2009-2010 TSS Blog: Differentiated Instruction
Being the 1st grade inclusion teacher at my school this year, I've found myself searching for ways to differentiate instruction so that all my students receive what they need in order to be successful. Jeanie Rottle offered some valuable and useful ideas I was able to incorporate into my classroom. The most useful tool for me was the curriculum map which addresses all learning styles. It is such a well laid out and thought out graphic organizer which makes addressing all subject areas and learning styles an easy task. Evidently, visual learning is one of my styles because seeing it all written out on this organizer made the task at hand much clearer. At the workshop I picked up extra curriculum maps for my 1st grade team and had them laminated. I look forward to us working together this next year and planning according to Jeanie Rottle's maps.
Tammy Durrance
Fox Elementary
Sunday, May 30, 2010
Monday, May 24, 2010
Differentiated Instruction
My differentiation journey began years ago in the classroom. Differentiation does not take place over night; think of it as a wonderful work in progress. Once I felt comfortable with one aspect of differentiation, I would begin to add something new. For example, I first explained to my students and their parents what would be taking place that year and how it would affect their learning in a positive manner. I then added small things such as allowing my students choices in their reading and writing. I worked extremely hard that year, but the experience taught me so much. Take ample time to plan, plan, plan!
Friday, May 21, 2010
Differentiation
Jeanie Rottle presented some great strategies on differentiating instruction. I actually tried the learning styles assessment at the beginning of this school year for the first time. Using this assessment gave me even more ways to group my students. It also helped cut out students questioning why some of them have different assignments or tasks than others (my swd). I am excited to use the multiple intelligence chart while lesson planning to see if I can develop tasks that cover each learning style AND she gave use a breakdown of ideas in the booklet! That makes the challenge that much easier. Thanks Jeanie
M. L. Tate
If you need suggestions on how to address every learning style, grab Marcia Tate's book Worksheets Don't Grow Dendrites. I was pleased to find I use many of her strategies such as movement/games (we set chairs up in a 3x3 block and play tic-tac-toe when we review for a quiz, the students are divded into two teams X's and O's), acting out a concept, writing songs or poems. One strategy I had not used was music. I have since implemented it into my lessons with great success. I thought it would be a huge flop and I kind of dreaded trying it because I thought I would have to deal with smart remarks about the genre of music, but the kids were curious! One thing I learned by trial and error was it worked better if some type of classical music was playing before my students entered the classroom. I shared this with my peers and team teachers began using it as well. Now the students ask what the title of the songs are and who the composer is!
Mentoring
I began my teaching career by accepting a position at a school where over a period of three months, in the sixth grade classroom I was assigned to, there been several substitute teachers. By the end of the week I had packed my belongings and decided to inform the principal I wasn't coming back. Well look at me now!!
I would not be here today if I had not been given support from not only my building mentor but also the mentoring program the district offers. The ability to make me laugh (even when I didn't want to) and to look at the big picture (I was in charge, not them) is what kept me from walking out that day. When I reflect back on how my mentor assisted me, I can clearly see that good mentoring is like good parenting. You have to help a baby learn how to walk before it can run.
One thing we are not taught in college is how many hats many of us have to wear during a school year. I think organizational skills are important to master because most of us agree life is just so much easier if you know where something is when you need it! A skill I need to further develop is to become a better listener. When I first began teaching sometimes I just needed to vent (still do from time to time) and didn't really want to be given any ideas or suggestions. I just wanted someone to hear how I was feeling and to release built up frustration. One of the most important things I want to discuss with my mentee is how important it is to take some ME time EACH day. They need to be aware that we are caregivers at home and also in this profession. We take care of so many, but if we don't take care of ourselves everyone loses out.
I would not be here today if I had not been given support from not only my building mentor but also the mentoring program the district offers. The ability to make me laugh (even when I didn't want to) and to look at the big picture (I was in charge, not them) is what kept me from walking out that day. When I reflect back on how my mentor assisted me, I can clearly see that good mentoring is like good parenting. You have to help a baby learn how to walk before it can run.
One thing we are not taught in college is how many hats many of us have to wear during a school year. I think organizational skills are important to master because most of us agree life is just so much easier if you know where something is when you need it! A skill I need to further develop is to become a better listener. When I first began teaching sometimes I just needed to vent (still do from time to time) and didn't really want to be given any ideas or suggestions. I just wanted someone to hear how I was feeling and to release built up frustration. One of the most important things I want to discuss with my mentee is how important it is to take some ME time EACH day. They need to be aware that we are caregivers at home and also in this profession. We take care of so many, but if we don't take care of ourselves everyone loses out.
Thursday, May 20, 2010
Summer
When did life get so busy? Everyday there seems to be a new list of chores to complete. Between cum folders and report cards it's hard to smile but we must keep going toward the prize! Before we know it summer will be here and we will wonder where did this year go? Keep on keeping on!!
School is not over!
