2 Units - Differentiation in Practice

I choose to look at the the first (ABC) and third (community helpers) units.  I was very grateful to see that there were some units differentiated on a younger level.  It seems like this semester we have been getting a lot of higher grade examples in our other classes.  It helps me to see it on the younger level, since that is what I am student teaching and want to teach after graduation.  

In both units, the KUDs are very explicit.  I like how easy it is to tell what the students are expected to know, understand, and be able to do by the end of the unit.  I did not have to try and guess what the unit was going to be teaching.  

Also, I like how the differentiated components were off to the side so it was easy to see what and where the differentiation was occurring.  Going along with this idea, it was easy to see that not every part of the unit was differentiated.  Sometimes when I am in class I start to think, "how am I going to differentiate all my lessons?"  But, I don't have to!  Also, not all the lessons are differentiated the same way.  I think this is good because it allows for variety and flexible grouping.  It was helpful that the instructional strategies used were listed at the beginning of the unit as well.  The samples backed up what was being listed.  Everything was organized and easy to follow.  

It was nice to see that most of the strategies used, I was already familiar with.  I don't have to be some magician and come up with new strategies, because the ones that I have already learned, will be useful.  

The unit plans were very clearly written and organized in a way that, if I wanted, I could use them in my own classroom.  

Fulfilling the Promise pgs. 120-162

The reading for this week was very easy to follow.  I liked seeing all the different examples of what can be used to help students.  For example, the first couple of graphic organizers I had never seen before.  I thought they were excellent and would have helped me to organize data better when I was in elementary and high school.  The reading was very beneficial because it gave clear examples of exactly what was being discussed.  

In particular, the Interactive Notes on page 122 made me think about another book I am reading for Literacy Methods II.  It is called Make it Real by Linda Hoyt.  It is about how to read and teach students how to read and understand informational (non-fiction) texts.  It also provides more types of interactive notes that students can use when reading to help them better understand what is being read.  (If you haven't read it, I highly recommend it!!) 

The two ways that the KUDs were listed was helpful to me.  As I am beginning to think about what I will be teaching in the classroom, it is helpful for me to see other ways of visually representing the KUDs I want for my lessons.  

The Menu idea was a lot like the Ticket and learning contract ideas.  I think these three ideas are great and allow for students to have some choice in what they are completing in class.  However, the teacher still has some control over the activities the students are doing.  If need be, the activities can be tiered or differentiated for students.  

I am glad there were examples of rubrics.  I have had them my whole high school and college career but they are not always easy to write.  It was good to see some general ideas all together.  I know it is important for students to know what is expected of them.  I, myself, do better if I know what I need to do.  

This book is a great resource that I am planning on using as I student teach and later on when I have my own classroom.  It has many wonderful ideas that can be adapted to use in many subject areas.  

Fulfilling the Promise and Tiering

I loved reading the different ideas presented in this reading.  I am starting to see how I can adapt the different activities to my own classroom.  Below is my response to your questions:

Do you understand what tiering is?  

From what I have gathered from class and from the reading, I think I am beginning to have a real understanding of what tiering.  To me, it brings to mind that it is differentiation for readiness.  It is making sure that each student's needs are met by giving them tasks relevant to the topic but also appropriate for the cognitive and instructional level that they are currently at.  Tiering is apart of differentiation.  I loved how on page 136 it gives steps on how to make sure an activity is tiered correctly.  

Are these activities tiered? If not, how could they be tiered? pgs. 130-135

The Think-Tac-Toe activities are differentiated but not necessarily tiered.  It depends upon how the teachers handed out the versions of the boards.   Also, because the student is choosing the activities they are doing, the teacher needs to be purposeful in the tasks she allows them to choose from.  If the tasks are written on the different versions according to what the students are capable of achieving and the student is given the options that are relevant to them, than it would be tiered.  Also, the book that the student is doing the activity for could be the tiered part.  Some books would be easier to answer the questions, while others would require a little more critical thinking. 

The RAFT activities confused me at first.  I had to reread them a couple of times before I understood the charts.  The activity as it is, is not tiered (for either one).  However, if different RAFT charts were given to different students/groups with different activities on them according to their needs than it would be tiering.   The levels of difficulty or each task could be changed to accommodate students that either are more advanced or need extra support.  

