surfaces throughout the text. Ultimately, from my interpretation, we should use assessment for learning to improve our assessment of learning. Basically, how a student learns is as important to what a student learns when creating assessment pieces.
The end of the text centres around reporting to parents. Cooper thoroughly discusses five significant areas when reporting DI results in a mixed-ability classroom with regards to parental concerns:
1) What has my child learned?
2) How well has my child demonstrated his or her learning?
3) What has my child not learned?
4) How can I help with what has not been learned?
5) How well behaved is my child?
In all Cooper has numerous examples and materials within the text to help teachers design and implement DI in a mixed-ability classroom.
A large focus of this text consists of assessment. Cooper discusses the necessity to keep the end-learning product in mind in trying to be proactive in planning for each individual student. In other words, in order to provide appropriate evaluation of individual students we need to fully understand what engages them as learners and determine the culminating evaluation accordingly. Cooper also demonstrates the on-going process to develop assessment in a mixed-ability classroom using multiple teaching scenarios. The concept of assessment for learning versus assessment of learning continually surfaces throughout the text. Ultimately, from my interpretation, we should use assessment for learning to improve our assessment of learning. Basically, how a student learns is as important to what a student learns when creating assessment pieces.
The end of the text centres around reporting to parents. Cooper thoroughly discusses five significant areas when reporting DI results in a mixed-ability classroom with regards to parental concerns:
1) What has my child learned?
2) How well has my child demonstrated his or her learning?
3) What has my child not learned?
4) How can I help with what has not been learned?
5) How well behaved is my child?
In all Cooper has numerous examples and materials within the text to help teachers design and implement DI in a mixed-ability classroom.
DI Resources Continued
How to Differentiate Instruction in Mixed-Ability Classrooms, by Carol Ann Tomlinson (ISBN 0-13-119500-x)
Mainly, this text was a simplified read for understanding the basic concepts of DI. The text reinforced the essence of Readiness, Interests, and Preferences in delivering DI. Keep in mind, the text was written by the biggest proponent of DI, Carol Ann Tomlinson.
In all, I found Chapter 4 - The Learning Environment in a Differentiated Classroom to be the most useful. This chapter focused on the classroom as a learning community. The author provides multiple approaches to having an inclusive classroom that supports all level of learners. Tomlinson stresses the concepts of scaffolding and collaborative learning in unison with DI to establish a learning community.
Mainly, this text was a simplified read for understanding the basic concepts of DI. The text reinforced the essence of Readiness, Interests, and Preferences in delivering DI. Keep in mind, the text was written by the biggest proponent of DI, Carol Ann Tomlinson.
In all, I found Chapter 4 - The Learning Environment in a Differentiated Classroom to be the most useful. This chapter focused on the classroom as a learning community. The author provides multiple approaches to having an inclusive classroom that supports all level of learners. Tomlinson stresses the concepts of scaffolding and collaborative learning in unison with DI to establish a learning community.
DI RESOURCES
I took the liberty of reviewing and assessing the DI book entitled "Using Technology with Classroom Instructions that Works" written by Howard Pitler, Elizabeth R. Hubbell, Matt Khun, and Kim Malenoski (ISBN 978-1-4166-0570-6). The book is geared towards utilizing computers and technology in the classroom and discusses a variety of applications to assist students in the learning process and tools for teachers to implement. Here are a few things I found that can be an asset:
Assessment:
Set your objectives an then Create a Rubrics to communicate to your students.
The following are websites that can assist (pg 31-32)
Discusses Rubrics designs and also has a base template
Has a search tool to find existing rubrics and a tool to create your own rubrics online
*** star rating
A wide variety of pre-made Rubrics
WebQuests:
Can be a very engaging activity for students and allows them to work at home if they have internet access. Webquests are designed to focus on using information given rather than looking for it (hence - googling it). The following websites were recommend (pg 146)
Able to create a WebQuest using a template and post online. Has a search feature to find WebQuest from a variety of subject areas.
*** star rating
Directions on how to create an effective webquest
Surveys:
Online surveys can be utilized in a variety situations. For example, creating a survey to evaluate the effectiveness of a Unit of study. Have students complete a pre and post survey and evaluate the results. Surveys can be used in Business classes to gather data in a marketing project. Student council can use surveys to evaluate school needs and wants and overall student spirit. The following website was recommended (pg 26)
The site enables anyone to create a professional survey. Their is a free basic service.
More to come.......
Differentiated Instruction: Making It Work
Another book that I found worth reading is - Differentiated Instruction: Making it Work by Patti Drapeau (ISBN: 978-0-439-51778-2). The book is targeted for Grades 3-6, but the ideas and the facts are applicable to ALL LEARNERS. In particular, I am interested in the idea that most students can be placed into six categories. Gone are the days when all students (even in an academic class) are eager, high functioning learners. Drapeau breaks it down like this:
Academic Learner - these are the kids who are adept at 'doing school'. By all accounts they are the model students ("Can I hand this early?")
Perfectionist Learner - these kids are often this way in school and on the sports fields. They are NOT always high achievers because they do not always complete a task and hand in work. They will often quit if the
work is not 'perfect' ("I can't do this, forget it.")
Creative Learner - these are the 'idea people' who thrive in school if they are able to think creatively in school. There are the 'out of the box' thinkers. ("What about looking at it like this?")
Struggling Learner - these students struggle to find success, but they also struggle with motivation and often have low self-esteem because the material does not come easily. ("I don't get this, it is stupid.")