Students seem to feel school is over. We all know better. This week I have had my students complete powerpoints and create menus for word problems. What a fun week! I don't think I have had a minute to stop until now. Whew! I know my students are feeling great about their third grade year. I can't wait until I get to show the students off at Awards day!
Post for Maria Holloway
May 20, 2010
Marcia Tate: Worksheets Don’t Grow Dendrites
What a privilege I had in attending this workshop. I longed to change who I was as a teacher and as a person almost immediately. Marcia reinforced what I already knew, that the whole child must be embraced and nurtured. Her passion and energy reignited the yearning within me to be beyond great. I have already begun implementing strategies in my classroom and have seen a drastic improvement in my students’ achievement and confidence. I allow my students to move every 20 minutes, create songs about facts they are learning, and laugh. I know that I am a better person because of the impact Marcia had on my heart, mind, and soul. Thanks Marcia!
Maria Holloway
Reese Road Leadership Academy
May 20, 2010
Differentiation
Yipee! Finally Implementation strategies for differentiation. I have been in many workshops where the idea/concept was introduced, but have never been given actual ideas for how to differentiate. I was very excited to hear the speaker speak to Howard Gardner’s 8 Smarts. Our school is a Conversion Charter and Howard Gardner’s 8 Smarts along with Stephen Covey’s 7 Habits of Highly Effective People is our focus. I am thrilled that we all are being encouraged to teach to the multiple intelligences. After all, it’s not how smart we are, it is how we are smart!
Maria Holloway
Reese Road Leadership Academy
Marcia Tate: Worksheets Don’t Grow Dendrites
What a privilege I had in attending this workshop. I longed to change who I was as a teacher and as a person almost immediately. Marcia reinforced what I already knew, that the whole child must be embraced and nurtured. Her passion and energy reignited the yearning within me to be beyond great. I have already begun implementing strategies in my classroom and have seen a drastic improvement in my students’ achievement and confidence. I allow my students to move every 20 minutes, create songs about facts they are learning, and laugh. I know that I am a better person because of the impact Marcia had on my heart, mind, and soul. Thanks Marcia!
Maria Holloway
Reese Road Leadership Academy
May 20, 2010
Differentiation
Yipee! Finally Implementation strategies for differentiation. I have been in many workshops where the idea/concept was introduced, but have never been given actual ideas for how to differentiate. I was very excited to hear the speaker speak to Howard Gardner’s 8 Smarts. Our school is a Conversion Charter and Howard Gardner’s 8 Smarts along with Stephen Covey’s 7 Habits of Highly Effective People is our focus. I am thrilled that we all are being encouraged to teach to the multiple intelligences. After all, it’s not how smart we are, it is how we are smart!
Maria Holloway
Reese Road Leadership Academy
Wednesday, May 19, 2010
Post for Cherie Jones
I thoroughly enjoyed Marcia Tate. She kept my attention the
> whole time. I appreciated her humor. I have already heard of many of
> her strategies and perform them currently. Some strategies I use already are:
> I use a bell to get my class back to order and I repeat myself several times
> when I am telling them something extremely important. Ms. Tate is right,
> one of the ways we remember is through repetition of information. My
> students will laugh at me when I repeat myself over and over again. I
> explain to them the reason behind my repetition and they understand
> and seem to agree with me, because they do not forget when I do that.
> Another thing that I do is role play. They seem to retain the
> information that I am trying to get across when I do that. Especially when I provide them with
> some kind of visual that goes along with the text and lecture. I always
> make them draw a picture of the concept. I also use graphic organizers. My
> favorite is comparing and contrasting using a Venn Diagram. I also agree
> with her about keeping the children moving! That is what I try to do a lot.
> I use a lot of hands on activities for learning. I have also used the
> jigsaw method and let them teach a concept from the chapter to the class.
> They love to do that! It gives them a wonderful feeling of
> accomplishment and they feel they are part of the teaching process
> because they have gained enough knowledge over the concept in order to teach it.
>
> One thing I want to try that Ms. Tate recommended is the music in
> the classroom. I use acronyms to help the students remember things
> like the colors in the rainbow or the order of the planets from the
> Sun. However, I would like to come up with songs to help them
> remember. I also would like to try to let them listen to some
> classical music as they are working. I feel as though it will help
> them stay focused on their work and that it will provide a calming
> effect for them in the classroom. I plan on reading her book that she
> wrote and gave us a copy of in order to try and implement some more of her strategies in my classroom.
>
> Thanks! Cherie Jones
> whole time. I appreciated her humor. I have already heard of many of
> her strategies and perform them currently. Some strategies I use already are:
> I use a bell to get my class back to order and I repeat myself several times
> when I am telling them something extremely important. Ms. Tate is right,
> one of the ways we remember is through repetition of information. My
> students will laugh at me when I repeat myself over and over again. I
> explain to them the reason behind my repetition and they understand
> and seem to agree with me, because they do not forget when I do that.
