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Teaching What Matters Most Part 3

Teaching What Matters Most

Part 3

 

The fourth standard is authenticity.  There are four dimensions of authenticity;  kinds of work, sources, communication, problem-based learning.  Authenticity is defined by a goal where students get real-world skills and knowledge by developing their abilities to read, write, solve problems, and concepts beyond school.  The writers have broken down authenticity into the following three categories; gathering ideas, keeping current, and ensuring quality.  You can gather ideas by taking a tour, making a map, taking a field trip, conduct interviews, and to keep your mind active.   You can keep current by allowing time to keep up with what is going in your field.  To ensure quality you will need to organize portfolios and learn from the experts. 

The writers have stated that it all comes down to responsibility.  We are in charge of the kids mind.

 

 

Teaching What Matters Most Part 2

 

 

Teaching What Matters Most

Part 2

 

The second standard the book addresses is thought.  Thought can be as simple as students connecting their life with what they are studying.  Students will be able to organize and interpret their data.  They define thought as a student having a defined purpose.  Thought will also pursue "under any conditions of uncertainty".  While working with thought you may practice the following disciplines; inquiry, knowledge acquisition, problem solving, and reflection.  Students think, as they learn not after.  Thought is what we learn.

Thinking reinforces an idea that eventually develops.  Thought is developed through practice.  Thought is needed for problem solving.  Nurturing thinking will be required daily since it is "tentative, fragile, and in need of practice".

In one example, the writers tell about a teacher that considers the connection between her unit and all of the disciples of knowledge acquisition, communication, problem solving, and reflection.  They have developed classes where there are questions and the students will need to seek out the answers.  Assessing the thought process is done with a rubric.

            The third standard is diversity.  Diversity is about individual interests, abilities, cultural inheritance, and learning style.  Everyone will be different.  Therefore, every student is different and we need different styles of our instruction.  The book defines diversity as recognizing that student have a variety of learning strategies, expanding learning opportunities, and helping student understand talents and others perspectives.  Students need to be accommodated to their learning styles well as challenge them. 

Teaching What Matters Most Part one

Teaching What Matters Most

 

Part One

 

The writers have indicated that the movement toward standards started ten years ago.  Over this time four main standards have been developed:  rigor, thought, diversity, and authenticity. 

The first standard rigor basically means to challenge every student regardless of where they are at academically.  All students and all subjects can be challenged.  The writers give several examples of classrooms practicing rigor.  They have defined rigor as a goal that students needs.  The definition includes that students work with difficult texts on a consistently.  Rigor is also complex, "provocative", ambiguous, and challenging.

Less challenging books and content does not require thought and will not challenge students.  Having students read a more difficult reading will make them have questions.  Having more challenging content will encourage thinking.

Students will need to learn how to work through more rigorous content.  Every student will find a different way to help him or herself understand the content.  The writers explained a method of "split-screen notes".  Split-screen notes are dividing a paper into two parts with the label "words" on the left and "diagram" to the right.  The student will make notes and then consult with her group.  The writers give many different note taking examples, but the students will need to find what works best for themselves. 

Assessment will also be needed.  Assessments can include retellings, diagrams, essays, notes and notebooks, and discussions, conferences, and interviews.

Differentiation in Practice Part 3 Chapters 5 & 6

 

Differentiation in Practice

By Carol Tomlinson

Part 3 Chapters 5 & 6

 

     In chapter 5, the writer explains about a mathematics unit on the concept of chance.  The teacher guides students to an understanding of the presence of probability in real-life situations.  The teacher starts the unit by taking in consideration the students' prior knowledge and experience.  The students will then conduct experiments, collect data, analyze results, and make conclusions of events.  After students understand independent events, then the unit shifts to dependent events.  The student will manipulate materials to discover formulas and methods.  .  The focus is data collection and presentation of graphs, charts, and tables.  The students will discuss conclusions.    The teacher stated that using probability games leads students to an understanding of the concept.  The goal is for students to understand that chance varies in situations.  The teacher has differentiated by the students' readiness.  The teacher added more challenging tasks for the advanced learners.  As with the previous lessons, the teacher addresses the standards, concepts, objective, and strategies used for the lessons.  The teacher differentiated homework assignments by student interests and readiness levels.  Some homework assignments are self-directed and others are teacher assigned.

