{"content":{"sharePage":{"page":0,"digests":[{"id":"14935176","dateCreated":"1254441955","smartDate":"Oct 1, 2009","userCreated":{"username":"anunez4","url":"https:\/\/www.wikispaces.com\/user\/view\/anunez4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14935176"},"dateDigested":1532253085,"startDate":null,"sharedType":"discussion","title":"Chapter 2 Reflection","description":"There in lies the importance of Understanding by Design and Differential instruction. The path that each student takes through high school is different than any other student because of their backgrounds. You have the four year definite college prep and college bound student taking upper level classes (including college credit courses) with goals set. Then there is the four year, "I"m not sure what I',m going to do after high school" student. Each one is driven by their own environment at home and at school (clicks). To be able to reach both students with the same material and make it relevant to both students is why these teaching methods work well together.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"14934574","dateCreated":"1254441252","smartDate":"Oct 1, 2009","userCreated":{"username":"anunez4","url":"https:\/\/www.wikispaces.com\/user\/view\/anunez4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14934574"},"dateDigested":1532253085,"startDate":null,"sharedType":"discussion","title":"Chapter 1 Reflection","description":"Any move away from "high stakes" accountability tests is a positive one. Then include the ability to cross strong curriculum support with creative understanding makes it very malleable and meaningful. The use of both of these practices falls right in line with the science curriculum more than any other core subject. Hands-on activities are a staple of the science curriculum. The ability to incorporate and intertwine the hands-on activites with the core materials students needed to know is where the trick is. Understanding by Design and Differential Instruction are key in the delivery of knowledge for learning to students.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"14084261","dateCreated":"1252527315","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":true,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14084261"},"dateDigested":1532253085,"startDate":null,"sharedType":"discussion","title":"Appendix","description":"1. What do you see in the Support for Understanding by Design in Research and Theory section that affirms your beliefs about teaching and learning? What do you see that challenges your beliefs? What do you need to think or find out more about?
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\n2. What do you see in the Support for Differentiation in Research and Theory section that affirms your beliefs about teaching and learning? What do you see that challenges your beliefs? What do you need to think or find out more about?","replyPages":[{"page":0,"digests":[{"id":"14713247","body":" #1 - Affirmations...rote rarely transfers; too broad of a curriculum prevents organization of knowledge (not enough time to learn anything in depth; knowledge needs to be applicable beyond the classroom; teachers should be the "guide on the side, not the sage on the stage"; developing an answer (I interpreted this as "showing your work")is important in assessing the student's work - often as important as the answer itself.
\n Challenges -- "Novices' knowledge is much less likely to be organized around big ideas; novices are more likely to approach problems by searching for correct formulas and pat answers that fit their everyday intuitions." Sometimes it's difficult to know when to go for the "big picture" or idea -- and if we can't differentiate -- how can our students??? (We're so worried about test scores etc. -- it gets to be a numbers game.) I thought it was interesting how the "one room school house" effect actually had better test scores.
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\n#2) Affirmations -- readiness to learn has to do with a student's proximity to\/proficiency with a particular knowledge base (readiness affects their growth as a learner); the task must be just a little to difficult for them; motivation decreases when tasks are consistently too hard; a student's interest has to do with their proclivity for and engagement with a topic\/area of study; when the student's interest is peaked, they're more likely to become an avid learner; a student's gender, culture, learning style, intelligence preference, neurological patterns (attention control) all affect their learning.
\n Challenges -- I question the validity of some of their data...they didn't seem to have a very large "pool" to collect data from at times (or they were very vague about the numbers). I worry that I won't be able to differentiate my instruction enough to reach everyone, respecting their differences and challenges\/abilities.
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\nAs I said -- I'm worried about learning how to read each of my students well enough that I can differentiate within my classes. I'm also worried about the amount of time this will require outside the classroom.","dateCreated":"1253939417","smartDate":"Sep 25, 2009","userCreated":{"username":"firehunden","url":"https:\/\/www.wikispaces.com\/user\/view\/firehunden","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"14834167","body":"Affirmations: Research supports what good teachers past, present, and future knew\/know\/will know: knowledge needs to have value to students and the fact that it is applicable in situations inside and outside classrooms enhances its value to students, so telling them how that knowledge will be of use is a strength of good teaching. Good communication is crucial.
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\nChallenges: NCLB and its pressures, the time it takes to do all this well (both inside and outside the classroom), and, sometimes, the focus on the individual tree (technique, hot item for the year, etc.) move us away from the focus on the forest ourselves, risking that we, too, might not be organizing teaching\/learning around the big picture or pursuing the idea, technique, angle, etc. that has sparked our interest.","dateCreated":"1254264693","smartDate":"Sep 29, 2009","userCreated":{"username":"mperley1","url":"https:\/\/www.wikispaces.com\/user\/view\/mperley1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"14981200","body":"1. Affirmations: When teaching a specific area in my subject, a student will ask, "Why do I need to know this?" I agree that we need to focus on the students' learning in regard to understanding how they will apply the information later in life. We need to show them how and why it is important for them to learn and understand and not just memorize for a good grade. I think application of the knowledge will help determine the focus of the student.
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\nChallenge: Time is the biggest challenge. Feedback is fundamental to learning, but finding the time for everyone's feedback is difficult. If we want the students to have the opportunity to revise and improve their thinking and understanding, we need to guide them in doing this and have time to do it.
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\nA lot of my information is based on prior knowledge. I need to know a better way to check for their prior knowledge and find a way to get them to retain the information for future classes in my subject area.
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\n2. Affirmations: We need to make the lessons more challenging for the upper level students and simplify the material to reach the lower level students. There needs to be diversity in the classroom so that all students are challenged, yet all students have experience success. When I do an MI lesson, the kids group themselves with other students who work at their same level. As they present the projects, you can see the difference in the level of ability, but each group is successful in their own way and completes the task.
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\nChallenges: The challenge I have is finding work that is challenging enough for one group,but work that is not too challenging for a different group. With inclusion in the classroom, there is a wider range of ability, so there needs to be more levels of work to reach all abilities.
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\nI need more information on creating a lesson for the different skill levels in my subject. I have had a DI class, but I don't feel comfortable with the lessons that I have attempted.","dateCreated":"1254530290","smartDate":"Oct 2, 2009","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15045630","body":"Affirmations for support for understanding by design- that effective learning is a focus on students understanding and application of knowledge. Feedback throughout content is fundamental to learning. We need to focus on regular feedback to ensure student improvement. More assessment must be used by focusing on understanding and not just factual information.
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\nChallenges for support for understanding by design- Although I agree with learning by understanding I feel that it is important to also use memorization of factual information in learning techniques for another approach of getting information through to students. I can still remember some memorization techniques that I had been taught in grade school that were effective for me to understand the lessons taught.
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\nI feel that I need to think and find more about the structures of my disciplines to ensure that the learning atmosphere in my classroom caters to all students needs.
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\nAffirmations for support for differentiated instruction- I feel that it is important for students to be challenged w\/ a certain degree of difficulty for the information presented to them. I feel that students do become bored and in some cases disruptive if the tasks for these students are too easy. I feel that multi grade classrooms are more effective for learning as the study proves in the thinking that these students aren't interacting on a regular basis and may find new techniques from other students on study habits and ideas. Also I feel that lower grade students tend to "outdo" their older counterparts which gives them the extra push that they may need.
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\nChallenges for support for differentiated instruction-","dateCreated":"1254765417","smartDate":"Oct 5, 2009","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15050244","body":"#1
\nAs I teach a subject area that is to be used in everyday living, I know that they will use their understanding and apply their knowledge throughout life. The difficult part that challenges this is, that many times my students say, \u201cMy _doesn\u2019t do this.\u201d How do I teach students to be better, or strive for something more than what they see at home? When they leave this building, they\u2019re faced with multiple challenges that most of the time do not support them in becoming something more. For myself, I need to find out more about how to push, or help my students see that there is more. To want to become more and to work and to accomplish whatever it is-that is an accomplishment.
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\n#2
\nI feel that teachers should, and most do, continue to educate themselves and learn new\/different content; this will only help their students. As we learn, we will continue to improve our curriculum and strive to make it more challenging for our students\u2019 needs. As teachers we work so hard to teach children and teens that have so many personal difficulties, that it makes it so hard to care about learning. We give and give so much that we forget about giving to ourselves, and we get burnt out. Not to mention all of the \u201cother\u201d stuff we now have to do as teachers; we lose time to make our classroom the best environments they can be, and then we forget to care of ourselves. For myself, I need to work at finding new and creative ways to challenge my students and make learning fun!","dateCreated":"1254771535","smartDate":"Oct 5, 2009","userCreated":{"username":"R.Rains","url":"https:\/\/www.wikispaces.com\/user\/view\/R.Rains","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1254767751\/R.Rains-lg.jpg"}},{"id":"15052376","body":"Continued from earlier answers
\nChallenges for support for differentiated instruction- I feel that when challenges are too difficult for students that this may be beneficial to the students to ask questions and find solutions to the problems by using a higher level of thinking. I feel that it is a challenge when I assess the learning needs of the different students in my class because it is difficult to plan a single lesson in which all the students will benefit from that lesson. I have a wide range of abilities and learning needs.
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\nI need to find more about how to accomodate all the students in my classes so I am not boring the overachievers and am getting through to the students who need more time on certain activities.","dateCreated":"1254774944","smartDate":"Oct 5, 2009","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15057402","body":"Number 1: Many teacher today try and teach everything in a textbook. As the text says it is trying to teach content a mile wide but only an inch deep. Teachers are covering a lot of material but not in much depth. Students are not given a chance to learn important concepts and knowledge in detail and depth.
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\nTeachers should be teaching fewer concepts and benchmarks but teaching them well and in depth. Students should be exploring these concepts in more detail and learning the concepts well.
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\nThe challenge to this belief is the feeling among educators that the students may miss out on some content because too much time is being spent on fewer concepts.
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\nNumber 2: Students achieve more when they are taught content in ways that is relevant to them and peeks their interest. Students are more willing to participate in discussions and assignments if the tasks they are assigned has meaning to their everyday life or they perceive as having benefits for them in their everyday life.
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\nThe challenge to this belief is the time required for teachers to prepare lessons that can be taught to students in ways they learn best and are interesting to students.","dateCreated":"1254782093","smartDate":"Oct 5, 2009","userCreated":{"username":"mbunde","url":"https:\/\/www.wikispaces.com\/user\/view\/mbunde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15060552","body":"#1. It is interesting to read other perspectives before putting my thoughts down. When I read the comment from firehunden, \u201cone room school house" effect actually had better test scores,\u201d I reflected on my classroom and my beliefs about teaching and learning. All teaching should be relevant to the student and enhance their lives in some respect. Each one of my students need to progress at their own pace which usually means spending more time to cover a subject. Although some of my students may not achieve the depth as a typical student would, we stay with a subject\/skill (that is relevant to their life) until they are proficient. The most relevant affirmation to me is that I teach in an area that allows me the joy of teaching the way I believe students learn most effectively.
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\nChallenges faced are finding the time and resources it takes to individualize each student\u2019s daily instruction while at the same time trying to meet the expectations of parents, standardized tests and student\u2019s desire to be a typical student.
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\n#2 I think my day is consumed with differentiating lessons within my classroom, but the challenge is to collaborate with my general education colleagues to bring differentiating to other levels. At times that means to step back and look at the big and more simplistic picture.