Are these tierable? Explain. pgs 149-162

Learning contracts are very tierable.  Each student can have activities put on their contract according to their needs.  If the teacher is planning on meeting with students in groups, some of the activities can be the same if the need of the student is the same or similar.  I really like the idea of a "Ticket".  

Think Dots can be tiered as well.  If the students are grouped in groups according to student's knowledge and understanding, the Think Dot activities can be tiered for the groups.  Groups that are more advanced in the area of study can do activities that use more critical thinking.  This can be done all the way down the spectrum.  More support can be given to students as the need is there.  For example, the Solving Equations think dots.   The students are all participating in activities that lead to and focus on the same big ideas.  However, the level of difficulties varied depending upon the students in the groups.  

The journal entries can be tiered by what questions that the students reflect on.  The math journal is an excellent example of this!  The students are doing activities for the same ideas but just on different levels.  

Tiering does not seem as hard as I first thought.  I think it shows respect for the students and their abilities.  It still says that they may not be perfect but still they can be high achievers!

Fulfilling The Promise Chapters 5 and 6

I love reading this book because it is inspiring and gives hope to me as a teacher that I can be a good teacher to ALL my students.  I liked the quote on page 57, "we rarely succeed in teaching subjects unless we teach human beings as well."  The examples of the algebra teacher afterwards made this statement even more powerful.  I thought about how much more I wanted to be like the German teacher affirming my students instead of the Algebra teacher who just wanted them to be quiet and listen.  I think it is so powerful when the teacher is sure that her students can complete the tasks and learn.  It is so discouraging to have the teacher who doesn't believe in his students.  

We are learning all these awesome strategies on how to teach information so it can be learned but sometimes it is discouraging to think, "how will I ever cover everything?"  There was a quote on page 58 that reads, "We cannot teach the breadth of the entire world and at the same time achieve any depth of understanding."  I love this quote because it is so true!  It is important that we make the learning process fun and engaging while still teaching.  Sometimes I think we worry that every little detail needs to be taught, but that isn't the case.  As long as we teach the required information from the state, we do not have to finish the textbook or teach every detail.  Students cannot possibly learn and remember every little detail.  I ask myself, "What is most important? What do I want my students to come away with?"  That is what should be most important.  I think pre-assessment and using backwards design help with this.  we know what we want students to know before we plan activities.  Sometimes we plan activities that are awesome, but do not teach what we are trying to teach.  Like building a pyramid out of sugar cubes.  Also, pre-assessment allows me to know where I need to begin with each student.  

I like the section where it discusses demanding classes.  It is true that you have more respect for yourself if you have try and work to gain your knowledge.  Also, you remember so much more than if it is just given to you.  I have heard other students from other cohorts complain about our classes being "too" hard.  "They are being taught like master's classes."  And so on.  I disagree.  We are never given anything that we cannot do.  We are not given work just to keep us busy, but work that is important to our understanding.  At the end of the semester I feel a sense of pride in knowing that I completed a semester that seemed too hard at first.  We need to do the same in our classrooms.  Give the students tasks that are meaningful and make them stretch.  The work than becomes more important to the individual.  

I like how so many times in the reading it focuses on "every" or "each" student.  It is so important that we think about each student and what they need.  How can we help them if we do not know?  

Chapter 6 was amazing!  It has so many ideas on how to make the classroom successful with everyone on different levels.  Some of the ideas that I really enjoyed were the student self-evaluation sheet on pg 79.  This is so powerful because EVERY single student can do each one of these items!  Also, another one that I thought was very useful was the New American Lecture Format.  There will be times when I will need to use direct instruction, but I can do it in a way that still involves the students.  I also loved the idea of a "keeper of the book."  This allows each student to have an important role in the classroom at least once.  Also, it is a good way to keep track of information and the students can refer to it when needed.  This can give the teacher more time to help students if she is not constantly answering questions about "what was our homework" and other such questions.  It is also teaching the students responsibility.  There are so many more good ideas that I can use in my classroom.  

This reading helps me to see that it is possible to differentiate in a classroom.  It is not impossible if I use good teaching strategies.  I can do it!