I read this article, shared by an elementary teacher friend, and was blown away by the simplicity of its message. We can go on and on about technology, differentiation, blah blah blah, but it isn't what's at the heart of being a great teacher.
http://momastery.com/blog/2014/01/30/share-schools/
Friday, January 31, 2014
Tuesday, January 28, 2014
Discussing about grading "non traditional assignments"
Started our discussion with an example of a collaborative project and how to assess poor collaboration while the work is actually done
Discussed applied learning i.e. art projects, language experience. Lucas explained self-evaluation rubrics.
Balancing the desire to go beyond the curriculum and being honest i.e. using google translate to expand their use of the language
Discussed applied learning i.e. art projects, language experience. Lucas explained self-evaluation rubrics.
Balancing the desire to go beyond the curriculum and being honest i.e. using google translate to expand their use of the language
Thursday, January 23, 2014
Thursday, January 9, 2014
Science Classroom Differentiation with Technology
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http://www.glencoe.com/sec/teachingtoday/subject/improving_science.phtml
Meeting #2 Notes
~A key to differentiation with mastery levels is formative assessment. Results from the assessment determine one's next step. This means more planning -you need at least A and B next steps. Sometimes step B could be a technology such as ALEKS, Rosetta Stone, independent music practice apps, etc. Students need to be trained in how to use the technology effectively and independently, and know what to do "if I get stuck". Step B shouldn't always be technology.
~We all like having students creating sound of video recordings as a way to turn in an assessment. We like the ability to "redo" that they provide verses presenting in front of class. We like being able to re-view or re-listen on our own time to give each assesssment more focus.
~ Differentiation with technology has really helped some "quiet" students have more success in foreign language. Or the ability to choose a technology medium to present what you know has helped students who struggle with the physical mechanics of writing. You can get so much more from such a student when they don't have to physically write.
~How does this relate to art? Less skill and drill. Identify qualities of each student-support them to be high flyers. Struggling learners-steps to grow and show improvement. Also, adding onto assignments for those who go beyond to keep working. Lucas plans to have students use rubrics to reflect on their progress. Blogging could be a way for students to describe and reflect on their creative journey through a piece of art.
~"Each students take their project to the level they are able to." Krysta Mass
~Choice is a huge motivator. Buy-in.
~"Challenge doesn't mean more homework." Odile Young
~Some US teachers who have groups with Honors embedded in class with regular track students are really struggling with how to differentiate. The perception among many is that type of Honors just means more homework. How can we get more problem-based learning?
~How do you split your time, especially with classes that aren't great self-motivated, independent learners? Again the time issue with differentiation.
~A key to differentiation with mastery levels is formative assessment. Results from the assessment determine one's next step. This means more planning -you need at least A and B next steps. Sometimes step B could be a technology such as ALEKS, Rosetta Stone, independent music practice apps, etc. Students need to be trained in how to use the technology effectively and independently, and know what to do "if I get stuck". Step B shouldn't always be technology.
~We all like having students creating sound of video recordings as a way to turn in an assessment. We like the ability to "redo" that they provide verses presenting in front of class. We like being able to re-view or re-listen on our own time to give each assesssment more focus.
~ Differentiation with technology has really helped some "quiet" students have more success in foreign language. Or the ability to choose a technology medium to present what you know has helped students who struggle with the physical mechanics of writing. You can get so much more from such a student when they don't have to physically write.
~How does this relate to art? Less skill and drill. Identify qualities of each student-support them to be high flyers. Struggling learners-steps to grow and show improvement. Also, adding onto assignments for those who go beyond to keep working. Lucas plans to have students use rubrics to reflect on their progress. Blogging could be a way for students to describe and reflect on their creative journey through a piece of art.
~"Each students take their project to the level they are able to." Krysta Mass
~Choice is a huge motivator. Buy-in.
~"Challenge doesn't mean more homework." Odile Young
~Some US teachers who have groups with Honors embedded in class with regular track students are really struggling with how to differentiate. The perception among many is that type of Honors just means more homework. How can we get more problem-based learning?
~How do you split your time, especially with classes that aren't great self-motivated, independent learners? Again the time issue with differentiation.
Sunday, January 5, 2014
Differentiation Article by Math Blogger, Dan Meyer. Differentiation in a class vs. "personalization". Interesting thoughts about how many teachers lose collaboration by choosing certain mediums for personalization.
http://blog.mrmeyer.com/?p=16027
http://blog.mrmeyer.com/?p=16027
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