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\nThe challenge is to find out more about is additional practical plans to a variety of approaches to what students need to learn, how they will learn it, and\/or how they can express what they have learned. Combined with the curriculum of what I am currently using, new plans would increase the likelihood of individual student achievement at their level.","dateCreated":"1254786247","smartDate":"Oct 5, 2009","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15068504","body":"1. Some of the items that affirm my beliefs in teaching and learning in the Support for Understanding by Design in Theory and Research section are the following: "application of knowledge, depth versus superficial coverage, feedback is fundamental to learning, and problem-based learning" (Tomlinson, C. and McTighe, J., pgs. 174 and 178). All of these are also components in the Iowa Core Curriculum. If students don't see any relevancy in the content being taught, are taught from textbooks cover-to-cover, never get a voice in their education, and are never encouraged to solve problems, we are not preparing them to be twenty-first century citizens. Probably the biggest challenge for me is the use of standardized tests to measure student progress. Even though the Understanding by Design in Theory and Research emphasizes the importance of project-based, real-world applications, educators and students are still bombarded with the dreaded ITED, ITBS, ACT, SAT, and GRE measurements. It seems so contradictory to gauge a student's success in school based on a standardized test rather than portfolios or other project-based assessments. I am a horrible, timed test-taker but have done well in school despite this weakness. Something I'd like to learn more about is how to design more real-world, problem-based learning in my library lesssons, which will involve more time and education on my part.
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\n2. My affirmations in the Support for Differentiated Instruction in Theory and Research piece include "students differ in readiness, interest, and learning profile" (Tomlinson, C. and McTighe, J., p. 179). In regard to readiness, teachers know that having assignments that are too easy or too difficult for students bring frustration. It only makes sense that when students are given appropriately-matched challenges, they will feel successful, which will improve their self-concept. When one considers the interests of students, a student will always put forth more effort in the classroom if the material seems interesting to him or her. Learning profiles cover a wide range of areas but have to be taken into consideration to assist students in reaching their full potential. The learning profile is what I find to be the biggest challenge in differentiated instruction. Because there can be so many different learning styles in one classroom, it can be overwhelming as a teacher to try and present the lessons in a way that reaches every student. Once again, differentiation does take more time on the teacher's part, which seems to already be too limited. Something I need to think more about is having students take a learning profile survey so that I can readjust my teaching style to fit many facets of learning, not just the "one-size-fits-all" approach.","dateCreated":"1254795891","smartDate":"Oct 5, 2009","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15072244","body":"1.As we strive to provide genuine learning opportunities for students, we need to find a way to ensure that all studnets are grasping the material. What do grades reflect? Are they meant to value comletion or understanding? What depth of material do we get to? Are we just teaching the text? As educators we must step out of the zone of least resistance and find a way to ensure that we are working toward student understanding that we are teaching the students how to think. Truthfully, the largest obstacles that we face as we move forward is a fear of moving out of our comfort zones and learning new strategies and incorporating new strategies and styles into our repertoire.
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\n2. Students are better able to learn when they are engaged in what they are doing. In order to engage students in their own learning, we must find a way to ensure that we find a "hook." If we can catch the students interests in a way that is meaningful to that student, then we have them invested in their own learning. Until we are able to do this on a consistent basis with most\/all students, we will not be able to be as effective as we should be as a staff member or school as a whole.","dateCreated":"1254804874","smartDate":"Oct 5, 2009","userCreated":{"username":"jfoster22","url":"https:\/\/www.wikispaces.com\/user\/view\/jfoster22","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15136912","body":"1. Learning has to be meaningful to students, more than just memorizing words or facts for a test and forgetting them soon after. They need to see a purpose for their learning and how learning will help them later down the road. Designing different assessments for different students is a very difficult and challenging undertaking, however assessments are most effective if they assess students on an individual basis in some way or another, whether they be rubrics, checklists, etc.
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\n2. Every person is unique which makes it no surprise that students learn differently. There has been a lot of research done on this subject, although it is something that is very apparent in every school and classroom. Differentiated instruction needs to happen all the time, with every lesson. It's a challenge to get to know how students learn, especially if you've never had them in a class before, however it is possible by taking extra efforts to make it happen.","dateCreated":"1254926592","smartDate":"Oct 7, 2009","userCreated":{"username":"olivia52779","url":"https:\/\/www.wikispaces.com\/user\/view\/olivia52779","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14082579","dateCreated":"1252524318","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14082579"},"dateDigested":1532253087,"startDate":null,"sharedType":"discussion","title":"Chapter 10 Reflection","description":"1. What are results you'd like to achieve with and for your students that should be enhanced by integrating UbD and DI?
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\n2. What are results you'd like to see in your professional practice that should be enhanced by integrating UbD and DI?
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\n3. What will you accept as indicators that you are achieving the goals and that they are working?
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\n4. What are important first steps in achieving the goals? How will you begin? How will you get help and support as you progress toward your goals of ensuring high quality curriculum and instruction for each learner?","replyPages":[{"page":0,"digests":[{"id":"23272247","body":"1) I want my students to learn from a variety of teaching methods that give them a variety of assessment opportunities and want each one to be pushed to their maximum level. I don't want to leave anyone behind in mastering the objectives but also don't want anyone bored with or not getting enough out of the course.
\n2) I hope to see alot of response from my students on mastery w\/ responsive teaching. I will achieve this with detailed flowing lessons w\/ reasonable objectives that aliqn to the standards\/benchmarks and offer a wide variety of instruction. This should lead to better organization with unit alignments and a clear overall picture of overall class objectives. Reteaching will be a key aspect to continue the assessment of students reaching a learning point. I hope this will cut down on discipline w\/ more engaging activities that meet the needs of all learners.
\n3) The data that is collected from a variety of assessment methods. When completing a semester I should be able to adjust lessons if needed to make them run smoother or hit a variety of learners. I will need to evaluate if my objectives were relevent to the work to acheive the knowledge of these objectives. Basically just constant self evaluation of my courses and the drive to constantly better my lessons and methods is the biggest thing I think one can do. Making the students an effective partner in their own success will be key in acheiving the overall goal.
\n4) Planning is # one. Without effective planning of lessons and relevent objectives it is hard to continue. I will begin with continued research and using some of the books video instruction advice as well as some of the website and any other sources that I can "copy" effective strategies. I feel that after this class I have the right knowledge to begin this research and to know what I want things to look like. I have already started a p.e. rubric and have worked to get the classes broken up into a more specific area. For example, in stead of calling classes high school pe we have aerobics, team sports, weight training, lifetime fitness. This will obtain more measurable objectives and allow me to make a better assessment on objectives. I feel that our staff is a great team to work with if I ever need assistance with anything and will help me to obtain continued support as well as the wave of information online. My evaluations from mr. foster have also given me an insight and starting point of where to go with things in my current courses.","dateCreated":"1272207706","smartDate":"Apr 25, 2010","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"23328989","body":"1. The ultimate goal for my students is to improve their writing skills. They will be given a variety of methods to learn how to achieve this. With multiple assessements, there will also be more opportunities to receive feedback. With more feedback they will be able to see what they do right and improve on what they need to.
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\n2. Although I feel that I use feedback to make adjustments in my classroom, I do not feel that I use it enough. With more individual feedback and more assessment tools, I will be able to better see the progess of my students. This will also allow more time for the students to see their own progess. I need to do more assessments for each skill I wish the students to develop. Patience in allowing the students to develop the skills will be a top priority.
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\n3. Higher test scores on writing skills will be a good indicator that I am achieving my classroom goals as well as the students achieving them. The students' own confidence in their abilities will be a key indicator. Once they have mastered the basic skills, they will continue to improve with the advance skills. I also need to be sure that I am not only assessing the students, but that I am assessing my own classroom. Once I feel I am reaching my classroom goals, I need to keep monitoring what I am doing to keep pushing the kids to the next level. I need feedback for my classroom as well as for the kids.
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\n4. Self-evaluation of my classroom methods would be an important step. Feedback from others in my field would be nice. I do a lot of activities with multiple intelligences trying to find a variety of ways to teach the information. I think I could change my teaching style to include more diverse methods for all individuals. I feel I need to concentrate on more of a variety to reach all of the learners. As I said before, I also need assessement and feedback for my classroom. I think it would be good to visit other schools to see how they may be reaching all of the students in my content area.","dateCreated":"1272308480","smartDate":"Apr 26, 2010","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"23445619","body":"1 & 2. The results I would like to achieve with and for my students are for them to continue to be interested in learning and be engaged in meaningful tasks. I would like to improve my ability to connect my students\u2019 curriculum to the content standards\/benchmarks of their grade level peers by finding more time to collaborate with the general education teachers.
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\n3. The indicators I would accept that show my students and I are achieving the goals and that are working are: A. Observation and data that indicate my students are grasping the material presented to them and they show an interest in the tasks they are working on. Showing interest in a meaningful task will give the student motivation to succeed. B. Having my students reach their Individual Education Program (IEP) goals is another indicator. C. Using multiple assessment that enable students to show mastery of a task using their preferred mode is one more indicator. D. My students\u2019 successful transition from Middle School to High School and then High School to their Post-High School goals is an additional indicator.
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\nAn indicator that I am connecting the curriculum to the content standards will be to what extent and how often I adapt grade level material to meet my students\u2019 needs and provide them with the opportunities to think at a deeper level.
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\nI need to incorporate the UbD and DI backward design model to achieve the goals as stated on page 27, \u201cbackward design for planning should provide me with results in more clearly defined goals, more appropriate assessments, and more purposeful teaching.\u201d This will help me to identify the \u201cbig ideas\u201d, ask the \u201cessential questions, and hopefully to develop a \u201cmental template\u201d or different way of thinking and approaching curriculum planning when adapting grade level material.
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\n4. The first step to achieving my goals is to find out what makes my students tick, what interests them beyond just the questions of favorite foods, pets, or colors. I need to find ways that my students\u2019 interests will drive them to achieve their personal goals and encourage them to want to learn.
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\nAnother step that would help to ensure high quality curriculum and instruction for each student is encouraging our district to provide more team planning time for all staff, or encourage staff members to use their time, even if it is only 15-20 minutes per week to meet and discuss curriculum needs. The questions for faculty or team meetings on page 170 would be an excellent start. At one time our staff created curriculum maps. We could possibly take them and align them with the ideas of UbD and implement them for several years.","dateCreated":"1272475465","smartDate":"Apr 28, 2010","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"23582257","body":"1. One of the first things I'd like to achieve by integrating UbD and DI is to use more essential questions to help teach my students the big ideas of the curriculum. Another item I would like to improve upon would be to use more ongoing assessments to better meet the needs of the students. Both the UbD and DI models will enhance students' learning by integrating students' interests and learning styles into a successful classroom experience. Using essential questions will help me focus on the key components of a unit and assist me in teaching deeper understanding of the content to students rather than skimming the surface of topics by concentrating on coverage of content. Assessing students more often throughout a unit of study will help me to differentiate my instruction based on individual needs. It was too easy in past years to rely heavily upon the pre-test and post-test assessments only. It only makes sense to challenge those who understand the material well and to reteach in a variety of ways to those who have trouble grasping the key concepts. The most important result I'd like to achieve in the classrrom next year is to ensure that all students reach their full potential.
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\n2. As for my professional practice results based upon the use of UbD and DI, I really have the chance to improve my effectiveness as an insturctor. One of the best things I can continue to do is to collaborate with other teachers on my learning team who are also implementing UbD and DI. It is very beneficial to discuss with colleagues those things that are and are not working in the classrroom. To step outside my comfort level of teaching, I will need to have a variety of learning activities available for all students rather than using the "one size fits all" approach. In addition to these changes, I'd like to assign "higher-quality student work on tasks that are meaningful for each student" (Tomlinson & McTighe, 2006, p. 167). This will involve incorporating more teachnology-based lessons and other 21st century skills that will be necessary to prepare students for life beyond school.