> Another thing that I do is role play. They seem to retain the
> information that I am trying to get across when I do that. Especially when I provide them with
> some kind of visual that goes along with the text and lecture. I always
> make them draw a picture of the concept. I also use graphic organizers. My
> favorite is comparing and contrasting using a Venn Diagram. I also agree
> with her about keeping the children moving! That is what I try to do a lot.
> I use a lot of hands on activities for learning. I have also used the
> jigsaw method and let them teach a concept from the chapter to the class.
> They love to do that! It gives them a wonderful feeling of
> accomplishment and they feel they are part of the teaching process
> because they have gained enough knowledge over the concept in order to teach it.
>
> One thing I want to try that Ms. Tate recommended is the music in
> the classroom. I use acronyms to help the students remember things
> like the colors in the rainbow or the order of the planets from the
> Sun. However, I would like to come up with songs to help them
> remember. I also would like to try to let them listen to some
> classical music as they are working. I feel as though it will help
> them stay focused on their work and that it will provide a calming
> effect for them in the classroom. I plan on reading her book that she
> wrote and gave us a copy of in order to try and implement some more of her strategies in my classroom.
>
> Thanks! Cherie Jones
Post for Markeysha Kirksey
10/19/09
One thing to discuss with mentee.
One thing I can discuss with my mentee is how the school year has been so far. I would like to know of any struggles she is having and would like my assistance with. This is not her first year as a teacher but this is her first year as a kindergarten teacher. I wonder what challenges she expects to see when she returns from her maternity leave. I would like to offer her as much help as I can to help her adjust to being in kindergarten and having to be away for such a long period of time to share time with her new baby.
1/29/10
Worksheets Don’t Grow Dendrites
Marcia Tate was AWESOME. Some of the strategies she told us about, I am currently using in my classroom but I would like to use more. I am figuring out ways to use more visuals with my students. With us being a Cornerstone school I am already using music and movement a lot. I cannot express how much she has helped me become the teacher that I am today. My first time seeing her inspired me so much that I thought I wouldn’t gain much from this class. Little to say, I was very wrong. I was even able to use her book to inspire some of my classmates in my doctorial studies. I was amazed to find out that they had never even heard of her.
2/26/10
Idea Fair
The Idea Fair was very interesting. I was impressed to see the variety of booths that were there. I would have liked to walk around to see some of the exhibits. I think I am going to sign up next year to visit instead of have a booth. The atmosphere was filled with excitement. I know it is designed for new teachers but I think experienced teachers most definitely benefited from this fair.
One thing to discuss with mentee.
One thing I can discuss with my mentee is how the school year has been so far. I would like to know of any struggles she is having and would like my assistance with. This is not her first year as a teacher but this is her first year as a kindergarten teacher. I wonder what challenges she expects to see when she returns from her maternity leave. I would like to offer her as much help as I can to help her adjust to being in kindergarten and having to be away for such a long period of time to share time with her new baby.
1/29/10
Worksheets Don’t Grow Dendrites
Marcia Tate was AWESOME. Some of the strategies she told us about, I am currently using in my classroom but I would like to use more. I am figuring out ways to use more visuals with my students. With us being a Cornerstone school I am already using music and movement a lot. I cannot express how much she has helped me become the teacher that I am today. My first time seeing her inspired me so much that I thought I wouldn’t gain much from this class. Little to say, I was very wrong. I was even able to use her book to inspire some of my classmates in my doctorial studies. I was amazed to find out that they had never even heard of her.
2/26/10
Idea Fair
The Idea Fair was very interesting. I was impressed to see the variety of booths that were there. I would have liked to walk around to see some of the exhibits. I think I am going to sign up next year to visit instead of have a booth. The atmosphere was filled with excitement. I know it is designed for new teachers but I think experienced teachers most definitely benefited from this fair.
Post for Derick Pugh
Derick Pugh - Marcia Tate Post:
I enjoyed Marcia Tate's seminar. She had a way to keep me engaged by constantly changing what we were doing. She found ways to not only keep my attention, but inspire me to motivate my students in ways that I had not thought of before.
I think it was the perfect time for someone like Marcia to come in and speak. I personally was having a frustrating semester, so like I said, it could not have come at a better time. When we as "veteran teachers" have frustrating semesters, it is difficult (for me at least) to stay upbeat, movtivated, etc. about teaching (esp. to my mentee).
Marcia's workbook has really helped me this year, as I have used several of the strategies listed.
One that my students really liked was the music. I encouraged them to find new ways to learn our School Wide Vocabulary. Several of my students created rap songs (clean lyrics...don't worry) using all of the School Wide Vocabulary that we have covered thus far at HHS.
Again, I would like to reiterate that I truly enjoyed listening and adapting Marcia's strategies to my classroom.
