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.