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\n3. As Tomlinson and McTighe suggest, one must "consider data" to see if goals are being reached. When formative and summative assessments are given, I must evaluate this data to determine which students are ready to move forward and also to determine which students may need reteaching to grasp the important concepts of a unit. I will choose one observable indicator from each of the four categories to assist me in making sure that students are reaching their full potential. First of all, "There are high expectations and incentives for each student to learn the big ideas and answer the essential questions" (p. 162). This will be explained to the class prior to teaching the unit and also through the use of several formative assessments given along the way. As for the curriculum indicator, "Assessment of understanding is anchored by 'authentic' performance tasks calling for students to demonstrate their understanding through application and explanation" (p. 163). Letting students know what is expected of them for final projects and assessments way in advance and having good examples of final projects will assist in meeting this objective. "The teacher helps students connect the big ideas and essential questions of the unit with their backgrounds, interests, and aspirations" (p. 163) could be taken care of through the use of journaling and class discussions. Finally, "Students are involved in self or peer assessments based on established criteria and performance standards" (p. 165). Well-defined rubrics will assist students in reviewing their own work and providing helpful feedback to their peers.
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\n4. The three steps Tomlinson and McTighe suggest in achieving goals are "set student outcomes and professional actions, 'think like an assessor', and decide how to 'get there'" (pgs. 166-168). As the book has discussed, it is best to start backwards first when planning a unit. I will need to know what the students are required to do as a final assessment to a unit plan, the essential questions that will need to be answered throughout the unit, and make a list of activities that will be done along the way to help answer the essential questions and ensure that students are successful in reaching the final oucomes. To get help and support in achieving high-quality instruction for each learner, I will need to collaborate with other teachers, read more materials about UbD and DI, and visit other schools who are implementing these models in their classrooms. Another thing I will have to take into consideration is that changing instruction should be done in small steps and will have to be done on a trial and error basis. The first year of implementing UbD and DI will definitely be a learning experience for me!","dateCreated":"1272726468","smartDate":"May 1, 2010","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14082385","dateCreated":"1252523996","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14082385"},"dateDigested":1532253087,"startDate":null,"sharedType":"discussion","title":"Chapter 9 Reflection","description":"Chapter 9 presents some observable indicators of classrooms in which teachers proficiently use the principles of both models
\n
\n1. As you think about the indicators, which of them seem important to supporting the success of each student in academically diverse school populations?
\n
\n2. Which seem of minimal importance in such settings? Note any of the indicators that would be difficult to achieve without a strong and enduring emphasis on understanding-based curriculum and\/or attention to learner needs.
\nNote also any of the indicators that seem to you to be just a part of rather than something separate from desirable teaching practice.
\n
\nBased on these indicators:
\n3. In which areas is your teaching strongest?
\n
\n4. In which areas would you like to improve?","replyPages":[{"page":0,"digests":[{"id":"22150059","body":"1. All four categories (environment, curriculum, teacher, and learner)of indicators are essential in supporting the success of academically-diverse students. To comment on the learning environment, if students don't feel safe and respected, they will not work to their full potential. As for the curriculum, I like the idea of using a variety of resources in the classroom, having peer and self-evaluations, giving multiple assessments, and demonstrating "authentic" performances. Each student is unique in how he or she can learn and in which way he or she will demonstrate understanding of the curriculum. When looking through the teacher indicators, I felt that a key point that Tomlinson and McTighe made was to "provide meaningful feedback to parents and students about students' achievement, progress, and work habits" (p. 164). If the teacher and students don't have parental support, it's tough to motivate students to put forth 100% effort. Finally, from the learner perspective, active engagement, justification of their work, regular reflections, and goal setting seem crucial to student success.
\n
\n2. One of the indicators that would be difficult to achieve without a strong emphasis on understanding-based curriculum is the one that states, "All students have respectful work tasks that are equally appealing and engaging to learners" (Tomlinson & McTighe, 2006, p. 162). The word that bothers me is "equally" because what is apealing to one student doesn't necessarily hold true for another student. From the curriculum standpoint, it is a difficult and time-consuming job for the teacher to "include clear criteria and performance standards for the group as well as attention to individual needs and goals" (Tomlinson & McTighe, 2006, p. 163). When teachers have 100 students or more a day, individual attention to each student seems nearly impossible! As a teacher, it also seems like a tough task to "hook and hold students' interests (Tomlinson & McTighe, 2006, p. 163). Because of the diverse backgrounds of students, it isn't easy to capture every students' interests. Also, on page 164 when Tomlinson and McTighe state that "students can explain what they are doing and why", once again depends on each student. Sometimes it doesn't matter how many times a teacher explains the importance of what students are learning, the students refuse to go beyond the shallow reasoning of "I have to do this because the teacher says so". One of the indicators that seems to be just a part of desirable teaching practice is that "each student is treated with dignity and respect" (Tomlinson & McTighe, 2006, p. 162). However, I've known many students who didn't want to go to a certain class because the teacher would belittle them in front of their classmates.
\n
\n3. On a personal level, I try hard to make students feel safe and valued while still holding high expectations for them. I go as far as incorporating some human relations activities in some of my classes so that students know I care about them beyond the academic level. Another strong area for me is trying to connect the curriculum with students' backgrounds and interests. This is predominantly done through journal writng and reflections. This has brought up some very thought-provoking discussions over the years! Lastly, I like to incorportate a variety of teaching strategies (cooperative learning, projects, higher-order questions, etc.)in all of my classes. I would never lecture for an entire class period!
\n
\n4. As educators, we always have room for improvement. Teaching in the 21st century has a lot of challenges! One area I need to work on is letting students know at the "beginning" of a unit how they will be evaluated. Another area I could improve upon would be "helping students establish and achieve personal learning goals in addition to important content goals for the class as a whole" (Tomlinson & McTighe, 2006, p. 163). It's a critical component of teaching Second Chance Reading, but I need to do more goal-setting in all of my classes, not just one. Teaching is a life-long learning experience that hopefully helps us become more effective teachers each year we work with and guide our students to become successful citizens in a globally-diverse world.","dateCreated":"1269804318","smartDate":"Mar 28, 2010","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"22199591","body":"1) In the learning environment I feel that the following indicators are important for the success of each student in academically diverse school populations:
\na)Each student is treated with dignity and respect- they need a feeling of fitting in to be successful
\nb)Each student feels safe and valued in the classroom- it is difficult to succeed when you don't feel safe and secure
\nc)Each student makes meaningful contributions to the work of the group- if you can't contribute you aren't very successful
\nd)varied student perspectives are sought and various approaches to learning are honored will enable success
\ne)Samples of student work is helpful to see the standard for which is set to reach
\nFor the curriculum indicators:
\na)using a variety of instructional strategies will hit the learning needs of all students
\nb)using a variety of strategies from a variety of subjects will allow the student to grow academically as whole.
\nc)The teacher uses a variety of resources will keep the students interest
\nthe Learners indicators are as follows:
\nA)if all students can describe the goals it will mean that there is capable learning of all students
\nb)students contribute actively and share responsibility show that they can be successful
\nc)All students have opportunities to generate relevent questions and share interests
\nd)students can't be successful without being able to justify and explain their work
\ne)successful students will reflect on and set goals related to their acheivement progress and work habits.
\n
\nthese are the main ones that I thought but feel they are all important in a way.
\n
\n2)for the learning environment i feel the following indicators are not as important to academically diverse situations
\na)balanced emphasis on individuals and group as whole which i feel that more should be placed on the individual if they are diverse
\nb)big ideas, essential questions and criteria\/scoring rubrics are posted
\n
\nFor the curriculum I feel that all are important in some way or another.
\n
\nFor the teacher category the only one i think to even consider is providing feedback to parents and students about progress and habits only because if they are successful they should be positive but it is needed to hear to grow and get praise
\n
\nThe learners category explaining how a classroom functions probably isn't a huge aspect of academic diversity but I am undecided on this one.
\n
\nI feel that all of these indicators in all categories are positive to successful learning no matter how diverse. The ones I explained are the only ones I could try to dispute but am unclear on these being unimportant.
\n
\n3)I feel my teaching is strongest is treating everyone with respect, feeling safe and valued, working together collaboratively, flexible grouping, units and courses reflect a design, multiple ways of instruction, I use a variety of resources(especially in first aid), Inform students of big ideas and essential questions, use variety of instructional strategies, pre assessments in p.e. with goal setting to re assess at new term, using a variety of resources, feedback to parents and students on progress, students can describe big ideas of unit, full class engagement on activities to better understanding, all students have opportunities to generate questions and share interests
\n
\n4) I would like to improve in the areas of not allowing disrespectful work, need more high level thinking for over acheivers, allowing students to revisit and rethink important ideas to deepen understanding, i don't routinely provide for students difference in readiness and interest, could be better with feedback, could be better with group work criteria,","dateCreated":"1269905066","smartDate":"Mar 29, 2010","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"22457403","body":"1. In looking at the indicators, they all seem pretty important to me. Some of the indicators are new concepts introduced with the UbD\/DI classrooms, but a few of them are things that the classroom teacher does naturally in the education process. There are a few of them that really stand out as more important for my class room.
\n
\nThe Learning Environment
\nStudents deserve the right to be treated the same, and an important part of that is treating them with dignity and respect. The students will learn better and retain more if they feel they are safe and their work and opinions are valued by their teachers and peers. We need to hold the students accountable for high expectations and give them incentives to push themselves to a higher level of understanding. By allowing the students to work collaboratively, they can see the differences and similarities that they have with others and be allowed to see first hand a variety of perspectives on the content. By recognizing the different perspectives, it will open the door for high-level thinking.
\n
\nThe Curriculum
\nThe most important indicators here are the ones dealing with the multiple ways to look at the concept and the multiple forms of assessment. Since we are trying to get more diverse, we need to reach out to all types of learners. We have to adapt our teaching to meet the needs of the students. Since they can learn in different ways, we need to be able to assess them in diffferent ways. We also need to keep an open mind to taking numerous assessments to allow the students to demonstrate understanding in their own way. We also need to allow them time to revisit and rethink so they can stay open minded to a concept. Teacher, peer, and self-evaluation gives them different sources of feedback which can help them meet their needs and goals.
\n
\nThe Teacher
\nIn these indicators I once again feel the important one deals with the use of multiple ways to promote deeper understanding. The teacher needs to use a variety of strategies with all of the students. The teacher needs to help the students see the connection of their content with the students background, interest, and aspirations. Keeping the students interested in a concept is a key to developing a deeper understanding and promoting the big idea of the subject matter. The teacher must look at pre-assessment and ongoing assessments to provide necessary feetback and to make modifications to increase understanding. There needs to be continued questioning, probing, and feedback to keep the students moving toward a deeper understanding.
\n
\nThe Learners
\nI think an important indicator is that the students themselves can explain what they are doing and why. This will help them see the reason for understanding the information. By making the students be able to explain and justify their work and their anwswers, they are being held accountable. When they regularly reflect and assesses, they can adjust their goals and see their progess. This will help improve their work habits, therefore, improving and increasing understanding.
\n
\n2. From all of the categories there were a few indicators that seemed of minimal importance or difficult to achieve.
\nThe Learning Environment
\nMost of the indicators in this group seemed to has significant importance. The one problem I might see is working collaboratively. Some students just don't feel confident enough to work in a group. They either won't work in a group, they just sit there and let others do the work. I guess this would be an area that the teacher would have to design the lesson to keep them all engaged.
\n
\nThe Curriculum
\nThese indicators all seemed to be important to me. They all deal with the what needs to be done to develop the UbD\/DI classroom.
\n
\nThe Teacher
\nIn my content I don't think providing numerous resources is necessary. The information in my classroom would be the same in all resources. The only difference might be the types of practices the student may have for understanding.
\n
\nThe Learners.
\nThe indicator that I don't think is important is that all students have opportunities to generate relevant questions and share interests and perspectives. This just does not fit my content. I have trouble with the students giving feedback. I don't feel that students are will to go the extra step to use this indicator.
