Part 1: Other than the strategy you presented in class this week, which strategy can you most picture yourself actually using in your teaching?
I can see myself using learning menus. I feel they can be a great way of differentiating units by readiness and interests. Interests are somewhat limited for the areas of writing where they aren't given a choice, but then the interests can be given in the other parts of the learning menu. I feel it is a good way to plan and keep track of learning as the unit is being taught.
Part 2: Why? Explain this, and give me an idea of a concept or topic you are familiar with, and what it might look like to teach it with this strategy.
I think it is a creative way of presenting content and seeing the results of students writing about different topics as review, assessment, or just plain fun time writing. I would like to see this idea used for math journals. It could be fun to see how the menu could be incorporated into math as a learning tool. I would have each show their discoveries about the content for the unit, I would also have them tell me how they could investigate the problems further and come up with different answers or methods of reaching the answers. This method would show analytical thinking and they could have fun doing it. I think we could name my math menu and use it as the journal completely.
Monday, March 7, 2011
Blog #6
How will you figure out if you should differentiate something for readiness or interest?
I believe that a teacher should differentiate for both readiness and interest in the classroom. I mean to say that a teacher should understand each and every student to the point that he or she may know a student's readiness to learn each objective and show understanding about what is being taught. If the student is ready to learn, they will have interest to learn a subject. If the student has interest in the subject, they will be ready to learn and will do what they need to do to have a good learning experience. Our goal as teachers is to show interest in the subject we are teaching and also the students we are teaching. If we are able to model our interest and show trust in our students' abilities, I feel that learning will be produced and differentiated by the students themselves with little work from the teacher. I think that by fueling interest, students will fuel their own readiness even if they don't feel they are unable to do it. The effort is shown and effective learning is taking place in the classroom with each student in the classroom.
I believe that a teacher should differentiate for both readiness and interest in the classroom. I mean to say that a teacher should understand each and every student to the point that he or she may know a student's readiness to learn each objective and show understanding about what is being taught. If the student is ready to learn, they will have interest to learn a subject. If the student has interest in the subject, they will be ready to learn and will do what they need to do to have a good learning experience. Our goal as teachers is to show interest in the subject we are teaching and also the students we are teaching. If we are able to model our interest and show trust in our students' abilities, I feel that learning will be produced and differentiated by the students themselves with little work from the teacher. I think that by fueling interest, students will fuel their own readiness even if they don't feel they are unable to do it. The effort is shown and effective learning is taking place in the classroom with each student in the classroom.
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