Thanks,
Derick PUgh
I enjoyed Marcia Tate's seminar. She had a way to keep me engaged by constantly changing what we were doing. She found ways to not only keep my attention, but inspire me to motivate my students in ways that I had not thought of before.
I think it was the perfect time for someone like Marcia to come in and speak. I personally was having a frustrating semester, so like I said, it could not have come at a better time. When we as "veteran teachers" have frustrating semesters, it is difficult (for me at least) to stay upbeat, movtivated, etc. about teaching (esp. to my mentee).
Marcia's workbook has really helped me this year, as I have used several of the strategies listed.
One that my students really liked was the music. I encouraged them to find new ways to learn our School Wide Vocabulary. Several of my students created rap songs (clean lyrics...don't worry) using all of the School Wide Vocabulary that we have covered thus far at HHS.
Again, I would like to reiterate that I truly enjoyed listening and adapting Marcia's strategies to my classroom.
Thanks,
Derick PUgh
Post for Cherie Jones
The book that we were given is very useful. I also appreciate the charts. I will go through and use some of the strategies. I brought one back for my mentee to use as well. I will share with him what we talked about in the training. I already use some of the strategies that we went over. I love doing Bloom’s Taxonomy. I do that with my language arts class now. They choose three activities to do now from the Bloom’s Taxonomy Chart that I made up. I will put up the big Bloom’s Taxonomy chart we were given and use it in my classroom as a visual. This will help them with what they have to do now. I like the way all of the “verbs” are listed. I also like the idea of “Anchor Activities”. There are many times when some of my students finish the lesson early, this way they ALWAYS have a CHOICE of something to do. This can also be used as extra credit because they are always asking me if they can do extra credit. I will probably do the multiple intelligence tests at the beginning of next school year. This will give me some good information about the way my students learn from the start! Knowing that is half the battle!
Post for Sue Ellen Williams
I will continue doing curriculum maping in the classroom. I learned that students learn best when it is a little too hard for them. I think it would be good to have the students figure how they learn best through using multiple intelligences. That could help me with challenging students and empower students to know how they learn best. I would like to do the survey either at the end of this year or the beginning of next year. I teach a lot of the same students 6-8th grades.
I love to change the classroom routines and play a game with the content. I already do some of this on Friday. The seventh grade boys like to play basketball with two teams. They can only shoot the basket after they either sing a Do Re Mi or name a note or rest. They really like to do this. I'd like to expand on this idea.
I would like to move to higher thinking order questions with Bloom's verbs. Have students compose a melody or create a poem that could become the text in a song. Students could work together to create something origional.
We have started to break into small groups to sight read. I would like to expand that to questioning each other about note names and key signature names. After they have this information we could play a game with the material.
I would share these things with my student teacher and with those who visit my classroom. Also with other choral teachers who need my help making their classrooms more engaging.
I am glad I was able to get this information in this form. It could prove to be very useful in making my classroom more engaging to my students.
Sue Ellen Williams
Double Churches Middle School
I love to change the classroom routines and play a game with the content. I already do some of this on Friday. The seventh grade boys like to play basketball with two teams. They can only shoot the basket after they either sing a Do Re Mi or name a note or rest. They really like to do this. I'd like to expand on this idea.
I would like to move to higher thinking order questions with Bloom's verbs. Have students compose a melody or create a poem that could become the text in a song. Students could work together to create something origional.
We have started to break into small groups to sight read. I would like to expand that to questioning each other about note names and key signature names. After they have this information we could play a game with the material.
I would share these things with my student teacher and with those who visit my classroom. Also with other choral teachers who need my help making their classrooms more engaging.
I am glad I was able to get this information in this form. It could prove to be very useful in making my classroom more engaging to my students.
Sue Ellen Williams
Double Churches Middle School
Post for Ben Travers
Blog for Ben Travers
The workshop on differentiated instruction was well presented and much needed. I thoroughly enjoyed and gained some much needed strategies. Jeani Rottle introduced numerous ways to diagnosis students, as well as strategies for instructing students with special needs. I am looking forward to implementing these strategies as soon as C. R. C. T. is complete. I plan on creating a curriculum map with a few strategies and lessons developed with some differentiated instruction.
My first plan of attack would be to create lessons and activities with a wide range of intelligences. The multiple intelligences survey will be completed by each of my students, graphed, and filed in portfolios for easy viewing. I will also make sure each standard taught would have lessons that touch each of these intelligences. I’ve noticed that so much of my instruction is in areas I’m comfortable with (NO MUSIC). I will try harder to incorporate more music and interpersonal intelligences for now on. The use of Bloom’s verb will also become a larger part of my instruction. I see that most of my instruction only covers to level three of Bloom’s Taxonomy. I will incorporate activities that use verbs from higher order levels of thinking. Again, this workshop was extremely beneficial and will enhance my instruction for all students.