\n
\n3. I feel that my strong point is the variety of instructional strategies that I use. I make an honest effort to look at the the assessments and make adjustments to reach more of the students. I also make the students realize why this information is necessary. I use examples from former students as to how they use my content area as they have moved on into high school and college. I think the students feel comfortable in my classroom and are willing to express their concerns about the information and look for feedback.
\n
\n4. I do give the students some feedback, but I do not give them enough. I need to give more feedback as well as give a variety of assessments. My students need to be given more opportunity to demonstrate their understanding. I also need to find more activities that will help improve their understanding and challenge them to high-level thinking.","dateCreated":"1270580981","smartDate":"Apr 6, 2010","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"23438843","body":"1. As always when reflecting on a chapter and the questions presented, I think of the students in my classroom, their curriculum, the environment in which they learn best, and my role as a teacher in the process of helping them be successful. Each indicator is vital to the success of each student, but as the author states on page 162, \u201cThis list may seem daunting, but we would not expect to see every one of these indicators on every single visit to a classroom.\u201d The following responses to the indicators are only in the order as written in the book. The order does not reflect the importance of one indicator over another.
\nLearning Environment: I must develop a positive relationship with my students (and their parents) that is built on trust and respect. I have students in my classroom for six to possibly eleven years, so having open communication and input from their parents is critical to student progress. The routines I develop and how I manage the classroom will foster a successful and safe classroom environment where a student feels safe to express their learning in the style that best suits them. I must engage my students in the settings that best match their learning preferences, (small group\/individual).
\nCurriculum: As it states on page 151, \u201cInformation is useless unless it is used.\u201d Same goes for quality curriculum. Designing curriculum for an individual student\u2019s needs that are anchored in content standards and at their instructional grade level, that ask essential questions, and have multiple assessments to show proficiency, help to connect students to the curriculum and be successful learners. Although some of my students may not \u201cdeepen their understanding\u201d as typical students may, they are entitled to tasks and curriculum that challenge their thinking.
\nThe Teacher: Achieving personal learning goals based on my student\u2019s interests, preference in learning style, background experiences, intellectual development level, readiness, and transition needs is only part on my responsibility to assist in my student\u2019s success. I must use ongoing assessment; adapt materials and the presentation of the materials, as my students\u2019 progress. Equipping myself with multiple resources at the beginning of a unit, lesson, or task will give me flexibility to adapt more quickly to student\u2019s needs.
\nThe Learners: The ability for my students to grasp the understanding of any given task is critical to their success. \u201cWhy\u201d a task is given must make sense to them or they will not connect to a larger goal. \u201cWhat\u201d they are doing at any given time must be connected to their life today and how it will help them get to where they want to go, (Assisted living, alternative employment opportunities, college\/trade school, etc.). Accepting responsibility for their place or role in the classroom and how their contributions help not only their personal goals and that of their peers, but their teacher in making a more productive environment is beneficial in an academically diverse setting.
\n
\n2. There is none of minimal importance in an academically diverse classroom. All indicators would suffer without a strong emphasis on understanding-based curriculum and attention to learner needs. To minimize the learning environment you take away the students\u2019 safety net and feeling of value. To minimize the curriculum you may lose sight of the big ideas and essential question or importance of teaching a specific unit, lesson, or task. To minimize the teacher\u2019s role you toss out the trained coach that helps to connect the students to the curriculum. To minimize the learners\u2019 role you would not allow them to be empowered by their individual successes. All of the indicators are just part of the whole educational practice. As I alluded to earlier, each indicator is as valuable as the other, but on any given day one or another may have priority in a specific unit, lesson, or task.
\n3. Making connections with my students and researching current strategies in using curriculum are my strengths. Providing my students with a safe environment to work in where they know they are respected and have something to contribute to the classroom is a daily goal for me as a teacher. Networking with peers, continuing my professional develop in taking courses, and researching articles about the current curriculum and strategies is part of my philosophy to be a lifelong learner.
\n4. Anchoring all student curriculums to content standards is an area I would like to improve. At times my students are using such extended benchmarks that I lose sight of the grade level expectation. The use of Iowa Core Standards and benchmarks has assisted me in focusing on the content standards.","dateCreated":"1272470008","smartDate":"Apr 28, 2010","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14082279","dateCreated":"1252523857","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":true,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14082279"},"dateDigested":1532253088,"startDate":null,"sharedType":"discussion","title":"Chapter 8 Reflection","description":"The authors assert that the primary goal of grading and reporting is to communicate to important audiences, such as students and parents, high-quality feedback to support the learning process and to encourage learner success.
\n1. To what extent do present grading and reporting practices effectively communicate?
\n
\n2. To what extent are they accurate and fair?
\n
\n3. In what ways do current grading practices achieve that goal for academically diverse student populations?
\n
\n4.In what ways do current grading practices fall short of achieving that goal for academically diverse student populations? In other words, for whom do current grading practices \u201cwork\u201d and for whom do they \u201cnot work\u201d?","replyPages":[{"page":0,"digests":[{"id":"19219979","body":"1. As a Special Education Teacher, I report my student\u2019s progress according to the guidelines of the individual student\u2019s educational program (IEP). Until recently, I rarely relied solely on graphing a student\u2019s progress on any given skill. (We are now required to write goals in such a way that graphing the progress is always possible.) I much prefer reporting the percent of accuracy of proficiency\/ or progress of proficiency during a specific time frame, along with comments on the unique circumstances in which a student progressed or did not progress on a specific goal. What I have observed in some general education classrooms presenting grades and reporting practices are not effectively communicated because of some\/or all off the following factors: district grading guidelines, teacher preferences, and even parent\u2019s expectations of letter grades in all classes.
\n2. They are not accurate or fair in some classes because students continue to receive grades (that are averaged into the final grade) for pre-tests, work completed in the classroom with peer and teacher help, and homework. In addition, because of district guidelines student\u2019s grades are lowered for late work. When a zero is averaged in it will distort proficiency on a specific goal\/benchmark or standard. I agree with the author on page 131, that a teacher could use these activities to report on \u201cwillingness to revise deficient work, persistence and work habits.\u201d However, to get a true measure of student progress they should be graded on summative assessment. The goal of summative assessments should be to make a judgment of student competency after an instructional phase is complete. Summative evaluations should be used to determine if students have mastered specific competencies and to identify instructional areas that need additional attention. If work habits are reported, set guidelines (observable indicators) and express that work habits are traits that our school district values.
\n3. Our current grading practices fall short of achieving the goal of accurate and fair for academically diverse students.
\n4. In what ways do current grading practices fall short of achieving that goal for academically diverse student populations? If a student does not meet the requirement to receive special education services they are often left without the accommodations that would allow them to be successful. Those students will be compared to all other students and be expected to progress at the same level as the advanced student. I believe students with IEPs have a better chance of getting a passing grade because accommodations are in place to specifically assist that individual student. According to Dennis D. Munk, Ed.D. , in an article on Fair and Equitable Grading Practices for Students with LD Who Have IEPs, \u201cfairness is defined as maintaining equity and meeting individual needs - not necessarily as "equality," which is treating all students exactly the same.\u201d I am not as familiar with the problems created by a one-size-fits-all grading system for the advanced student. The author of IDI and UbD states that advanced students can also be impaired by a false sense of security, \u201cUltimately they begin to believe that if you are smart, you should not have to study.\u201d The current grading practices will work for the student who is only \u201cworking for the grade\u201d and not \u201cfor the benefits, the pleasures, and challenges of learning.\u201d At one time, the letter grade system had its place in our schools. However, there is a push for improved \u201creporting systems\u201d instead of just a report card. If we believe in multiple intelligences and multiple assessments for validity, we should encourage the use of reporting our student\u2019s progress through the use multiple methods of communication. The authors of IDI and UbD were right on when they stated the following on page 137: \u201cThe richer the system, the more likely we are to achieve the goal of providing accurate information that supports future learning and encourages growth.\u201d","dateCreated":"1264289987","smartDate":"Jan 23, 2010","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"20827353","body":"1) We use a computer program that allows parents to view lesson plans and grades online. I also keep a contact log of parent calls\/emails when I need to report a positive or negative issue to parents. We also have web pgs. in which mine they can see unit plans ahead of time and also lists standards\/benchmarks for my classes.
\n2) I offer many "types" of assessment to meet the needs of all learners in my classroom. I need to work harder on developing summative evaluations and I feel this will make the grading more accurate and fair. I feel that my P.E. classes are accurate and fair in that they have a set of guidelines to follow to acheive certain daily points.
\n3) I grade diverse students the same as the general student population unless their IEP states that they be graded otherwise. I do find the need to give extra attention to diverse students in certain situations.
\n4) There may be some students who need an IEP that doesn't have one so in that regard grading wouldn't be fair. Other than that I feel that I use fair, accurate assessments.","dateCreated":"1267370054","smartDate":"Feb 28, 2010","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"20917803","body":"1. The current grading and reporting practices used in most schools for communicating to parents their children's grades is done eight times a year (4 midterms and 4 quarterly report card grades). Each class a child takes has a letter grade, which communicates to a parent whether or not his or her child is passing or failing a class. If a teacher calls or posts grades online regularly, then parents can get a more accurate picture of how their child is doing in the classroom weekly. However, many teachers have several students and classes to prepare for, so getting weekly communication out to parents can be a difficult task.
\n2. As to the accurateness and fairness of the currrent grading system, many factors come into play. In many classrooms, the teacher has the same grading scale on assignments for all students. We know that there are many diverse learning styles in our classrooms, so the "one size fits all" approach isn't fair. Another item to consider is the significance of letter grades (A, B, C, D and F). Most parents are satisfied with C's and above; whereas D's and F's are frowned upon. However, what does an A mean? Does it mean the student turned all of his or her assignments in on time, does it mean that the student behaves well, or does it mean the student has actually comprehended all of the subject matter? This obviously presents another problem of getting accurate communication to parents. Finally, current grading practices don't always send an accurate picture of how the student is doing in the classroom. For example, a midterm grade of A could deceive parents into believing that all is well until the end of the quarter. However, if the student doesn't turn in a final project worth half of his or her quarter grade, then that student could easily fail the quarter. Therefore, the current grading system is far from being accurate and fair.
\n3. To grade accurately for an academically diverse student population, many teachers currently base grades on "clearly specified learning goals and performance standards" (McTighe & Tomlinson, 2006, p. 129). In other words, students are successful when they have a clear understanding of what is expected of them both during and at the conclusion of a unit (checklists, rubrics, etc.). Also, these learning goals should have clear examples of what constitutes each of the letter grades. Secondly, as the chapter suggests, it isn't good practice to grade on a curve. In order to help all students become successful, some teachers will differentiate how a student is evaluated based on diverse learning styles. An A could be represented by a written report, a newscast, or a poster or model of something discussed throughout the unit. Another good thing that many teachers follow is to give a pre-test at the beginning of a unit but not to grade it. "It is unwise to mark or score all or even most assessments" (McTighe & Tomlinson, 2006, p. 131). To be fair to diverse student populations, many teachers will weigh summative assessments more heavily than formative assessments in a grading period. Finally, many teachers consider work habits when giving a grade, which can really help a struggling learner who is a hard worker.
