1. Take a look at the instructional strategies suggested in the chapter to encourage students to work in preferred learning modes. In what specific ways might you use one or more of the strategies to help students learn more effectively?
2. Study Figure 10.3 and/or 10.4. What do you see as potential benefits of the differentiated versions of the classrooms compared to the nondifferentiated versions for students who struggle with school? For advanced learners? For “typical” learners? For students with particular learning profile preferences?
3. Give your students the learning profile on page. 70. What did you learn about your students? Were there any surprises?
ok...once again I lost my original into the blogosphere...this is so not funny...I was almost done. All right, for you guys, one more time...so you can comment! Look, I am even posting on Halloween...spooky! Ok, so I did the learning profile questionnaire and here are some results. First, I looked at #9, when my teacher gives an assignment, I like to have exact steps on how to complete it (34 out of 49), and #10, when my teacher gives an assignment, I like to create my own steps on how to complete it (15 out of 49). I thought for sure this would be opposite. Maybe they don't like it because traditionally they are not given this option of creating their assignments? Another interesting one was #15, I like to learn by moving and doing (30 out of 49). I wasn't surprised by this but when you add #16, I like to learn by sitting at my desk, 19 out of the 30 agreed with this as well. I think this just shows that our students are extremely flexible. Lastly,a full 45 out of 40 said that they work hard for their parents or teacher. I was like what!!!!!!! Are you kidding me????? Maybe we need to look at the definition of work...completion of assignments, studying for tests, turning in homework, maybe not getting Fs....just saying. Anyone have thoughts on some of this data? Dennine
ReplyDeleteDennine, maybe the students were answering the questions the way they thought you would want them to. Although, it doesn't surprise me that your students replied that they believe they work hard. I bet most students would answer in the same way!! Lee Ann
ReplyDeleteI also gave my kids the learning profile. I did learn a lot about my students. Most of them prefer group work and working at their desks and not on the floor. Many of them said they like to move around, but they also like to sit at their desks. So I guess they like combining both which I do try to do every day. a couple of my quiet students students said they prefer to work alone. My strong students all said they don't give up on their work no matter how hard it is. My more active students all said they love to learn my moving. Most of my students prefer a quiet classroom to work. All but 1 child said they work hard for their parents and teachers. I did have 2 say they don't work hard for themselves. We talk a lot about personal pride and wanting to do your best for yourselves. I'm not sure we as teachers can teach that.
ReplyDeleteDennine,
ReplyDeleteI do believe flexibility is important and getting kids up and out of their seats is so important. I do think I am going to be more observant of kids who like to work alone. Unfortunately, some of those kids are my stronger kids and I really like them helping weaker students. I am going to offer independent work more often.
Michele,
ReplyDeleteI have the same problem with my higher students as well. Most of them would rather work alone. As for the work ethic, Bobby has been showing short 15 minute segments of Akeelah and the Bee. He has been discussing work eithics with them. I also went over what I was expecting of them and told them to stop fooling themselves. Dennine
I agree with Michele; you really can't "teach" work ethic. However, I look at my own children, and see how their work ethics have evolved throughout the years. It was a fight to get my oldest to get a job as a teenager, then she worked all through college and now has three jobs. We have been telling her she doesn't have to work quite THAT hard! You teach by example, expectations, and then showing the students how to improve (such as the segments Bobby is showing). They may not see it at home, so it is our job to give them as much exposure and encouragement at possible! Lee Ann
ReplyDeleteDennine- I'm not too surprised that the students want specific directions for completing an assignment. Seems like they want the security of knowing EXACTLY what to do to get a good grade, and they don't want to get in trouble for doing something wrong.
ReplyDeleteSo now what do I do with the kid who lost her butterfly life-cycle book, then turned in a 3 page illustrated report on various types of butteflies with no mention of life cyclees...
Take a look at the instructional strategies suggested in the chapter to encourage students to work in preferred learning modes. In what specific ways might you use one or more of the strategies to help students learn more effectively?
ReplyDeleteWhenever one reads this text, one has to think about his or her own classroom. In my particular room, I do not have much room to move students around, but I can move around the content in which my students use. I really appreciated Example 10.3 and 10.4, The Before and After Flow Charts. In my room with students who have learning disabilities, I think it is important to know whether or not the student received the concepts and can retrieve the material when the time is right. I follow a similar approach, but I found myself reading that section over and using my own tools to create the steps involved. My students benefit from reteaching and the flow chart is a great way for me to integrate classroom lessons in the small group environment without my students feeling as though they missed something the rest of the class received during whole group.
Fellow Bloggers,
ReplyDeleteWhat I notice is that students do not mind working together, especially when we explain to the them the long term effects of working in diverse groups with people we do and do not get along with. The problem I see is that students who think they do not have the capability as the other students in the group either slack off, do nothing, or copy the materials from their peer group members. I had an activity in which the students had to pick and play on teams. The team who had who they wanted were pleased,while the others were bummed out because they thought they did not have what it took to win. I joined that team to even out the confidence in groups and we had a blast! All in all, the confidence of our students is limited which creates tension in group work situations making stronger abled students want to work independently.
I also like the flowcharts, Aleicia. They remind us of how different differentiated lessons look in comparison to traditional teaching. Additionally, the changes do not have to be time consuming or difficult to implement. Much of it comes down to just knowing your students. Lee Ann
ReplyDeleteLee Ann, I agree with your comment to D. I think the kids answered the questions with what they thought I wanted to see. I also gave the class the learning profile. I noticed the many students checked yes for every question. I also did a similar activity a monthe ago. We did 4 corners and I asked questions that dealt with interest, learning styles and some goofy questions thrown in here and there. I first stressed that they had to answer the question for themselves. I didn't want kids going to a corner because the majority of the class was going there. I did find it interesting that 75% of my class would rather work alone. Another surprising result was the students felt they worked better in the early morning. Going back to the questionnaire..I was amused that most kids like it to be quiet when working. The kids that like it to be quiet are my talkative and noisy students. Kara
ReplyDelete