The workshop on differentiated instruction was well presented and much needed. I thoroughly enjoyed and gained some much needed strategies. Jeani Rottle introduced numerous ways to diagnosis students, as well as strategies for instructing students with special needs. I am looking forward to implementing these strategies as soon as C. R. C. T. is complete. I plan on creating a curriculum map with a few strategies and lessons developed with some differentiated instruction.
My first plan of attack would be to create lessons and activities with a wide range of intelligences. The multiple intelligences survey will be completed by each of my students, graphed, and filed in portfolios for easy viewing. I will also make sure each standard taught would have lessons that touch each of these intelligences. I’ve noticed that so much of my instruction is in areas I’m comfortable with (NO MUSIC). I will try harder to incorporate more music and interpersonal intelligences for now on. The use of Bloom’s verb will also become a larger part of my instruction. I see that most of my instruction only covers to level three of Bloom’s Taxonomy. I will incorporate activities that use verbs from higher order levels of thinking. Again, this workshop was extremely beneficial and will enhance my instruction for all students.
Post for Frances Spencer
Jeani Rottle offered factual and practical material we need and can use. I was very excited to receive the charts to assist in planning using multiple intelligences. I can write exemplary brain-capatible lesson plans by merely making strategy choices from the various charts. I have created a table that I call the “Palette.” Students can come to the table and select “Mini maps” that list the essential questions, tells the time frame and end points as well as the standards and benchmarks that are to be met. I will use the framework offered to increase my capacity to tier assignments and lessons. I will address the varied learning needs with my “Palette.” In my content centers students will be able to explore, extend and reinforce knowledge based on their personal interest. I like giving my students choices. She was a confirmation to my teaching style. I know that differentiated instruction is the only way new and veteran teachers can insure students learn the information offered. I made charts and banners all around the school that inform students as well as my peers. I made parking lot signs for all the members of my team. I model the different strategies in my displays throughout the school. I use students on the various teams to complete task. The teachers on the team buy in and are excited about collaborating. I have students that have mastered the design concept that work independently with the different content teachers on class assignments and link them to art class processes. I wish she was here at the beginning to the year!
Post for Amy Patrick
Jeani Rottle’s presentation on Differentiated Instruction was extremely eye-opening for me. As a teacher, I always am reminded to differentiate instruction; however, I was never explicitly told how to differentiate instruction. I really enjoyed the curriculum map that Jeani Rottle presented as it was easy for me to see how I can teach to all modalities. I can’t wait to do the survey with my students and see how they learn so that I can better instruct my students. I am looking forward to sitting down with my grade level to create a unit or two where we can create activities that go along with all learning styles. Another important piece of information that I walked away with from this presentation was the verbs that combine Bloom’s taxonomy with the learning styles. I am really looking forward to using what I have learned as well as sharing this information with my mentee and other faculty members.
Amy Patrick
Amy Patrick
Post for Sureya Fowler
Marcia Tate-Brain Based Strategies
Marcia Tate is an awesome presenter! In the education profession, teachers are consistently told that we must have a classroom that is engaging and one that provides engaging lessons in which students think on a higher level, they move about, and they make connections. However, when we attend professional development workshops, many of the presenters lecture and can’t provide strategies that address all learners. Dr. Tate truly provided strategies that address every learner in the classroom.
I was on the edge of my seat the entire time as she discussed her strategies and then modeled each one! What a breath of fresh air! Many will tell you what should be done; however, no one wants to model it. Since attending Dr. Tate’s workshop, I have incorporated the music in my classroom. Music really changes the dynamics of the classroom. In addition to the music, as I plan my lessons, I focus on making sure I incorporate activities that require the students to communicate within their groups and then move out and share and assist other peers in the classroom. Also, I have the students to get up and act out various elements of the standards.
I enjoyed Dr. Tate so much that I discussed the workshop with my principal. We were able to get her to present to our faculty. Our faculty really enjoyed her presentation and she left us with a wealth of strategies that many teachers in the building have begun to incorporate in their day to day instruction. What I really love about her coming to my school is that my mentee had an opportunity to see the presentation, and she now understands why I was incorporating the music and activities in my lessons. My mentee has also embraced the various strategies and have begun to incorporate them into her instructions as well.
Sureya Hendrick-Fowler
Mentoring
I have been in the education profession for over 13 years and I can truly say that I love it. In these 13 years I have been blessed to have come into contact with strong veterans in which I could discuss my concerns, celebrate my successes, and address my weaknesses. In helping my mentee, I think the first thing I would share and assist her with would be classroom management. In my teacher preparation class at the university in which I attended, we were told that classroom management is essential to learning; therefore, if classroom management is not mastered first, learning can’t and will not take place.
In helping my mentee with classroom management, I would stress the importance of addressing expectations of the children. I feel students do not rise to “low expectations”. Also, I feel that it is essential to review and practice classroom procedures, rituals, and routines. Also, I would help in showing my mentee how to organize the room, organize instructional and student information, effectively manage time for the best results, and manage and retrieve instructional information that assist in maximizing instructional time.