     I was anxious to read chapter six on the language arts unit.  In this unit, there are various fiction concepts of responsibility and choice for literature circles and discussions.  In a literature circle, all students play a role without having one dominate person.  All students share the responsibility for the discussion.  This small group may feel safer for some students.  Class time is provided for reading and preparing for literature circle discussions.  The author addresses that as students become more fluent reader, it s is time to focus on the elements of literature:  setting, characterization, time, and pacing, conflict, purpose, voice, etc..  The teacher differentiates the content to accommodate readiness levels by using the role descriptions that would challenge at different levels.  With this teachers literature circle all student posing and answering questions in every role instead of reporting. 

 

Differentiation in Practice Part 2 Chapters 3 & 4

Differentiation in Practice

By Carol Tomlinson

Part 2 Chapters 3 & 4

 

     In chapter 3, the writer explains a social studies unit.  She started out her lesson with a review and then hands-on activities, and then explains the concept.  The students also performed some role playing to better understand the concept.  The teacher states that her goal was to cover the curriculum while have the students get acquainted with their town's resources.  The writer explained the lesson's standard, unit concepts, unit objectives, instructional strategies used.  For this lesson the teacher used learning contract to allow students to learn terms, concepts, and skills at their own pace.  While working with contracts, the teacher pulls groups together for a quick discussion.  While on contracts the teachers job is to observe, provide feedback and assistance when they need it.

     I feel the contracts are a great idea.  I have been differentiating in reading by ability and interest for certain novels.  The work organized to a working contract seems to be a better more professional way for students.  I will try to incorporate this in my class.

     In chapter 4, the writer explains a geometry unit.  It has a focus on hands-on activities to look at lines, angles, shapes, and their attributes.  The teachers goal is to have an understanding of basic geometric concepts and as they apply to real life.  The teacher keeps in mind the students' previous exposure to the geometry in order to differentiate the lessons.  Again, this teacher addresses the standards, unit concepts, objectives, and strategies.  This teacher did a pre-assessment to find out what prior knowledge they had on the subject.  Then the subjects charted the results, so they all knew they had to improve in some aspect. 

Differentiation in Practice Part 1 Chapters 1 & 2

Differentiation in Practice

By Carol Tomlinson

Part 1 Chapters 1 & 2

 

     Carol Tomlinson explains differentiated instruction as "common sense".  All children learn differently.  The classroom brings about more challenges.  For example, one child may always pay attention while another will have difficulty focusing.  In differentiated instruction many things are addressed such as the needs of the students and the curriculum. Meanwhile, the teacher takes in consideration who she teaches, where she teaches, what she teaches, and how she teaches. A teacher plans for differentiated instruction by keeping her students readiness and interest in mind.  

            The writer gave an example of a teacher trying to differentiate for her class.  The teacher knew that the students in her class would learn differently, some would do better with a more concrete approach and other with a thematic approach.  After figuring out her starting point in her lesson, she found many activities that would give the same learning outcome, but took in consideration the differences of her students.  Student centers can help with the student's readiness for a particular lesson. 

     Students come to school with a range of knowledge and varying degree of interest.  In chapter 2, the writer gives an example of a lesson in science.  She wanted students to extend their knowledge of science while still learning the science skill.  She even stated that each time she did this unit she found a different way to meet her students' needs.

The Differentiated Classroom Chapters 9-10 Part 3

The Differentiated Classroom

By Carol Tomlinson

 

Chapters 9-10

 

 

Ms. Tomlinson explains in the last chapters in how to get started with a differentiated classroom.  She suggests that a teacher to look at her philosophy about the students individual needs.  She also states that a teacher needs to start small on differentiating, but to grow slowly.  The writer wants the teacher to think about how the task will look and to reflect on the activity later.  Starting differentiating will require you to get to know your students and empower them with their work.  Yet, teachers still need to remain analytical.  The writer has given helpful hints in giving good directions, establishing routines, being organized, setting up procedures, and how students are to work for quality.  She also feels that teachers need a support system to be successful. 

The author has described differentiating instruction as an instructional strategy.  This strategy takes the student at their present state of ability and knowledge.  The last chapter of this book is for the leaders in education.  The writer wants them to examine their beliefs and share their vision with other teachers. She mentions about avoiding overload and preparing for the long-term differentiated classroom.  She also want to look at polices and procedures.

