Unit Differentiation

A lot of the units appeared to be geared towards the younger grades, and because I am more interested in the older grades, I focused on some of the units that were for older grades. I really liked the teacher reflection for the geometry unit. She talked about how some of the students would not even be familiar with the concepts, while others would be masters in the concepts. She began her planning based on what she knew about her students, rather than planning than adapting. It really shows that she was familiar enough with her students’ interests and abilities to aid her in her planning. I also liked how she talked about how it would be more effective for her students to use manipulatives verses filling out worksheets. In the actual unit overview, each activity is tiered based on readiness. She talked about how she would circulate the room during these activities, making note of struggling students. This information helped her determine how she grouped her students for the remainder of the unit. I also liked at the end of the unit she had final products based on interest and learning style. At the end of the unit the teacher reflects on how each student was able to “grow” because she planned with varying starting points in mind.
I also liked the unit about literature circles. It started out by stating that literature circle routines take time to develop so it is a good idea to do this unit at the beginning of the year. The teacher wanted all of her students to understand the various roles that take place within a literature circle, the challenge was accommodating the various reading levels. I like she allowed journal responses based on choice and student interest. In writing, I think it’s important to allow students a lot of freedom, otherwise writing becomes a chore. I noticed that she did some extra prep work with ESL students so that they could participate as much as their classmates. The teacher notes that doing this unit at the beginning of the year really sets the pace and provides her with a lot of information about her students and their level of abilities with reading, analyzing literature, participating in group discussions, and taking on leadership roles.

Ideas, Connections, and being Overwhelmed!

I really like the sections that are about interactive reading and writing. When I started college I vowed to be an interactive reader and I found that it makes such a huge difference! I constantly refer back to my text books from previous semesters to read notes that I wrote to myself. Sometimes I will even find questions that I wrote that I can now answer. It is also a great way to keep yourself in check to make sure you are really reading…and not daydreaming!

I also found a few familiar things in there from this semester of differentiation! I recognized the format that Nancy used for our “Differentiation in Learning” handout. I also recognized the tic-tac-toe that was used as one of our getting to know you activities. This made me realize that all of these activities can be adapted in so many different ways, and there are a lot of great ideas in this book!

As excited as I was to recognize some of the ideas, make connections, and find some new things…I was also overwhelmed…especially when I came across the pages about complex instruction and tiering. Of course I knew that I would have to adapt instruction, but every time I see it on paper, it just overwhelms me! How many different lesson plans will I have to make within each lesson plan? It’s just a scary thing to think about. I guess I will get some good practice in my student teaching, I have a 5th and 6th grade combined class! Lucky me….

Help me....Help you

I never really understood the familiar phrase, “teaching the same year 30 times,” that is often thrown around in the world of education. If you really think about it, how is that even possible? This chapter just confirms my personal theory that you would have to be pretty dimwitted to just ignore the fact that you have thirty different faces staring back at you…every single year. Chapter 7 spells out the obvious things that we have been exploring over the course of our education on, well, education. Some examples are: catering to the needs of diverse learners, recognizing the different forms that learning take place, building upon prior and meaningful knowledge, and using a variety of instructional techniques to reach each and every child. It even mentions the idea that, heaven forbid, the teacher may not know the answer to the question of a curious and relentless child. With all of these things coming into play in the classroom environment, how is it possible to teach the same year again and again? I think I have the answer: the unyielding teacher.

Let’s be honest, nothing in this chapter is ground-breaking information that we didn’t already know, that we haven’t already heard over the course of the education program, either in our various mounds of reading, or from the mouth of one of our brilliant professors.  All the information is already lying idly by, somewhere deep in our subconscious. I think the author knew this, that’s probably why it was laid out in bullet point format. Quick reminders of information we already knew, but organized in an eye-pleasing fashion, just begging to be highlighted. But I don’t believe that’s what the chapter is initially about; rather, I think the underlying message is stated beautifully in the very last sentence, almost small enough to miss, “Can you help me tame you?” Who doesn’t appreciate a good metaphor or solid example to relay a message? The entire book weaves the example of the boy and the fox in and out of the chapters. I would like to believe the author’s underlying message is this: be modest enough to know that you will learn just as much, if not more, from your students that they will learn from you. And of course, all your students are different. You just have to be patient and flexible enough to adapt to each situation, and student. I love the line from the movie Jerry Maguire, “help me help you.” Just like Jerry Maguire, the boy needed to be humbled in the sense that just as he has much to teach his “student”, he has much to learn. Not that I’m going to go around yelling at each of my students in some emotional climactic Hollywood breakthrough “Help me help you!!!” Rather, those hints will come from students in subtle ways as I put into practice the teaching techniques that were mentioned previously, luckily, each is highlighted in my book.