I really feel that a good mentor is the facilitator that helps the mentee through the year. However, I feel that the mentee should not try to imitate the mentor, but go in her classroom, learn her students and their instructional needs, and then take the classroom theory, the various instructional strategies and information, and the wisdom that has been imparted by the mentor and other in order to develop a classroom setting that fits the needs of her children, as well as express her personality, passion, and love for the profession and the children.
Sureya Hendrick-Fowler
Differentiated Instruction:
I really enjoyed the presentation by Mrs. Rottle. The vast resources that she provided us with have and will continue help in making my instruction and that of my mentees a success. I simply enjoyed taking the multiple intelligences survey and charting out my results. I really feel that charting out the results of the intelligence survey is powerful because it provides not only the teacher with a visual of the diversity of the class, but it provides the individual student with a visual of the diversity of their abilities and their interests.
In addition to charting the results of the multiple intelligences survey, mapping the various activities using the multiple intelligences categories helps the teacher to stay aware and plan for activities that will address all the intelligences within the classroom. I feel that the map provides the teacher with a big picture of the strengths and weaknesses of the lessons that were planned for a unit. When identifying the weak areas, the teacher can then go back and quickly make adjustments to those lessons and activities so they address as many learning styles as possible.
In addition to the multiple intelligences, the chart with Bloom’s taxonomy will be very helpful during planning. Rigor, relevance, and relationship are key, and the wall size chart makes the teacher cognoscente of what is needed to move students from basic acquisition of information to high order thinking.
Sureya Hendrick-Fowler
Marcia Tate is an awesome presenter! In the education profession, teachers are consistently told that we must have a classroom that is engaging and one that provides engaging lessons in which students think on a higher level, they move about, and they make connections. However, when we attend professional development workshops, many of the presenters lecture and can’t provide strategies that address all learners. Dr. Tate truly provided strategies that address every learner in the classroom.
I was on the edge of my seat the entire time as she discussed her strategies and then modeled each one! What a breath of fresh air! Many will tell you what should be done; however, no one wants to model it. Since attending Dr. Tate’s workshop, I have incorporated the music in my classroom. Music really changes the dynamics of the classroom. In addition to the music, as I plan my lessons, I focus on making sure I incorporate activities that require the students to communicate within their groups and then move out and share and assist other peers in the classroom. Also, I have the students to get up and act out various elements of the standards.
I enjoyed Dr. Tate so much that I discussed the workshop with my principal. We were able to get her to present to our faculty. Our faculty really enjoyed her presentation and she left us with a wealth of strategies that many teachers in the building have begun to incorporate in their day to day instruction. What I really love about her coming to my school is that my mentee had an opportunity to see the presentation, and she now understands why I was incorporating the music and activities in my lessons. My mentee has also embraced the various strategies and have begun to incorporate them into her instructions as well.
Sureya Hendrick-Fowler
Mentoring
I have been in the education profession for over 13 years and I can truly say that I love it. In these 13 years I have been blessed to have come into contact with strong veterans in which I could discuss my concerns, celebrate my successes, and address my weaknesses. In helping my mentee, I think the first thing I would share and assist her with would be classroom management. In my teacher preparation class at the university in which I attended, we were told that classroom management is essential to learning; therefore, if classroom management is not mastered first, learning can’t and will not take place.
In helping my mentee with classroom management, I would stress the importance of addressing expectations of the children. I feel students do not rise to “low expectations”. Also, I feel that it is essential to review and practice classroom procedures, rituals, and routines. Also, I would help in showing my mentee how to organize the room, organize instructional and student information, effectively manage time for the best results, and manage and retrieve instructional information that assist in maximizing instructional time.
I really feel that a good mentor is the facilitator that helps the mentee through the year. However, I feel that the mentee should not try to imitate the mentor, but go in her classroom, learn her students and their instructional needs, and then take the classroom theory, the various instructional strategies and information, and the wisdom that has been imparted by the mentor and other in order to develop a classroom setting that fits the needs of her children, as well as express her personality, passion, and love for the profession and the children.
Sureya Hendrick-Fowler
Differentiated Instruction:
I really enjoyed the presentation by Mrs. Rottle. The vast resources that she provided us with have and will continue help in making my instruction and that of my mentees a success. I simply enjoyed taking the multiple intelligences survey and charting out my results. I really feel that charting out the results of the intelligence survey is powerful because it provides not only the teacher with a visual of the diversity of the class, but it provides the individual student with a visual of the diversity of their abilities and their interests.
In addition to charting the results of the multiple intelligences survey, mapping the various activities using the multiple intelligences categories helps the teacher to stay aware and plan for activities that will address all the intelligences within the classroom. I feel that the map provides the teacher with a big picture of the strengths and weaknesses of the lessons that were planned for a unit. When identifying the weak areas, the teacher can then go back and quickly make adjustments to those lessons and activities so they address as many learning styles as possible.