The Differentiated Classroom Chapters 5-8 Part 2

The Differentiated Classroom

By Carol Tomlinson

 

Chapters 5-8

 

 

With differentiated teaching, a teacher will have all students coming away with the same results.  However, students will be doing different activities based on their readiness to get to same essential principles and use the skills.  Students learning the facts without understanding the principle will not help the learner develop the key skill.  Teachers will need to fit in the standards required to teach by getting the students to develop an understanding of the concepts.  The writer has stated that there are three elements of curriculum that will ensure effective teaching and learning.  These elements are content, process and product.

Teachers can differentiate many ways.  She can differentiate the activities that students perform to gain the same skills.  A teacher can differentiate the product or the work that the student is going to perform.  The teacher can differentiate the classroom or learning environment.  Teachers differentiate to meet the students learning profile.  Teachers can differentiate skill-focused lessons and concept based instruction.  The writer has given many examples of each.

Experienced teachers are good with a variety of instructional strategies and can easily change them depending on the learners needs.  These teachers have set up a comfortable classroom where all students have a degree of challenge in their work.

Centers could be used to help differentiate a classroom.  A learning center is defined as activities to teach, reinforce, or extend a skill.  An interest center is to motivate learners in certain topics.  You can differentiate centers by altering the process of varied level of difficulty.  You can differentiate by readiness level.  Centers can also differentiate by interest level.  Students can even sign up for the entry point in their centers.  The teacher then can have tiered activities, learning contracts, group investigations, independent study, choice boards, and portfolios.

The Differentiated Classroom Chapters 1-4 Part 1

The Differentiated Classroom

By Carol Tomlinson

 

Chapters 1-4

 

     Teachers today have similar issues as of teachers a hundred years ago.  They question how to divide the time, resources, and their self effectively in the classroom.  In a differentiated classroom the student will be able to grow.  The student will have a different "road map" to learning than all the other students.  There is not a "right way" to create a differentiated classroom but work in a combination of ways.

     In a differentiated classroom, the teacher focuses on the essentials, principle, and skills of a topic.  The teacher will clarify the skills for the struggling students.  The teacher expects that each student is different.  The teacher can modify the process and work for the student for that student to grow.  The student will show growth for the struggling learner and the more advanced learner.  A teacher does not differentiate everything for everyone every day.  Rather, the teacher selects moments to differentiate.

     The writer discusses the changes in society over the last hundred years in regards to education.  There have been many changes in technology, medical fields, and etc..., you should expect progress in education as well.  She states that we have three intelligences:  analytical, practical, and creative.   Intelligence is fluid.  Learning causes the neurons to grow and develop.  Individuals can learn the best when moderately challenged.  If something is to difficult, the person may feel threatened.

How to Differentiate Instruction in Mixed-ability Classrooms Chapters 11-14

How to Differentiate Instruction in Mixed-ability Classrooms 

By Carol Ann Tomlinson

Part 3 Chapters 11-14

     In this part, the writer helps you to differentiate content.  Differentiation is based on student readiness, interest, and learning profile.  She has suggested concept-based teaching.  I will have to agree.  In concept based teaching, you will make information more meaningful, have students understand, and relate it to their lives.  Curriculum compacting will helps advanced learners maximize their use of time for learning.  Of course, you need to use varied texts and resources in teaching.  Some students will do well with a learning contract.  A teacher having minilessons is also great for determining if students already know the content and move them on.  Some students will need various support systems which include video recorders, note-taking organizers, highlighted materials, key ideas, and mentors.  

     The writer states that a good differentiated activity will have students do something at a varied degree of time span, with various amounts of support, using essential skills and information, and to understand essential idea.  There are many strategies that teachers have used to allow responsive sense-making. Including logs, journals, graphic organizers, cubing etc.. 

     Teachers can also differentiate the product of student work.  A product assignment is a way to help students explore modes of expression that they are not used to.  However, a teacher still has to determine core expectation for the product of their work.  You will expect different products from students that are struggling and more advanced.  The main goal is to have students challeneged. 

     In the differentiated classroom the students will be graded against themselves.  A teacher will have to explain this to students and parents

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