Dear Jaremy

Dear Jaremy,

How strange to be “assigned” to write you a letter of encouragement when so often I’m on the phone saying to just come home already :) Okay, after I say that I usually tell you that it will get easier. At least, I hope it will get easier.

Well, it was pretty exciting that your troubles became the focus of my class this last week. A cohort full of brains buzzing with fresh educational theories and practices is much better than one measly brain….(mine) So thanks to Nancy (my teacher) for her inspiration to share your story! I hope that someone’s advice helps you out in some way. I read through some of my classmates blogs and they give a lot of good advice from the chapters we are reading…so since they covered a lot of ground in that sense, I will spare you more book talk and speak from my heart to yours, as much of our friendship was, and is, based on long heart to hearts about life…although the phone and internet does lack the beautiful backdrop we once enjoyed while sitting on your back porch.

I think I will never forget the night before your “Teach for America” demonstration. You had five minutes to prove to a room full of strangers that you would make a great teacher, so you practiced in front of me because I was your friend, and a teacher in the making. I felt so humbled that you sought my advice and personal recommendation to get you into the program. That night, the moment you started dancing around with balloons taped to your hands and head representing molecules, I knew that I would lose you to these strangers forever! Of course, OF COURSE you were going to be great! (Although when you tell me you literally have to tap dance in front of your classes to hold their attention….I can actually picture just that.)

Since I talk to you all the time, I really didn’t know what I was going to say to you that I haven’t already….but I guess sometimes things just need to be repeated for emphasis. For that purpose, I’m reminding you of things I once said…here is part of the letter I wrote to you the night you left :(
As sad as I am to see you go, to not have you at arms length, I am excited to see you open this new chapter in your life. To venture into this unexpected life twist, and tap into the overwhelming potential you have to change these lucky children’s lives. You are an extremely influential person Jaremy, don’t forget that. You must know how much I admire your character, what an amazing man you have grown to be. And what a privilege it has been to watch you grow. You are an amazing person. Do not take these compliments lightly! You never cease to amaze me! You have the ability to touch so many people with your charismatic and sincere personality, and your un-numbered talents and abilities.
Though I have no doubt that this experience will test you in ways that we cannot foresee, I do not hesitate in saying that you will overcome any challenge that comes to pass, and it will be for the better. You once told me that “It will be better in the end, if its not, its not the end.” Remember those words Jaremy.

I also want to share with you some of the things I wrote about you when I was filling out the recommendation for Teach for America. So don't read it if you don't want to know what I said!!!

Jaremy is one of the most charismatic men I have ever known, people have always been naturally drawn to him. He has a talent for making others feel at ease. He adapts well to any situation or personality. He himself is a very motivated person and his attitude is contagious. He has a high sense of self-efficacy that is demonstrated almost immediately through his actions and relations. He is a professional in every sense of the word, but not unwilling to admit fault and ask for help when appropriate. He is a real team player, a very cooperative associate. I myself am close to graduating in the field of education at Utah Valley University. And though I would be considered an amateur in the world of education, I feel my opinion is quite valid. I have had the pleasure of knowing Jaremy for a long time and have no doubt in my mind that he would excell in the profession. Not only is he incredibly intelligent, but I have come to realize what an extremely competent and capable human being he is. Firm, yet personable, creative, as well as humorous and quick-witted.

None of that has changed, in fact, I believe those words even more! You are doing so much good! I miss you a lot but I, as well as the rest of us you left behind, knew all along that we couldn’t keep you forever…it wouldn’t be fair. See you soon :)

Getting to know you

As much as I like the whole “getting to know you” surveys, it certainly has its disadvantages, especially when it comes to young children. While these types of surveys are ideal with older children and adults, I believe it loses effectiveness when it comes to elementary-age children. A child might view it as more “work” and, in my opinion, cut as many corners as possible to just get it done. Children want to talk! And mostly, they want to talk about themselves! I think it would be more fun, and effective, to do an activity that involves actual communication. One activity that comes to mind would be some sort of drama-based interview.



Maybe one student, or the teacher, interviews another in a late night talk show setting. You could videotape each interview and let the whole class watch the end product. And perhaps, you could do some sort of follow-up activity where students observed their similarities and differences with other classmates.

Another idea that comes to mind I cannot take credit for, it belongs to a retired kindergarten teacher turned professor. Before school even began, (and this requires months of preparation) she held a “campout” with her students and their families. They literally set up camp on school g rounds a few days before school started. They had several activities where the students, parents, and teacher would get to know each other. And yes, they actually spent the night in their tents right there on the school’s lawn! I can’t think of a more perfect way to get to know your students and their parents! It is a non-threatening environment because the children are there with their families. I think this would really bring out the differences of interests, personalities, as well as culture.