In addition to the multiple intelligences, the chart with Bloom’s taxonomy will be very helpful during planning. Rigor, relevance, and relationship are key, and the wall size chart makes the teacher cognoscente of what is needed to move students from basic acquisition of information to high order thinking.
Sureya Hendrick-Fowler
Post for Diane Ventimiglia
I thoroughly enjoyed the workshop on differentiated instruction and have started many ideas in my classroom this year. I have started looking at the curriculum map for next year and planning ways it will help my grade level and sharing it with them and others. I also liked the ideas of giving the students choice boards. I have done some of these in the past, but gained a variety of new ideas from the workshop that I plan to do with my class. I have also asked the students to create ideas they might like on their own. The class and I have also looked at the activity “How are you smart” and they enjoyed seeing what intelligences they are.
Post for Markeysha Kirksey
Differentiated Instruction
Mrs. Rottle did an excellent job of providing us with information that would help us achieve our goal of providing differentiated instruction. While listening to the presentation I became aware of how well I am doing as a teacher. A portion of the strategies she showed us I was already using in my classroom. I began to feel really good about my progress. My favorite part of the presentation was when she showed us the students learning about worms. She showed a variety of ways for the students to gain the necessary information to meet the standard. All students were able to decide which activity met their personal learning ability need. I would love to see Mrs. Rottle present again.
Mrs. Rottle did an excellent job of providing us with information that would help us achieve our goal of providing differentiated instruction. While listening to the presentation I became aware of how well I am doing as a teacher. A portion of the strategies she showed us I was already using in my classroom. I began to feel really good about my progress. My favorite part of the presentation was when she showed us the students learning about worms. She showed a variety of ways for the students to gain the necessary information to meet the standard. All students were able to decide which activity met their personal learning ability need. I would love to see Mrs. Rottle present again.
Post for Julie Hagan
TSS Blog Entries
Julie Hagan
Roles and Responsibilities of Mentoring
In thinking of how I would go about mentoring a new teacher, I think the most important aspect to being a mentor is simply being available and listening to the needs of the mentee. My first year of teaching was difficult; I was assigned a mentor who never contacted me…at all. I was teaching 9th and 10th grade English and she taught on the other side of the school. We didn’t have the same planning periods and therefore, never even saw each other during the day. I struggled that year to find my way both in the curriculum and planning, as well as in the day to day procedures and policies. I remember thinking to myself that I would make sure to befriend a new teacher the next year and help them in the ways that I wasn’t helped. I have tried this year to be available to my mentee as much as possible, in the hope that I would help make her first year a great one.
Marcia Tate
Marcia Tate was amazing. Her zeal and excitement for teaching really re-energized me to go back into the classroom for the remainder of the school year. I found myself wishing I had heard her sooner! I really connected to her strategies for teaching vocabulary. I went back to my Language Arts class and used the strategy of completing the synonyms for each vocabulary term and the kids really responded to it. They even wanted to come up with some clues on their own for future vocabulary lists. I also used the jigsaw method with my Georgia Studies class. They worked in groups to prepare material and then split up to teach the concept to the other groups. I enjoy doing group work in my classes and keeping the kids moving so they don’t get bored, and this really seemed to engage them in the process. I think that Marcia is the type of teacher I wish I’d had!
Differentiated Instruction
I will take two things away from the workshop on Differentiated Instruction: the curriculum map and the learning styles test. I have tried to map my curriculum in the past, but always found myself bogged down with too much information. Jeanni Rottle’s maps were so easy to follow that I went up during the breaks and copied as much of the format as I could! I can’t wait to find out what I’m teaching next year and start making my maps. I also plan to use the learning styles test at the beginning of next year with my classes. I think they will find it fascinating to see how they learn best, and it will be a great asset to me as I plan my units! I look forward to seeing how it helps both me and my students.
Julie Hagan
Roles and Responsibilities of Mentoring
In thinking of how I would go about mentoring a new teacher, I think the most important aspect to being a mentor is simply being available and listening to the needs of the mentee. My first year of teaching was difficult; I was assigned a mentor who never contacted me…at all. I was teaching 9th and 10th grade English and she taught on the other side of the school. We didn’t have the same planning periods and therefore, never even saw each other during the day. I struggled that year to find my way both in the curriculum and planning, as well as in the day to day procedures and policies. I remember thinking to myself that I would make sure to befriend a new teacher the next year and help them in the ways that I wasn’t helped. I have tried this year to be available to my mentee as much as possible, in the hope that I would help make her first year a great one.