Invisible Learner - we all know these kids, they rarely participate. They are shy and sensitive and often try and go through entire classes without speaking out loud. They often need one on one help. ("I won't be right, so I am not going to bother.")
High-Energy Learner - these are the kids who are often the life of the party and as a result are difficult to manage. They thrive on stimulus and tend to have several tasks on the go and rarely complete them. These students make it easier for the Invisible students to remain invisible. ("MISS, MISS, HEY MISS!")
For the purposes of this TLLP I think my focus (our focus) is on the Struggling student and the Invisible student - certainly food for thought.
Academic Learner - these are the kids who are adept at 'doing school'. By all accounts they are the model students ("Can I hand this early?")
Perfectionist Learner - these kids are often this way in school and on the sports fields. They are NOT always high achievers because they do not always complete a task and hand in work. They will often quit if the
work is not 'perfect' ("I can't do this, forget it.")Creative Learner - these are the 'idea people' who thrive in school if they are able to think creatively in school. There are the 'out of the box' thinkers. ("What about looking at it like this?")
Struggling Learner - these students struggle to find success, but they also struggle with motivation and often have low self-esteem because the material does not come easily. ("I don't get this, it is stupid.")
Invisible Learner - we all know these kids, they rarely participate. They are shy and sensitive and often try and go through entire classes without speaking out loud. They often need one on one help. ("I won't be right, so I am not going to bother.")
High-Energy Learner - these are the kids who are often the life of the party and as a result are difficult to manage. They thrive on stimulus and tend to have several tasks on the go and rarely complete them. These students make it easier for the Invisible students to remain invisible. ("MISS, MISS, HEY MISS!")
For the purposes of this TLLP I think my focus (our focus) is on the Struggling student and the Invisible student - certainly food for thought.
DI Resources
Differentiation and the Brain, by David Sousa and Carol Ann Tomlinson (ISBN 978-1-935249-59-7)
The book explored multiple implementation issues with DI. However, I found Chapter 2 - Mindset, Learning Environment, and Differentiation, and Chapter 8 - Managing a Differentiated Classroom to be the most useful.
Specifically, Chapter 2 stressed the importance of having a supportive classroom environment towards student individuality. More importantly, the book reveals how to ensure that students have a sense of ownership in their learning in delivering DI. Ultimately, the authors stressed that teachers need to expect high levels of achievement in order to drive students towards academic success within their potential.
Chapter 8 provided a different perspective on classroom management in order to support DI. Rather than managing a classroom, we should use the approach of leading a classroom. Ultimately this means focus on students as being human beings rather subordinates. Also, we need to stress a vision for learning in all aspects of teaching and celebrate success when that vision is achieved by the students. Lastly, the text demonstrates how to establish a flexible learning environment in using the classroom management philosophy.
The book explored multiple implementation issues with DI. However, I found Chapter 2 - Mindset, Learning Environment, and Differentiation, and Chapter 8 - Managing a Differentiated Classroom to be the most useful.
Specifically, Chapter 2 stressed the importance of having a supportive classroom environment towards student individuality. More importantly, the book reveals how to ensure that students have a sense of ownership in their learning in delivering DI. Ultimately, the authors stressed that teachers need to expect high levels of achievement in order to drive students towards academic success within their potential.
Chapter 8 provided a different perspective on classroom management in order to support DI. Rather than managing a classroom, we should use the approach of leading a classroom. Ultimately this means focus on students as being human beings rather subordinates. Also, we need to stress a vision for learning in all aspects of teaching and celebrate success when that vision is achieved by the students. Lastly, the text demonstrates how to establish a flexible learning environment in using the classroom management philosophy.
Notes for Next Time - and a book review
The Romeo and Juliet centres while successful will need some editing and refining for next time. Interestingly enough some of these weaknesses were made even more obvious after reading Differentiated Literacy Centers by Margo Southall (ISBN 978-0-439-89909-3). Most importantly was the need for an "I'm done" zone and a "catch up" zone. I guess I just assumed that everyone would work at the same pace - clearly that was WRONG. The other suggestion Southall has is the possibility of self-rotation to allow students to move when ready. I fear that this option might not work for a locally developed class. However, if an EA or teacher was present at each centre they could help to re-focus the new joiners.
I also would like to add a writing component to each centre - especially the Podcast centre. Liana's group would have like to also film this one rather than just record voices. Either way I think this centre is the one in need of some tweaking.
Lastly, two good activities from Southall's book that I would like to try next time are the Read, Relate, Respond form (there is a good starting point on page 84). This might be a good activity for the "I'm done" zone. A place where the students can think about the text with respect to themselves, the actual text, and finally the world. She also has an excellent Critics' Cube - page 131 - that we could complete as a whole class at the end of the unit. Since we started with a survey and KWL chart we can end with the follow up survey, the L part of the KWL chart and a Critics' Cube.
I also would like to add a writing component to each centre - especially the Podcast centre. Liana's group would have like to also film this one rather than just record voices. Either way I think this centre is the one in need of some tweaking.
Lastly, two good activities from Southall's book that I would like to try next time are the Read, Relate, Respond form (there is a good starting point on page 84). This might be a good activity for the "I'm done" zone. A place where the students can think about the text with respect to themselves, the actual text, and finally the world. She also has an excellent Critics' Cube - page 131 - that we could complete as a whole class at the end of the unit. Since we started with a survey and KWL chart we can end with the follow up survey, the L part of the KWL chart and a Critics' Cube.
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