To wrap up, I think social activities are more appropriate for getting-to-know-you for young children…. Because, lets be honest, the only thing you’ll know after you have gotten your written surveys back…. is that many of the students hated having to fill out another worksheet.

A loss for Words

While I was reading to prepare of my first official blog entry, I was highlighting the chapters like mad so I would have sufficient things to discuss in hopes of receiving full points…especially since I missed last week’s blog post. However, after reading the story of the boy and the fox, and being incapable of focusing on anything thereafter, I have decided to take a risk by discussing the story and how it relates to events that are currently plaguing a close friend. Ironically, just before deciding to finally read the assigned chapters, I was catching up on my friend Jaremy’s blog that is all about his adventures, or rather misadventures in the far-away state (in more ways than one) of Mississippi, where he currently resides as a valiant new candidate for “Teach for America.” As a recent college graduate in nutritional science, with little teacher training and experience, he is teaching high school biology and chemistry in a school where he remains the only white person on campus, and where many students cannot read past an elementary age level or properly subtract double digit numbers. While I was reading the chapter, and having just read a recent experience of his when his students were…less than responsive, my thoughts kept wandering back to him and how I was unable to even respond to his last blog entry. I was completely speechless, at a loss of any words of encouragement. While the story of the fox and the boy had a happy ending, how much does it really mirror that of a real-life classroom situation? The roles seemed a little reversed to me. The fox, a.k.a.: the student, was somewhat eager to learn, while the boy, meant to be the teacher, had to be persuaded to “tame” the fox. The way I see it, us teachers, go into the classroom bright-eyed and enthusiastic to change the world! While the students, on the other hand, could use some convincing. One could argue that this is simply not the case for most students, but rather students, for the most part, are eager to learn and be “tamed.” But when I hear this, I think of my poor friend, who once romanticized about changing the lives of these disadvantaged students, instead faces the daily reality of a classroom full of solemn faces, constant insults, and physical fights. So while he continuously strives to reach these students, to take those “risks,” his efforts are constantly rejected. So in reference to the “cogs of differentiation,” what happens when the “student” cog is stuck and no amount of trying to adjust and fix the other two cogs, that the teacher indefinitely has control over, has any effect on the unresponsive “cog?” What if the student never allows the teacher to penetrate the wall they so fervently protect? It just can’t be as simple as having patience, or “seeing the invisible” or showing up everyday with the “intent to listen.” What will happen one day I find myself in the most difficult of classrooms, where the students rebuff any effort I make to create a personal connection to them? I hope this does not seem like rambling, but even after all my classes in education, all the preparations I have had the opportunity to experience to prepare me for teaching (that my friend never had) my response to this particular assigned reading, is that I still have no words of encouragement for Jaremy. That as much as I hoped to find some golden nugget of extraordinary, life changing information that might be of use for him out there in the real world…I remain to be at a loss for words.

Article:Preparing teachers for the 21st Century

Title: Editorial: Preparing Teachers for the 21st Century Classroom
Author: McEwen, Beryl C.
Journal Name: Delta Pi Epsilon Journal
Source: Delta Pi Epsilon Journal v. 50 no. 1 (Winter 2008) p. 1-3Publication Year: 2008

I found this article quite interesting because the author is a college professor, who teaches classes in business, expressing his frustrations with students being so inept in performing basic tasks involving technology. He admits to blaming the public school system, accusing teachers of not preparing students adequately for college. He then acknowledges that it is the professors that are educating the teachers that are not “preparing students adequately for college”.

I liked the idea that the author proposed about class web sites that had pictures of class members as well as brief bios so students can get to know each other and the instructor to create a more intimate learning relationship.
The article really got me thinking about who is really responsible for the lack of technology in classrooms. I think we all have a part to play in this dilemma. As the author points out, some responsibility lies with the college professors sending ill-equipped graduates out in the world to teach future college students. In my opinion, however, there is blame to be shared in all parties involved. Part of it, as the author of the article acknowledges, is due to professors not bothering to educate new teachers appropriately. I believe the bulk of the blame does fall on teachers though. Not everything you should use in the classroom is taught in college, especially when technology is advancing everyday! That is why it is important for teachers to participate in continuing education. There are so many ideas and skills to improve students learning. It Is the teachers responsibility to acquire knowledge on these skills so they can be taught in the classroom to better prepare students for college and the real world.

In addition to the responsibility of educators in general, I think learners should take accountability for their own learning as well. This currently applies to me. I am an adult and it is my responsibility to seek out education beyond what my present educators can provide.