Marcia Tate
Marcia Tate was amazing. Her zeal and excitement for teaching really re-energized me to go back into the classroom for the remainder of the school year. I found myself wishing I had heard her sooner! I really connected to her strategies for teaching vocabulary. I went back to my Language Arts class and used the strategy of completing the synonyms for each vocabulary term and the kids really responded to it. They even wanted to come up with some clues on their own for future vocabulary lists. I also used the jigsaw method with my Georgia Studies class. They worked in groups to prepare material and then split up to teach the concept to the other groups. I enjoy doing group work in my classes and keeping the kids moving so they don’t get bored, and this really seemed to engage them in the process. I think that Marcia is the type of teacher I wish I’d had!
Differentiated Instruction
I will take two things away from the workshop on Differentiated Instruction: the curriculum map and the learning styles test. I have tried to map my curriculum in the past, but always found myself bogged down with too much information. Jeanni Rottle’s maps were so easy to follow that I went up during the breaks and copied as much of the format as I could! I can’t wait to find out what I’m teaching next year and start making my maps. I also plan to use the learning styles test at the beginning of next year with my classes. I think they will find it fascinating to see how they learn best, and it will be a great asset to me as I plan my units! I look forward to seeing how it helps both me and my students.
Post for Marilyn Hall
Roles and Responsibilities of a Mentor Teacher
I remember when I was a new teacher and my mentor didn’t do anything to help me adjust to my new “life”. Someone else came in and rescued me and I still remember how much it meant to me to have someone to answer my frequent questions and calm my anxieties. I suppose those are the main qualities I wanted to display when I became a mentor. It hasn’t been easy because we are not on the same wing and do not have common planning periods, but she has been very receptive to my dropping in unannounced. She has some great ideas, but never went through an education program anywhere, so still has a lot to learn about not taking students’ actions personally. My hope is that she will always feel comfortable to ask for help and to receive any advice I may try to give.
Marcia Tate
WOW! What a motivator! I wish I could have heard her a long time ago. Her jigsaw method worked in math when we came to a concept that utilized prior knowledge. We broke into groups and each reviewed to rest of the class on what they already knew and I finished it with the new eighth grade standard that was related. I had already been using some of the word connection ideas as my students kept a math dictionary where they wrote the word, defined it, and drew a picture or example that made a connection to the word. I also have always liked graphic organizers. She just gave me a fresh fire and started me thinking.
Differentiated Instruction
I was so excited when she talked about the learning style inventory. I had used that for two years but did not this year as it was my first year in eighth grade. But after hearing the research and utilization of this inventory, I definitely plan to use it next year. I also got excited about the curriculum maps. When I can start that at the first of the year it will be such a great help. It is so easy to follow and simplifies my life.
I remember when I was a new teacher and my mentor didn’t do anything to help me adjust to my new “life”. Someone else came in and rescued me and I still remember how much it meant to me to have someone to answer my frequent questions and calm my anxieties. I suppose those are the main qualities I wanted to display when I became a mentor. It hasn’t been easy because we are not on the same wing and do not have common planning periods, but she has been very receptive to my dropping in unannounced. She has some great ideas, but never went through an education program anywhere, so still has a lot to learn about not taking students’ actions personally. My hope is that she will always feel comfortable to ask for help and to receive any advice I may try to give.
Marcia Tate
WOW! What a motivator! I wish I could have heard her a long time ago. Her jigsaw method worked in math when we came to a concept that utilized prior knowledge. We broke into groups and each reviewed to rest of the class on what they already knew and I finished it with the new eighth grade standard that was related. I had already been using some of the word connection ideas as my students kept a math dictionary where they wrote the word, defined it, and drew a picture or example that made a connection to the word. I also have always liked graphic organizers. She just gave me a fresh fire and started me thinking.
Differentiated Instruction
I was so excited when she talked about the learning style inventory. I had used that for two years but did not this year as it was my first year in eighth grade. But after hearing the research and utilization of this inventory, I definitely plan to use it next year. I also got excited about the curriculum maps. When I can start that at the first of the year it will be such a great help. It is so easy to follow and simplifies my life.
Tuesday, May 11, 2010
Differentiated Instruction
I enjoyed the presentation on differentiation in the classroom given by Jeani Rottle. I was impressed with her concise compilation of materials and delivery. She truly hit the "highlights" from several different authors and presented them in a user friendly fashion. One of the areas I plan to implement in my classroom is the testing of multiple intelligences. I have always tested my Intro students using the Barsch Learning Styles Inventory; however, after taking this test and plotting it on the graph, I have decided this survey is much more thorough and identifies the areas that will benefit me more in differerentiating my instruction. One of the other topics she discussed was curriculum mapping. I found this to be more helpful than any training or program I have seen. It was very basic, but very useful for day to day and week to week use. I plan to share this layout with the teacher that I plan with in my program. It will help us tremendously document in a chart form what we both do and when we do it. This simple procedure will help me determine what my focus is and how to accomplish it.
All in all, the day was very positive and productive and I hope to improve the differentiation of instruction in my classroom.
All in all, the day was very positive and productive and I hope to improve the differentiation of instruction in my classroom.
Subscribe to:
Posts (Atom)