Great participation today and good responses to the presentations. Thank you!!
1. Someone wants to know what goes into the philosophy paper. There are some documents that should help you on blackboard. Remember that you're writing to a principal to convince him/her that you are the best choice for an MCE position at his/her school. Gear it strong to MCE beliefs and your creative ideas of how you will run your own classroom. Address your theoretical leanings and practical applications such as how you'll manage your class and how you intend to structure your teaching. What makes you the best choice for the job?
2. Some of you felt that you were not clear on 'differentiation'. Please feel free to click in here and ask any questions you want. I'll be happy to respond.
3. No, the 10:30 guys did not really use drill and practice at all. Drill and practice is purely what it says. It's like math facts, learning the 50 states, being able to recite a list of prepositions, practice to memorize science vocabulary. However, their tech and lecture style presentation did bring about pretty decent discussion of sorts.
4. Wow - toughie....how does one take a lesson that's gone south and become boring and turn it around instantly? Let's see....you might be able to: turn it into a game maybe as simple as a 'spelldown' format but using the content you want to teach; you could have everybody stand up and only those who correctly (or maybe even just attempt) to answer a question get to sit back down; what about turning it into a small group competition......form groups and give them 1 minute to come up with an answer to your question....best answer gets points - most points at end wins something???? Does that help? Best bet.....make it interactive when you plan it - then you don't have to worry about it.
5. I thought I explained that when you have only one teacher in the room your learning centers are completely interactive and able to be completed without teacher presence. You have the information, the questions, the graphic organizers or other materials, etc. all there and ready to go. You also have a poster or paper or trifold or something with the step by step directions that the group is expected to complete at that learning center. For example...I used mapping learning centers. I set up 6 stations around my room and had different types of maps (topographic, road maps, physical maps, political maps, theme maps, etc) at each station. Then I had directions for them to use to explore the various types of maps and find out what they were and what they were used for and how to read them and how to use the information they got from that map. There were questions for them to answer and experiences for them to complete to meet my objectives. They traveled in groups and could help each other as much as they wanted or needed. Hope that helps.
6. Bloom's Taxonomy would more likely be applied within the learning centers instead of 'being' the learning centers. The centers themselves would be content oriented and the activities within them would reflect the various Bloom's levels as appropriate for the various students - hence..... differentiation. You could also use the multiple intelligences for the activities for your content and differentiate even more by putting in a variety of activities reflecting the various levels of Blooms. I hope that didn't confuse you. If it did, ask me questions.
I hope you have a great weekend and week. I'll see you next Friday.
Blessings,
Diann
6 comments:
There is so much information out on differentiation, and it does get confusing. The lesson today helped me out very much, I understand it more and now I realize that’s what my co op teacher does. She has eight inclusion students in her science class and eleven in her language arts class. In her science there are three teachers and in her language arts there is suppose to be another one but she had a baby and is not in there currently. She does not depend on the smart children in her class to teach her inclusion students, she does that. Her room is set up in groups of 4 to 6 students, and they all have individual work to do. She allows minimal talking to ask questions, but they all get to work at their own rate. She is an amazing teacher and I am learning a ton from her.
Turning sour lessons in to a game is a fun idea, and it actually works. There is a sight www.freerice.com and my teacher uses it all the time. Her students are still learning vocabulary, and it is an interactive site. You go on and play a vocab game. Every correct answer donates grains of rice to africa, its a really cool site, I encourage every to try.
~Crystal Williams
I was thinking....Incorporating differentiation in the class room will not only reach multiple students, but keep the students and the teacher interested in the lessons.
Dom
Differentiation does seem to be one of the hardest things to have to deal with as a middle school or any level teacher. I am a very visual learner and when a class is mostly geared to auditiory learners I struggle. Hopefully as I grow into becoming a teacher I pick up on suggestions that could help me in my classroom! :)
Becky
Thank you for blogging!!
Crystal, it sounds like your teacher is right on top of things. A group in my ECE methods integrated that freerice site into their model lesson. It was lots of fun and so cool to be helping someone at the same time. Everyone SHOULD check it out.
Dom, you are so right. Sometimes the only reason I'd change things up is because I was bored.
Becky, hopefully, you're getting a few ideas from class. Your best source is to observe everywhere you can....then practice the CASE method. That stands for Copy And Steal Everything!!! :)
Diann
Speaking of helping people. Here's a website you can visit daily and help people simply by clicking.
thebreastcancersite.com/clickToGive/home.faces?siteId=2&link=ctg_bcs_home_from_ths_home_sitenav
Try it!
Diann
Thank you for the website...I actually went to it and just clicked!!! Thank also for the in puts for last fridays class.
Lynesha Richardson
Post a Comment