\n4. At times, current grading practices do fall short in catering to the needs of academically diverse populations. Obviously, current grading systems work best for those students who are highly motivated and academically-inclined but set up those students who are having emotional problems or are struggling learners for continual academic failure. Rather than using a single grade, it is best to "report on several factors simultaneously" (McTighe & Tomlinson, 2006, p. 135). Current grading practices just focus on one single grade element; whereas, progress along the way and work ethics are key factors to take into consideration at the end of a grading period. Finally, to improve the current grading system to accommodate diverse student populations, all teachers must differentiate instruction, record ongoing progress toward learning results, have safe and challenging classroom environments and "work to eliminate factors that interfere with a student's capacity to demonstrate proficiencies" (McTighe & Tomlinson, 2006, p. 140). As we move into the challenging 21st Century skills that have to be taught, educators must adjust their teaching to ensure that all students are successful!","dateCreated":"1267500867","smartDate":"Mar 1, 2010","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"21385603","body":"1. Our current grading system gives a letter grade according to a grading scale. In my class the grades are weighted according to several categories (tests, daily, quizzes, etc.) Once a week I update my grades, so the students and parents can see the most current grade. In this system, we are allowed to put in comments of concern and postivie comments. If I do have concerns, I contact the parents about the grades to keep them informed and work together to get better results. This method communicates what the grade is and what the teacher feels needs to be done to improve grades.
\n
\n2. If the grades are kept current, they are accurate as to how the student it doing. It may or may not tell a parent where the student is struggling and how to help the student. It is simply a grade reflecting how much knowledge the student has on a subject or even a particular area that is being covered at that time. If a student does not hand in an assignment, they get a zero. That zero indicates that the work was not completed. It is not a fair way to monitor the student's knowledge of the content. If the grade is updated, then it would be considered accurate, even though it may not be a fair assessment of the actual knowledge.
\n
\n3. I grade my students all the same. Their grade is figured on the number they got right out of the total possible points attempted. Some students are given more time to complete assignments, and some are given extra help to get the assignment completed. The assessement for tests and daily work are the same for all students. In some case extra credit work is available. If a student has an IEP, the guidelines set up are followed. Usually the high achievers just don't get the same help as the other students. I attempt to answer all the questions posed by any type of learner.
\n
\n4. This current grading system works best for the high achiever. Looking at it closely, the current grading system gives the low achiever a greater chance for failure. They simply grade on what the student knows or does not know. It does not take into account the effort or improvement that a student shows from the beginning of a chapter to the end. It just shows how much knowledge has been attained during the time that the chapter has been covered. It shows who can best memorize, but it does know truly show the amount of effort put into the learning process.","dateCreated":"1268258619","smartDate":"Mar 10, 2010","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14082165","dateCreated":"1252523672","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":true,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14082165"},"dateDigested":1532253088,"startDate":null,"sharedType":"discussion","title":"Chapter 7 Reflection","description":"1. Illustrate with examples from your content area how a coverage-oriented lesson might proceed and how an-understanding-based lesson might proceed. Be sure to state the essential questions around which your understanding-oriented example is based and to show how the six facets of understanding might shape the lesson as well.
\n
\n
\n2. The authors reject the idea of having students \u201cclimb Bloom's ladder\u201d as a means of differentiation. How do you feel about their reasoning? Why?","replyPages":[{"page":0,"digests":[{"id":"18729043","body":"1. A coverage-oriented and an understanding-based lesson may look like this:
\nReading comprehension for special education students with moderate cognitive levels (a lesson plan borrowed and modified from an on-line lesson - http:\/\/www.halcyon.com\/marcs\/compbook.html<\/a>).
\n
\nObjectives: The students will create comprehension booklets to demonstrate understanding and knowledge about a reading selection
\nThe students will demonstrate understanding of a reading selection by identifying major characters, the setting of the passage, the problem of the selection and how the problem was solved.
\n(Depending on the assignment and type of text, students could also demonstrate comprehension by identifying the plot, details, events, climax, and resolution found in a reading selection. Adding these elements may encourage \u201cuncovering the content\u201d by tackling what lies below the \u201cice berg\u201d or below the surface of the story. However, using all of the facets as instructional tools the students may be overwhelmed. So as chapter seven recommends, \u201cchoose those facets that will most meaningful engage student thinking about a particular content and serve as appropriate indicators of understanding that content.\u201d)
\n
\nTo include the coverage-oriented lesson format, my first questions would be why do we read and what do you need to know about a story that will help you to understand the story? As stated in chapter seven, \u201cthese are the essential questions that (could) serve as doorways to understanding.\u201d
\n
\nSome of the understanding-based lesson questions and strategies would be: In what ways does this story remind you of similar experiences you have had in your life? What questions do you have about the story? If you were one of the characters in the story, how would you feel about \u2026 (include an example of part of the story)? How will you show me or others that you understand this story?
\n
\nTaken from the URL lesson plan above, I would then use the following:
\nClosure\/Modifications: After reading the selection at least twice, I would proceed with the lesson by having the students create a booklet that summarizes the key points of the selection. The activity may be modified for students with disabilities in a variety of ways: having the student write from a model, using a scribe to record what the student says, requiring pictures instead of words, allowing peers or adults (teachers, aides, volunteers) to offer ideas and assistance, placing lines on the paper for the student to write in, or writing partial sentences on the paper for the student to complete.
\n
\nAssessment: You can assess the completed booklets using a few requirements: Are the booklets complete? Did the student demonstrate understanding of the elements accurately? Are all of the elements written about correctly (e.g. are the facts correct)? Are the sentences written correctly in terms of grammar?
\n
\n2. I agree with the author\u2019s view on page 119, \u201cBloom asserted the importance of all learners working at all levels of the taxonomy.\u201d I agree with the author\u2019s view of not using the taxonomy as a framework to the approach of differentiating instruction. As teachers we should not limit our student\u2019s way of thinking. I use a model (a chart) of Bloom\u2019s taxonomy in my classroom. Ten years ago I would use the model to show the students what \u201clevel\u201d of higher thinking they were demonstrating. Now I use the model to demonstrate the type of thinking the students are using, but I no longer say \u201chigher\u201d level of thinking instead I state that they are using different processes to learn or acquire new information.
\n
\nFurther research on Bloom\u2019s taxonomy led me to Mary Forehand\u2019s article at http:\/\/projects.coe.uga.edu\/epltt\/index.php?title=Bloom%27s_Taxonomy<\/a> where she discusses the changes in the taxonomy\u2019s terminology from nouns to verbs. She also explains the changes in emphasis (Emphasis is the third and final category of changes. As noted earlier, Bloom himself recognized that the taxonomy was being "unexpectedly" used by countless groups never considered an audience for the original publication. The revised version of the taxonomy is intended for a much broader audience. Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assessment" (oz-TeacherNet, 2001). See the following for printable examples of the use of the taxonomy: http:\/\/oregonstate.edu\/instruct\/coursedev\/models\/id\/taxonomy\/printable_examples.htm<\/a>
\nAlso a chart found at http:\/\/ed.sc.gov\/agency\/Standards-and-Learning\/Academic-Standards\/old\/cso\/enhance\/Taxonomy_Table.htm<\/a> that helps in \u201cidentifying both the kind of knowledge to be learned (knowledge dimension) and the kind of learning expected from students (cognitive processes) to help teachers and administrators improve alignment and rigor in the classroom.\u201d","dateCreated":"1263085281","smartDate":"Jan 9, 2010","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"19195963","body":"1) A coverage based lesson for weight training may proceed by having students use every lift in the weightroom with one set of 5 reps after going through and explaining the correct form and purpose of each lift. Thismay not allow the students to get a quality workout for certain muscles bt at least they know all the content on each lift.
\n
\n
\nAn understanding based lesson my start with these questions. (What are your problem areas or goals to improve your fitness?) This will help t narrow down what lifts to focus on. (What is the importance of using multiple sets and reps of each exercise chosen and why is good form critical to getting a good, safe workout?) This will answer the questions they need prior to focusing on their form and if they are lifting to tone up or bulk up. The students then would decide what 4 lifts they want to concentrate on and the # of sets and reps they will do with each lift. Remind students that higher reps with lower sets and weight will benefit toning while lower reps with higher sets and weight will benefit building body mass. This is all based on their individual goals. I would next ask them (what is the importance of warming up and cooling down while exercising?) I would then show proper warmup and cooldown techniques and have the students decide what would be most effective for them based on their goals. Finally to reinforce and assess I would have students type up their developed workout plans which state their goals, warmup\/cooldown techniques, and four targeted lifts and go ovr each plan with each student to give tips and ideas on how this plan can be improved while also monitoring their workouts during activity time to also give tips on form and whatever else is needed.
\n
\nThe six faucets activities would be as follows and implemented throughout the lesson where fits.
\n
\nEmpathy- Imagine how self esteem would be impacted from hving to not work out due to injury from using improper form?
\n
\nSelf Knowledge- Reflect on the problem areas you see with your fitness.
\n
\nPerspective- Conduct research on the four lifts you chose and how each lift cn impact your body.
\n
\nApplication- Develop and follow you workout plan
\n
\nExplanation- Develop an idea ofhow you could teach your lifts to another student in class
\n
\nInterpretation- Discuss what the importance of maintaining a strong healthy body weight would be.
\n
\n2) I feel that a student doesn't need to master certain skills to apply them in a more complex way. Sometimes while working to apply more complex skills we more fully understand the discrete skills that were working to be mastered. Although lower acheiving students will more than likely struggle more I feel that it could also help deep understanding to try to climb the ladder. I feel that this will affect certain students differently deepending on their openness and willingness to not let things frustrate them by working to move up the ladder. It's like the saying you have to crawl to walk and they won't walk if they constantly keep crawling.","dateCreated":"1264189204","smartDate":"Jan 22, 2010","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"19610685","body":"1. To give an example of a coverage-oriented lesson in research skills, I would quickly go over choosing a topic, selecting resources to be used, and citing sources. To get this done in a timely manner, I would cram this lesson into two days; therefore, the students would have at least been exposed to the research process. On this coverage-oriented lesson, my only assessment would be for the students to turn in a worksheet with their topic, a list of two resources they could use, and citations for two of those sources. Many educators are too concerned about "skimming the surface" when such a unit as the research process could easily take 6-8 weeks to "uncover"(Tomlinson & McTighe, 2006, pgs. 109-110). Obviously, students would be exposed to the terminology of topics, resources, and citations, but they would definitely not have a thorough understanding of the entire research process.
\nOn the other hand, if an understanding-based lesson on the research process is designed, I would have to begin with some essential questions. Some of these might include "Why is it important to learn how to research?", "In what ways can research help or hinder you?", "What skills have you previously used to successfully assist you in the research process?", and "How is doing research beneficial to your life after you graduate?" Questions such as these will at least allow the students to personalize their previous exposure to the research process, while also hinting at the importance of using these skills in their future. To incorporate the six facets of understanding for this unit, I would have the students do the following in pairs:
\na. Explanation - Design a PowerPoint presentation for an upcoming class about how you chose your topic, what resources you used, and how you learned to do the appropriate citations.
\nb. Interpretation - Discuss how to evaluate Websites as reliable sources.
\nc. Perspective - Compare and contrast all of the resources you used in your research.
\nd. Self-knowledge - Reflect on the best ways to come up with a research topic.
\ne. Empathy - Imagine how it may feel to go to college and not have any knowledge of the research process. Role-play this situation.
\nf. Application - Design a trouble-shooting guide for the research process on a wiki for all researchers to access in the library.
\n
\n2. "Using Bloom's taxonomy as a framework for differentiation is indefensible" (Tomlinson & McTighe, 2006, p. 120). I do agree with this statement because all students, not just the gifted students, need to be exposed to all levels of the taxonomy. It doesn't seem right to assume that the only way low-achieving students can learn is by memorization of facts when in reality, most of these learners would benefit more by hands-on activities, which fall on the higher rungs of the ladder. Even though the basics are essential to learning, "it is the very attempt to apply knowledge and skills within a relevant context that the learner comes to appreciate the need for the basics" (Tomlinson & McTighe, 2006, p. 120). Educators need to be cautious of having students "climb Bloom's ladder" as a means of differentiation because that will only limit the many opportunities that should be allowed to all students. Many students will be self-motivated if they see the benefit of the different stages of Bloom's taxonomy as a whole rather than isolated parts.","dateCreated":"1265078845","smartDate":"Feb 1, 2010","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"19919209","body":"1. In a coverage oriented lesson I would simply go over the content in the chapter. Then I would give the students exercises for them to demonstrate that they know the information being taught. If we were discussing the parts of a sentence, they would simply write and identify the parts of example questions. The assignments would be graded to determine is they know the different parts.
