Photo Credit: Lawrence, Julia I believe in being transparent, and that is especially true with parents. They are entitled to know what their child(ren) experience in school. Tomlinson states "Successful partnering between teacher and parents is based on proactive communication." (2001) For a teacher that fully utilizes differentiated instruction, it is important for parents to … Continue reading Week 3: How do we prepare parents for differentiation in the classroom?
Differentiated instruction is a great tool in the class. Heather mentioned that students should struggle before help is given. That really hit a nerve for me. I replied that one of the most frustrating things I encounter in teaching (Algebra specifically, but any other upper level math content) is the idea that if my students … Continue reading Week 2 Reflection
It was interesting to notice that Josie and another classmate made the comment that job satisfaction for teachers is at an all time low. I, too, read an article about this statistic and started to think about how someone could report a drop, while another reported what I thought to be a very high satisfaction … Continue reading Week 2 Reflection
By Source, Fair use, https://en.wikipedia.org/w/index.php?curid=34163689 I live and breathe statistics, and so it is appropriate to begin with some astonishing, maybe not so astonishing, data results. There are a variety of factors that affect job satisfaction for teachers, and Karen Meyers Giacometti, in her dissertation, concluded that the best predictor for choosing to stay … Continue reading Week 2: What role does professional satisfaction play in the effectiveness of a classroom?
How do you answer these questions in a concise way? Provide a concept map! The first question's answer is provided in the three nodes: Roles of Teacher Metaphors (Tomlinson, 2001), Proactive Communication (Wright, 2012), and Best Practices - 4 Goals (Wright, 2014). Tomlinson provides great descriptions of our roles, and it really resonated with … Continue reading Week 2: How do you make decisions about your own actions for students in a differentiated classroom? What is your criteria for intervention, and/or for letting learning happen?
What is differentiated instruction? I really liked Jule's infographic, especially the first image she used. I hope she doesn't mind me copying it here. I think this one image encompasses the essence of what differentiated instruction is. I admit to teaching "one size fits all", and that is what the left image shows me, but … Continue reading Week 1 Reflection
How to keep students engaged in lessons? After many years of teaching, still feel the one factor that is most important in this equation is self motivation. Students that have the mindset of learning and doing their best, no matter what, will succeed any any endeavor. It's purely coincidence that this week at our school … Continue reading Week 1 Reflection
As a high school math teacher, this question is always on my mind. There are many instances where I can read about how elementary/middle school math teachers engage their students, but find it difficult to find instances where certain strategies work with upper level math students. Manipulatives rule in lower level math content, but finding … Continue reading Week 1: How do we keep our lessons engaging? Does innovation play a part in this?
I have decided to title my infographic as Differentiated Math Instruction to indicate my perspective as a high school math teacher. I have read articles in the past concerning this topic, but not as deep as during this assignment. The information contained in this graphic mirrors what Carol Tomlinson addresses in her text. (2001) If … Continue reading Week 1: What is Differentiated Instruction?