Blog #10

 So, for this week, will you just tell me the BEST and WORST things (one best thing and one worst thing) you've seen during your experience (hopefully, related to your experience)?

The worst thing:

My teacher is in Denver, Colorado, taking care of her daughter for the next two weeks. So I am teaching on my own. with a sub of course,  but i feel like a first year teacher without the opportunity to truly teach my way.

The Best thing:

I love my students. they are a pain in the butt some days, but they bring me joy, and love to share with me. I truly know I am ready to be a teacher now.

Blog #9

For this blog, I'm asking you to have a "What if?" experience. Think of one of the strategies you've learned about, and a realistic application in, let's say, math, in your specific field experience classroom. (If not math, you choose the subject area... but something you really might be teaching during field!). This does not have to be lengthy... just state the content you're talking about and the strategy you can envision using.

One part of differentiation I would like to try in class, because we have a hugely diverse classroom, would be to use the dice. I want to combine Elaine Tuft's Launch-Explore-Summarize with the dice method. I would have red, blue and black dice. Each being a different set of level that the student's are on. On the board, in each color, I would write down questions about the same math problem, but on different levels. I would probably put together six different problems of the same area of learning. Then I would have them work in groups to work on these problems.

Blog #8

Which of one of the "differentiate-able" strategies shared in class this past week will you be most likely to try out, not including the one you presented? What about this strategy appeals to you? What do you understand about differentiating it rather than applying it in a general way?

I really liked Brianna and Blanca's Menu's. I understand that it is differentiated by tiering and by interest. the teiring deals with the readiness. also there is a part at the end (the deserts) that is differentiated by final product for (it could be) readiness or interest or learning profile, depending on how you create it. I am super excited to try to make my own menu, and most likely will before this semester is over. 

Blog #6

Here it is: Please find someone's blog in the other class (not your class, the other one) and read their blog about the hero unit. In YOUR blog, tell me whose blog you are discussing, and then tell me what you learned or confirmed about differentiation from reading that idea for the hero unit. Don't critque the idea; just tell me what you learned or confirmed about differentiation.

 Tiffany McCorrmick said:

One of the ideas that I can see would work for your unit on heroes is “The Body Biography Assignment.”
I think “The Body Biography Assignment” would work because kids are going to have to know and learn quite a bit of information on their chosen hero in order to be able to create their written and visual portrait.
Kids might feel the work is engaging and respectful for everyone because, although they will be working in groups and coming up with one person to do their biography on, they will each be able to do their share of the project and each will be able to put forth their best efforts. 

I like Tiffany's idea because it's something other than a boring biography about who your hero is. It could be colorful, big and little words, and just whatever the student feels on this visual and written report. It's something that will engage the students because it's unique. No groups answers will be the same because of who their hero is, and how they create their body biography. it can be differentiated by you choosing groups on what level they are on in writing, or by who their hero's might be. Another differentiation point is that they can create their biography body any way they want as long as they have the correct information needed for each hero.

Blog #5 for Both Cohorts: Due by Class-Time next week (Oct. 11 or 12)

 Mr. Wormeli's idea: 1) What is a hero? 2) Give me an example of a hero. 3) Explain why your example is a hero.

I liked the idea of writing bingo. The reason I liked writing bingo, is because it asks the student to create different things for the topic. for example: make a recipe of what a hero is. Write a thank you note to your personal hero. Write a letter to the editor about what a hero in the newspaper should be. Write an invitation to a hero's birthday party. create an e-mail to your hero to ask more information about what they do. write a letter to a pen pal, friend, or relative, and explain who your example of a hero is, and why they are a hero. This could be done over the course of the unit, having the students do one box a day, having to have the hole bingo card filled out by the end of the unit. each time the student get's a bingo up, down or diagonal, the student gets the option of sharing (which if it is a safe environment, they will) and of getting a hero badge for that line. By the end of the unit, each student will have a sash of many hero badges, and think about being a hero themselves for the rest of the year.

Blog #3

Part A (everyone address this, individually; do not work on this with anyone): Read through the 12 Hallmarks (or principles) of Differentiation (again). Choose any 2 of them you wish, and for those two, do the following:

#7.  "Respectful" and engaging work for all students.

• DOES NOT: Student's having to write two good things on another student's work.
• DOES: During discussion after a Math Project, we discuss what we have learned, and why we agree with it, never telling anyone else that they are wrong, but validating their information and discussing all options.

#3. Flexible Grouping

• DOES NOT: The teacher putting the same students in the same groups all through the year.
• DOES: As the year progresses, Mrs. H sees that Johnny needs a little extra help, and can't concentrate as well with Billy, so for a new group activity, Mrs. H moves Johnny to be in a group with Justin, who is always on task, and understands the activity.

Part B (Choose one):

B-3: Which "additional strategy" discussed on pages 78-87 are you most interested in learning more about? Explain.

I think I want to learn more about the "Keeper of the Book" idea. The reason I want to know more is because I might use it in my classroom, that way, if a student is absent, I don't have to remember everything I did (even though I should), and it gives the students a bit more responsibility. My questions about the book though are these:

• would the student write down examples for the homework in the book?
• how would you choose each period?
• what kind of paper format would be best?
• what if the student who is supposed to be writing in the book decides not to just to be a pain. would he get docked for it?

Blog #2:

1. What does this phrase (found on p. 15 of our text) really mean? "... emotions trump learning." What implications does this have for teachers? If you believe it is true, how will it affect you when you are the teacher?

So basically, if you are emotionally distraught, or not having a good day, or just can't thinking about something else, then you are not going to learn. Your mind won't be able to comprehend anything that you are learning. This was evident yesterday when I was in class, and I was sick. I didn't learn anything. I was tired, I hadn't slept at all the night before, and I didn't do anything. It was bad. That is why emotions trump learning.

QUOTES:

  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.

If we don't realize that each student is different, then we won't know their learning styles and won't help them in the best way that we can.

"WE DON'T JUST KEEP THEM BUSY. WE'RE GIVING THEM AN OPPORTUNITY."

If we just give our students busy work to make it look like they are busy throughout the day, they will be learning nothing but that busywork. we must give our student's opportunities to learn hands on and with real  life scenarios so that they will keep with them what they learn for the rest of their lives.

"BECAUSE YOU ARE A HUMAN BEING ENDOWED WITH THE VALUE AND POSSIBILITIES OF HUMANITY, I MUST TREAT YOU WITH DIGNITY."

So basically we must treat our students with respect, and show them how to be the very best person that they can be.