\n
\nAn understanding based lesson would be somewhat like the 8 in 1 Multiple Intelligence Projects that I do at the beginning of the chapters. The students first identify what they know about the content by giving a demonstration using each intelligence. They may write a story about the content, create a venn diagram, or fill out a KWL chart. The understanding based lesson would include various questions to be answered. Why is it important that you know the parts of the sentence? Explain how knowing the parts of a sentence will make you write clearly and correctly? How will this improve your own writing skills? These questions will help them see that this information will help them in their writing for now and for the future.
\n
\nThe six facets of understanding follow the whole idea of the 8 in 1 project. The skills they demonstrate match with the six facets.
\n
\nExplanation: Describe how the two parts of a sentence form a complete thought.
\nInterpretation: Write a story explaining the parts of a sentence.
\nApplication: Create a song using the definitions of the sentence with a familiar tune.
\nPerspective: Compare and contrast the parts of a sentence. You can use a Venn Diagram to demonstrate this.
\nEmpathy: Consider how you will use this information in your writing in the future.
\nSelf-Knowledge: Write a journal entry. Reflect on what you remember and what additional information you picked up from this project.
\n
\nOnce the students have created the projects, the present them to the class. By doing this they are demonstrating what they know and what they need to work on to understand the information.
\n
\n2. I agree with the author's view on Bloom's taxonomy. We need to create an atmosphere where the students not only learn the skills, but are able to put them to use. As in my example above, the students not only need to know the parts of the sentence, but they also need to know how to use both parts in their own writing. As it was stated in the book, they do not only need to drill and practice, but they need to play the game. They need to look at others writings to see the parts, but they themselves need to put the parts together to make sentences.","dateCreated":"1265657173","smartDate":"Feb 8, 2010","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"21385051","body":"Currently, I am a "Reading" teacher. Questions that I would pose to students such as, "What do think this story will be about and why do you think so," would be the type of essential questions you would ask students that are coverage based. These "openers" would lead to greater student understanding through the facets of perspective and the skill of interpretation.
\n
\n
\nUnderstanding-based essential questions such as, "Have you had personal experiences similar to those of the characters in this story or other characters from your own reading," will fall under the facet of explaining and self-knowledge understanding.
\n
\nQuestions posed from the student selections such as, "How do you feel about the characters actions in the story," or "What type of relationship did the main characters share in the story," will allow for an explanation showing empathy as applied to student understanding.
\n
\n
\n2. As a past math teacher for years this content area very much fits within Bloom's Taxonomy. As Math's basic structure is sequential and very comprehensive it fits well within this structure.
\nHowever, our author's may feel the Taxonomy limits the inherent ability of a child to use the differentiation process to learn or acquire knowledge based on their prior experiences.","dateCreated":"1268258105","smartDate":"Mar 10, 2010","userCreated":{"username":"lpitt","url":"https:\/\/www.wikispaces.com\/user\/view\/lpitt","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14082099","dateCreated":"1252523573","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":true,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14082099"},"dateDigested":1532253089,"startDate":null,"sharedType":"discussion","title":"Chapter 6 Reflection","description":"1. Review Figure 6.2: Options for Flexible Use of Classroom Elements to Address Learning Needs. Which classroom elements do you already use in flexible ways to address learner variance? In which of the elements would you like to continue developing flexibility of use?
\nRevise the figure by suggesting other examples of flexible use and other learner needs the adaptations could address.
\n
\n2.Based on your own experience and ideas from the chapter, what are ways teachers can make instructional planning more manageable and efficient when they work to meet the varying needs of diverse learners?","replyPages":[{"page":0,"digests":[{"id":"18204465","body":"Some of the classroom elements I already use in flexible ways to address learner variances are surveying students and parents to learn preferences and needs, make connections with key ideas\/skill and student\u2019s cultures and interests, collecting textbooks and resource books of different readability levels, negotiated delay of due dates and time for tasks, create a quiet zone in the classroom, etc.
\n
\nAnother example of flexible use and other learner needs the adaptations could address is an extension of what is already listed. The example in Figure 6.2 of using video and audio clips to teach that supports visual and auditory understanding for students who struggle with printed material can be extended to the following: The use of a variable speed text reader with integrated study skills supports and a talking word processor. This support would provide multi-sensory access to virtually any text or curriculum so students are able to learn from grade-appropriate content, at a pace suited to their learning preference and it would promote students to become independent learners.
\n
\nBased on my own experience and ideas from this chapter, teachers can make instructional planning more manageable and efficient when they begin with quality curriculum for all learners. The \u201cimportant ideas\u201d are the core ideas which support quality curriculum. At times extended benchmarks are needed, but the focus remains on the Core Standards of any given grade level. Extended benchmarks have allowed me the flexibility in showing my students that even though they may be working at a different level they are still working toward the same goal as their peers.
\n
\nThe elements I continue to develop are appropriate timelines of achieving a goal and the support any student may need to be successful in achieving their individual goals.","dateCreated":"1260899289","smartDate":"Dec 15, 2009","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"18253441","body":"1) I already use the following techniques for flexible use: Using video and audio clips to teach (not so much audio); Using pre assigned groups so students know by cue where to move in the room and who to sit with; interspersing lecture with small group discussions (also use whole group together discussion); making connections with key ideas\/skills and students' cultures and interests; providing practical, analytical, and creative options for student work; encouraging students to work alone or with a peer;
\n
\nI would like to develop the following flexible use strategies: Creating a quiet zone in the room where noise and visual stimuli are minimal; Posting\/using several room arrangement charts to have students rearrange the room quickly; Using expert groups to help teach key ideas; Having students perform any classroom functions that are not imperative for the teacher to perform
\n
\nMy examples of other flexible use strategies and how they impact the learner are as follows:
\n- The students complete research projects w\/ no time restraints w\/ or w\/out a partner (Benefits students unfamiliar to technology by working w\/ partner and gives students opportunity to go above and beyond the assignment by not giving time restraint for continued research)
\n
\n- Use video checkout for homework assignment on unit topics for extra credit to view with parents for involvement (Also lets students go above and beyond for extra credit and knowledge on lesson topics as well as collaborate with parents on their knowledge of topics and show parents topics being studied by their child as well as helping visual learners)
\n
\n2) Use clustering to develop my classroom routines. Also figure out what barriers and springboards are predictable in my classes and how will that be addressed as I plan the flow for my units and lessons. Also planning lessons for incorporating strategies for responsive teaching.","dateCreated":"1260984878","smartDate":"Dec 16, 2009","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"18502821","body":"1. When I consider some of the classroom elements I use in flexible ways to address learner variance, I have to go back to when I was teaching in the classroom all day rather than now where I'm in the classroom one period a day. I have compacted students out of grammar chapters that showed mastery on their pretest. As the rest of the class worked on reviewing the skills of the chapter, those who showed mastery in that area would do something in small groups like proofreading papers. Because I taught a lot of literature classes, I used a lot of video clips to coincide with books or stories we were reading in class. Using pre-assigned groups was also often used in my classes for long-term projects. To compare both now and my 18 years of previous language arts teaching experiences, I have always followed the idea of mixing up the class period with a combination of lecture and small-group work and really emphasizing student connections with key concepts (lots of journal writing and discussions). Lastly, I have honored the request of any student who prefers to work alone rather than to work with a group. Another learning strategy that I have incorporated in the past is to allow students many creative options (written, visual, audio, etc.)to complete a project at the end of the unit.
\n
\nAs a second chance reading teacher, I would like to continue incoporating the following flexible use of classroom elements: using pre-assigned groups, interspersing lecture with small-group discussions, and encouraging students to work alone or with a peer.
\n
\nOther examples of flexible use and learner needs could be a benefit to both the teacher and the student. I think one of the resources that would be beneficial for my students would be e-books, which read the book to the student via computer. I also would like to see students having to read aloud to an adult (teacher, parent, coach, etc.) for 15 minutes each week to increase their fluency and give them another audience besides their classmates and myself; this would fall under the element of teacher partnerships.
\n
\n2. Teachers can make instructional planning more manageable and efficient to meet varied learner needs in many ways. I definitely liked the idea that a "sort of 'clustering'(key patterns in student learning) of student needs seems more attainable than a misconceived notion of differentiation as an Individualized Education Program for every learner" (McTighe & Tomlinson, 2006, p. 95). As the authors point out, there are several patterns that emphasize the strengths of students, as well as their needs. Some of the pattern examples of student needs I have used in my classroom instruction include reading partners, read-alouds, providing vocabulary lists, graphic organizers, and independent conferences with students. Another great instructional tool to use is "RAFT assignments, which are well suited to addressing readiness, interest, and learning profile simultaneously (McTighe & Tomlinson, 2006, p. 99). One important piece of advice the chapter gave is that even though students may be working on a variety of projects or assignments within the same classroom, there has to be order for any learning to take place. The following factors have to be taken into consideration to make instructional planning more manageable and efficient: "time, noise, movement, space, organizing and distributing materials and resources, monitoring student work, and working with small groups" (McTighe & Tomlinson, 2006, pgs. 102-105). To try and meet every learner's needs is a huge task, but with the above considerations to guide us in our instructional planning, teachers can become more efficient managers of their time.","dateCreated":"1262281886","smartDate":"Dec 31, 2009","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"18530007","body":"1. There are various classroom elements that I already use in the classroom. I exempt students from work on which they show mastery. They are allowed to work with other students to help with their understanding. Students who are struggling are given extra time and help with assignments. Sometimes we just go over it all as a class. There are various web sites we use to practice the skills of the current information. The students work in groups on projects and present the projects to the class. This is where the multiple intelligences and technology come in. I make the connection of what we are studying as to how they will use the information in their lives.
\n
\nThe students always want to know why they need to know this. I will continue to emphasize how this will be used for the rest of their lives. Kids love to use technology, so I will continue to figure out ways to incorporate this into teaching the skills.
\n
\nI need to be more flexible in their group work. I need to use pre-assigned groups so they can get into their groups quicker and get on task. I also need to have students of various levels working together to help each other more. One thing that would be benificial in my class would be to create a quiet zone. This would eliminate distractions.
\n
\n2. I agree that if we look at the students' needs before we plan, it will make the classroom more manageable and efficient. By looking at the barriers we are going to face, we can manage them before instead of after the fact. I also agree that if we are working toward the needs of one particular group of learners, the methods may be of great help to others as well. By looking at the barries for all students, we will be able to manage the classroom and be more effective with all students.","dateCreated":"1262555952","smartDate":"Jan 3, 2010","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"18660739","body":"Looking at Figure 6.2, I already have a \u201cget away\u201d zone for students, I\u2019m flexible on due dates, I\u2019ve collected other books for students to use, students work by themselves for with a peer and also various options for students to show their work, plus more.
\nI would like to work on more on my teaching strategies and with teacher partnerships and time management. So much of the time I have worried about making sure the students are getting the information but struggle on what might be the best what for them and how I can make it real-life. I get frustrated a lot with my time management with projects. Every time I feel like I can plan better.
\n
\nMy own experiences on how to make instructional planning more manageable and efficient, which reiterates what I read in the chapter, take a couple of strategies that you want to work on and just focus on them. Once you feel that it is finally working, take on something new. It might be just two things for all of your classes, but those two things can make a huge impact. It will be strange in the beginning but eventually it will become habit.","dateCreated":"1262885570","smartDate":"Jan 7, 2010","userCreated":{"username":"R.Rains","url":"https:\/\/www.wikispaces.com\/user\/view\/R.Rains","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1254767751\/R.Rains-lg.jpg"}},{"id":"19150651","body":"Question 1: As an administrator the first question is hard to answer because it requires a response from an actively practicing teacher. However, I have to admit that during the 19 years that I taught I did not use many of the flexible elements listed in figure 6.2. During my teaching years it was easier to use the "one size fits all" model to teach students. During the years that I taught I instinctively felt that I was not doing a good job of meeting the learning needs of all my students. I would try and make up some activities and strategies that would do a better job of instructing all students but did not have a good idea of how to continue the process or follow through with the process. Interestingly enough some of the things I tried are similar to some of the elements in figure 6.2.
\n
\nDuring the last decade research has shown that the "one size fits all model" does not meet the needs of all students. The examples listed in figure 6.2 are a much better representation of the techniques and strategies that need to be implemented to successfully meet the learning needs of all students.
\n
\nIf I were in the classroom again I would at some point in time try all of the elements listed in figure 6.2. They all have a place and a function in teaching students. However, it would be important to find out the learning style of each student and then apply the element that would best work for that student. However, in order to make this task manageable with a classroom full of students, you would have to implement the strategy discussed in the book called "clustering". The teacher would need to group students that could benefit from a certain element and provide the appropriate instruction to those students during a common instructional time frame to take advantage of that element.
\n
\n2. Teachers are not given enough time to do an adequate job of preparing for all of the different learning styles and needs of their students. Therefore I think the one thing that a teacher needs to work on and become proficient at is the use of clustering. Clustering all learner needs will help the teacher make instructional planning more efficient. It is a technique well suited for use in differentiated instruction. Differentiated instruction does not require the classroom teacher to be a specialist in dozens of areas. It encourages teachers to continually develop approaches that will be helpful in providing instruction to all students as effectively and efficiently as they can during a common instructional time frame.","dateCreated":"1264110697","smartDate":"Jan 21, 2010","userCreated":{"username":"mbunde","url":"https:\/\/www.wikispaces.com\/user\/view\/mbunde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"21303999","body":"The classroom elements that I currently use in my classroom to address learning needs of the students are:
\n
\nCollecting a reading library of trade books at a variety of reading levels.This is an ongoing process and I will continue to broaden my collection. Having space available in my room to develop a reading center that is both comfortable and inviting is limited this year due to the number of students (28) I have in most of the day.
\n
\nThe use of web-sites and audio clips is an area I am just beginning to implement and I hope to become more proficient in the future. Time to collaborate with my peers will benefit me in this area.
\n
\n
\nThe use of peer work and small group work has been beneficial when introducing a new story. Students often jig-saw a story to expediate the process of reading. Often times this improves the quality of answers on the comprehension questions, as "two heads are better than one."
\n
\nLastly, the use of classroom experts is very much implemented this year as with my class size having an expert on each of the comprehension questions (these are students whom I have had the opportunity to work with one on one, prior to having them work with other classmates) allows me the freedom to roam the room and monitor learning throughout the classroom.","dateCreated":"1268157618","smartDate":"Mar 9, 2010","userCreated":{"username":"lpitt","url":"https:\/\/www.wikispaces.com\/user\/view\/lpitt","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14081957","dateCreated":"1252523372","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":true,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14081957"},"dateDigested":1532253089,"startDate":null,"sharedType":"discussion","title":"Chapter 5 Reflection","description":"Assessment is a critical feature of both UbD and DI. Explain why that is the case for each model separately as you understand them. Also explain how assessment links the two models.","replyPages":[{"page":0,"digests":[{"id":"16745921","body":"UbD focuses on what we teach and what assessment evidence we need to collect. It gives us a goal to find ways of teaching for student understanding. The assessment is important in determining if our teaching is reaching the students so they can succeed in our curriculum. The assessments tell us if the students are developing powers of the mind as well as accumulating and retaining the information.
\n
\nDI focuses on processes and procedures that ensure effective learning for varied individuals. The assessments will tell us if we are giving each and every student an opportunity for success. By using more that one assessment, we can see how each student learns. Then we can adapt our lessons to include everyone's style of learning; therefore, giving all of our students a chance for success.
\n
\nAssessment is a key for telling the instructor if he\/she is succeeding in both Ubd and DI. By assessing all of the students we can find out if our lessons are good enough to reach all of the different types of learners. If a student does not succeed, then I feel it is my duty to change the design of my lesson. While doing this, I also need to make sure the lesson is diversified for all of the students involved.","dateCreated":"1257975069","smartDate":"Nov 11, 2009","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"17147587","body":"In UBD evidence of learning must be derived from desired results. We need to agree in content teams on the goals and also assessment evidence to meet the goals. With backward design we will assess to determine how we plan for teaching and learning activities. This allows our teaching to have a purpose and focus.
\n
\nwith differentiated instruction we need to focus on multiple forms of assessment to hit all of our students learning needs. More than a single source of evidence is needed for our essential goals by providing more than one format option for key assessments. Our goals should dictate the nature of our assessments, not external factors.
\n
\nFor Both DI and UBD we need to make sure our assessments are diverse to meet the needs of all learners. We need to look at how our assessments help the overall differences of our students and adjust assessment when needed. This is key to make sure we are succeeding in both DI and UBD. Also some other thoughts is that we need to pre assess to learn strenghts and weaknesses. We also need to provide feedback to our students early and often to show these strengths and weaknesses. If we encourage self assessment it will help the metacognitive learners which most effective learners are. Finally by assessing effectively it will enable us to shape our practices to maximize the growth of our learners.","dateCreated":"1258655578","smartDate":"Nov 19, 2009","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"17444119","body":"Assessment is a critical feature of Understanding By Design (UbD) as it encourages us to use multiple sources of evidence of student learning. As stated in Chapter 5, an assessment photo album (a variety of assessments sensitive to varied learners) gives a clearer picture of student achievement and increases the opportunities for students to express their understanding of a task.
\n
\nIn my classroom I don\u2019t rely on a single assessment to measure my student\u2019s success. I have to observe and take data over several weeks (possibly months) and in a variety of settings to assess student understanding. In most cases it is whether or not my students are able to apply what they know across different environments, this lines up with the strategy of UbD of giving multiple assessments.
\n
\nAssessment is a critical feature of Differentiated Instruction (DI) as it challenges teachers to continually examine assessment data for students as a means for continued instruction. The purpose of assessment will direct what types of assessments are used.
\n
\nAssessment links the two models by offering choices for the student and the teacher. Example: Teachers can easily incorporate the UbD strategy of \u201cbackward design\u201d (knowing the big idea first then stating what will be assessed and having appropriate tasks) and DI that focuses teaching on process and procedures (whom we teach, where we teach, and how we teach)This allows assessment that flow with any instruction and vice a versa. As was stated during an initial staff In-Service, UbD = A way of thinking not a program and DI = A way of thinking, not a formula or recipe.","dateCreated":"1259368120","smartDate":"Nov 27, 2009","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"17489011","body":"Assessment is a critical feature of both UbD and DI in that it directs the teacher in making good instructional choices in assessment to fit the individualized needs of each student. Since the UbD model focuses on what material is taught and how something is taught, the "general assessment evidence is determined by the desired results" (McTighe & Tomlinson, 2006, p. 75). I liked the suggestion of using a Tic-Tac-Toe activity to assess students' learning. This idea also correlates with the Multiple Intelligences: written, visual, oral, etc. It is true that students will work to their potential when given a choice in how to demonstrate their understanding of a particular unit. I used to have students brainstorm different assessments that could be used after reading a sports literature novel. These projects definitely brought out the strengths of each student! For example, some chose to rewrite the ending of the novel; whereas, others chose to do a PowerPoint presentation on the characters in the novel. To sum up, UbD includes knowing what has to be taught but more importantly knowing how the material will get taught in a way in which all students will learn once they've been assessed.
\n
\nAs for the DI model, "the goals dictate assessments" (McTighe & Tomlinson, 2006, p. 65). This mode of instruction focuses on whom we teach, where we teach and how we teach. A good instructor will use ongoing assessments to adjust his or her teaching to best suit individualized needs. Sometimes the assessment measures can be different due to the variety of student learning styles in a classroom. This again can lead to student choice in assessments, which will enhance successful learning on the part of the student. I also found it interesting when the authors noted how DI "attends to student proficiency with all three kinds of knowledge: declarative, procedural and dispositions" (McTighe & Tomlinson, 2006, p. 64). Teachers can find reassurance in knowing that sometimes what we want the students to know can be done simply in the format of a test, but other times it may require a performance or portfolio sample. In conclusion, DI curriculum goals will determine how students will be assessed.
\n
\nFinally, assessment links the two models in many ways. First of all, accessing students before teaching a unit will help both the teacher and the students to focus on the best way to help students understand the essential components of the unit. Also, quick feedback is essential in helping the learner determine his or her strengths and weaknesses throughout a particular unit. Next,allowing for student choice in assessments can be significant in helping the student be successful in showing how he or she learned the material in a way that maximizes his or her learning style. Lastly, encouraging self-assessment will enable the student to be a critical learner and problem solver, which are key components of the twenty-first century skills. As both models portray, "effective assessments serve not only as indicators of student understanding but as data sources enabling teachers to shape their practice in ways that maximize the growth of the varied learners they teach" (McTighe & Tomlinson, 2006, p. 82).","dateCreated":"1259550424","smartDate":"Nov 29, 2009","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"18657149","body":"Understanding by design is focuses on What we Teach and what Assessment we use. Where as with DI is more Whom we teach, Where we teach and How we teach.
\n
\nLooking at the link of both DI and UbD with assessment, I thought the GRASPS Frame was an excellent model, combining both DI and UbD. (1) real-world goal, (2) a meaningful role for the student, (3) authentic real-world audience, (4) contextualized situation that involves real-world application, (5) student-generated culminating products and performances, and (6) consensus-driven standards for judging success.","dateCreated":"1262881705","smartDate":"Jan 7, 2010","userCreated":{"username":"R.Rains","url":"https:\/\/www.wikispaces.com\/user\/view\/R.Rains","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1254767751\/R.Rains-lg.jpg"}},{"id":"18670367","body":"Assessment is a critical feature of both UbD and DI. Explain why that is the case for each model separately as you understand them:
\n
\nThe UbD model focuses on what we teach and what assessment evidence we need to collect. It emphasizes how we teach and ways of teaching for student understanding. It is about "what" we teach and "how" we teach it. It is mainly a curriculum design model.
\n
\nDI is a model that focuses on whom we teach, where we teach, and how we teach. It purpose is to ensure that teachers focus on processes and procedures that ensure effective learning for varied individuals.
\n
\nTogether the two models provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.
\n
\nTherefore, assessing student learning MUST be necessary components of both models. If we feel that the purpose of education and instruction is to teach students content, standards, and benchmarks that we deem necessary and important; and to teach them this information in in ways that they learn most effectively, we must develop and implement effective and appropriate tools to assess student learning.","dateCreated":"1262898523","smartDate":"Jan 7, 2010","userCreated":{"username":"mbunde","url":"https:\/\/www.wikispaces.com\/user\/view\/mbunde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"21303143","body":"The two models, UbD and DI are linked as they encourage the use of diverse assessments for all students. Both models give the teachers choices of assessments as well as allowing for student choices of assessments in any given subject area.This differentiation allows the student the opportunity to show proficiency and therefor understanding as befits his or her learning style.","dateCreated":"1268156574","smartDate":"Mar 9, 2010","userCreated":{"username":"lpitt","url":"https:\/\/www.wikispaces.com\/user\/view\/lpitt","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"14081897","dateCreated":"1252523273","smartDate":"Sep 9, 2009","userCreated":{"username":"ChristiAEA13","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristiAEA13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":true,"links":{"self":"https:\/\/westharrisonbookstudy.wikispaces.com\/share\/view\/14081897"},"dateDigested":1532253090,"startDate":null,"sharedType":"discussion","title":"Chapter 4 Reflection","description":"Chapter 4 poses three final questions. Do we have the will and skill to accept responsibility for the diverse individuals we teach? Do we have a vision of the power of high-quality learning to help young people build lives? Are we willing to do the work of building bridges of possibility between what we teach and the diverse individuals we teach? How would you answer those questions? Use the bullet points accompanying each question to help you elaborate on your answers.","replyPages":[{"page":0,"digests":[{"id":"15262650","body":"#1) We are a small enough school community that we know many of our students and their families. Because of these community ties, we have a vested interest in our students and their families. Our faculty is continually active in pursuing knowledge in cultural studies and the applications that apply to our students and the school community. All of the above go toward building a positive learning environment.
\n
\n#2) We are fortunate in that each of our staff members has enough experience and expertise in their respective fields to glean the \u201cimportant stuff\u201d and bring it to the forefront for their students. Our teachers are constantly staying late, coming in early \u2013 whatever it takes \u2013 to ensure that our students are given the opportunity to hone their skills in the classroom. (However, we have students who refuse to utilize these opportunities regardless of the accommodations offered to them.) Our faculty continually works to expand their repertoire to engage students as well as bring relevance to them in what their learning.
\n
\n#3) We as a staff will need to be given tools to help us incorporate these methods into our classrooms. Tools such as ways to differentiate between concrete and abstract learners; techniques to check for understanding as well as differing documentation techniques are just a few of the examples. With these tools, we will be able to develop flexible teaching methods that will open up learning options for our students in turn leading to their success.","dateCreated":"1255115195","smartDate":"Oct 9, 2009","userCreated":{"username":"firehunden","url":"https:\/\/www.wikispaces.com\/user\/view\/firehunden","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15627074","body":"1) When an individual takes on the challenge to become a teacher, I think that shows that he\/she has the will to accept the responsibility to reach out to all students. The skill to deal with the diverse learner comes with time. We naturally develop ties with the students and work daily to help them succeed. If we don't feel that we have reached them in one way, we step back and try another method to get the information to all of the students. We get to know how each student learns by getting to know them and building a positive environment for them.
\n
\n2)We are preparing them for the future no matter what the subject is. The kids ask, "Why do I have to know this?" I think it is important that the teacher has an answer for this question. The students need to know how the subject matter is going to be useful to them in the future so they can see the relevance. It will help them become better learners. If they know it will help them become better individuals, they will also put more effort into the content and see what really matters.
\n
\n3) Teachers are constantly changing how they teach. They are willing to go the extra step to reach the students. We try to figure out how students learn and give them different learning techniques to reach their learning style. If one method doesn's work, a teacher will try another method. That is just being a teacher. It all goes with cooperative learning and multiple intelligences. We do what we can to reach all of our students.","dateCreated":"1255977833","smartDate":"Oct 19, 2009","userCreated":{"username":"ljc13","url":"https:\/\/www.wikispaces.com\/user\/view\/ljc13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"15901075","body":"\u201cThe will and skill to accept the responsibility for the diverse students we teach,\u201d whoa, what a loaded statement. There are times when my \u201cwill\u201d is hammered by student overload and it wouldn\u2019t matter how much skill I possess in differentiating instruction because there is no time. But I believe that if I am asking my students to take the responsibility for their learning my vision of the power of high-quality learning must be that I accept the responsibility for their learning success. I must get to know my students and what is important and relevant for them to learn at any given point in their schooling. I must build a trusting relationship with my students so they know I will not give up on their learning. I must develop routines that foster a successful and safe classroom\/learning environment. I must actively search, or gather, ways to help my students show their understanding of tasks. I must find alternate ways of teaching by talking with colleagues and continuing my learning through professional development opportunities. I must be flexible is developing assessments so that each student has the ability to express their learning. Last, but certainly not least, I must, as a bulleted section on page 57 stated, \u201ccoach for success.\u201d I need to find a way to instill in my students the desire to achieve personal goals for themselves. Students need to be an integral part of the team. They need to know that the coach and they are equally responsible for the success of their learning.","dateCreated":"1256504203","smartDate":"Oct 25, 2009","userCreated":{"username":"kbentsen","url":"https:\/\/www.wikispaces.com\/user\/view\/kbentsen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"16053583","body":"I feel for the most part that I do have the will and skill to accept responsibility for the individuals that I teach. There are always a few cases that I feel I am expecting to much from certain students and not enough from others but this seems fairly rare. I feel that I have positive ties with all of my students at West Harrison and am getting a grasp and understanding of building a positive learning community. Sometimes it is easy to focus on the negative which sometimes makes me negative but I am learning the balance to focus on alot of the positives that happen on a day to day basis. I also feel that creating a vision of the power of high-quality learning is a process that we continue to grow on as we continue our careers. As I continue my career I have developed techniques that are more effective to replace techniques of concern. I feel it is easiest to build student engagement when you find lessons that require a higher level of thinking and social group type work seems to have an impact on their understandings since they have the opportunity to see the views of others as long as the students can stay on track while doing these activities. I feel that I am always willing to work on improvement of my teaching strategies and if this means making a better connection for what I am teaching to the needs of my learners then I will do everything in my power to implement those strategies to make my classroom more successful. I feel that in my area it is necessary to build life lessons not only on the subject areas but all the other intangibles that will make a student ready for life after schooling. Although I am still trying to find a good balance with developing lessons for all types of learners I feel that I am heading in the right direction in this area. My teaching routines could be a little more flexible in my health classes but I do my best to accomodate my students for theirs needs. I feel that my physical education courses have good accomodations for my students for the many needs and learning styles that present themselves.","dateCreated":"1256747939","smartDate":"Oct 28, 2009","userCreated":{"username":"tmaasen","url":"https:\/\/www.wikispaces.com\/user\/view\/tmaasen","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"16272427","body":"1) Will-yes, skill-yes, time-no. As teachers we need to constantly keep up with the needs and changes that are happening in education, so that we can stay current and effective in our methods of teaching.
\n2) Everyone has a different vision of high-quality learning, as teachers we have one vision, administrators have another, and then the state has another one. But since they hold our funding and \u201ccall the shots\u201d the states vision seems to win ultimately. Is one right or wrong, better than the other? But they should somehow come together which seems to always be an eternal struggle.
\n3) Are we willing to do the work of building brides of possibility\u2026. that is the hardest one for me. Am I willing yes, do I have the desire and drive most of the time. But I find that I have such a hard time with a balance in life. Am I giving so much to my students, that I\u2019m ignoring my own life, my own personal goals and aspirations? Am I giving so much that my family is on the back burner? So many would tell me not to do this, but how can I not? I am to constantly improve, work harder, be more creative and this all takes time. More time than I am in class. I know that I only work \u00bd time, so that extra \u201cfree time\u201d that I have this year is being put into that work of building bridges of possibility and not my own goals or my family. So once again, I\u2019m on the edge of feeling burnt out and not reenergized as an educator! (this is my own eternal struggle!!)","dateCreated":"1257200999","smartDate":"Nov 2, 2009","userCreated":{"username":"R.Rains","url":"https:\/\/www.wikispaces.com\/user\/view\/R.Rains","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1254767751\/R.Rains-lg.jpg"}},{"id":"16276413","body":"1. Overall, I believe our staff does have the will and skill to accept responsibility for teaching diverse individuals. Even though we don't have a diverse minority population, we do have many diverse children in the sense of their upbringings. That is why it is so essential to have a good rapport with students because we may be the only person that student has in his or her life to trust and guide him or her throughout school. Having a safe environment at school and in the classroom will also assist us in giving students the best possible education. It has been proven that students who don't feel safe in the classroom or school will fret and worry about this rather than the material they are supposed to be learning. Being a positive role model for diverse learners by teaching them to be open-minded to one another's opinions will also be a good skill to prepare them for life beyond school. All children need to feel that they are important, and teachers have a huge influence on how students perceive themselves.
\n
\n2. I think we are learning more and more to take into consideration the high-quality learning needed to help young people build lives. Many of us were taught frivolous facts that had to be memorized for tests, and we have never needed to know this material since then. However, as twenty-first century skills are being focussed upon by the Iowa Core Curriculum, we are being asked to decide what is it that our students really need to know to function once they have graduated. Also, we are being asked to really think about how we are assessing students; the shift has gone from tests and quizzes to more project-based assessments. With the encouragement to differentiate our lessons, we can "build student engagement in learning" (Tomlinson & McTighe, 2006, p. 56). After all, it makes our job as teachers so much easier when students understand the relevance of the material being taught and actually take an interest in what they are learning because we have tailored it to meet their individual learning styles, and they see the application of what they are learning for life beyond school.
\n
\n3. Most teachers are willing to build bridges of possibility between what we teach and the diverse learners we teach. Every student in the classroom will have strengths and weaknesses, and it's our job to tap into the skills in which they do well and to assist them in improving those skills in which they are deficient. One of the traits most teachers have to adapt to is being flexible. Sometimes a teacher may think he or she has the best lesson ever, but once it is being taught, he or she finds that students are not grasping it at all. Guess what? We have to adjust our lesson to meet the students' needs, and many times that requires us to "think outside the box". Not all students learn the same, so it's best to give some choices to students in how they want to demonstrate they've learned a concept (orally, visually, etc.). We need to help students feel successful so they will work to their full potential. Another way to prepare students for life beyond school is "engaging students in setting personal goals and evaluating progress toward those goals" (Tomlinson & McTighe, 2006, p. 55). Assisting students in reaching their goals gives them a sense of self-worth, which will help them
\nbetter adapt to a rapidly-changing world.","dateCreated":"1257204683","smartDate":"Nov 2, 2009","userCreated":{"username":"gbirdsall","url":"https:\/\/www.wikispaces.com\/user\/view\/gbirdsall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"16419187","body":"
\n\u2022 Do we have the will and skill to accept responsibility for the diverse individuals we teach? If an individual becomes an educator for the right reasons I would say definitely yes. If a person believes that all children can learn and has the passion to make that happen; they have already accepted responsibility for teaching children in whatever style they learn best.
\n
\n\u2022 Do we have a vision of the power of high-quality learning to help young people build lives? I think we are getting there. I'm not sure we have made it yet. However, it has become apparent that students will have a difficult time building a high quality life if they don't receive an education that gives them the skills to do higher level thinking as well as being able to find and access information. I think educators are beginning to address this problem by designing and providing education models like differentiated instruction which teaches children to think and apply their knowledge to real life situations and problems. What needs to happen now is getting this information out to the classroom teacher and give them the time to plan, develop, and implement differentiated instruction lesson plans.
\n
\n\u2022 Are we willing to do the work of building bridges of possibility between what we teach and the diverse individuals we teach? We do not have a choice. If an educator is not willing to do the work they need to pursue another vocation. It will take a lot of work and time but we must teach all children to be successful learners. This means teaching them in ways they can learn and also teaching them how to use that knowledge to make a better and more successful life for themselves.","dateCreated":"1257384899","smartDate":"Nov 4, 2009","userCreated":{"username":"mbunde","url":"https:\/\/www.wikispaces.com\/user\/view\/mbunde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"16737143","body":"We must accept the diversity of the student we teach and embrace their unique self. Through the power of developing high quality instruction developed while implementing concepts covered in this book , we better our students chances of succeeding.
\nThe work necessary to bridge the gap between student material and student individuality is a process of learning how each student best learns in their own unique way and facilitating this process through differentiated instruction and multiple intelligences on a day to day basis.","dateCreated":"1257966048","smartDate":"Nov 11, 2009","userCreated":{"username":"lpitt","url":"https:\/\/www.wikispaces.com\/user\/view\/lpitt","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}