What we want to learn\u2026<\/p>\n
Reviewing the KWL Four Days<\/p>\n
After It Was Done<\/p>\n
Friday, July 22, 2005<\/p>\n
1. Do expectations differ for students? Different expectations for different students? Should you take the challenge to the edge of someone\u2019s strength?<\/p>\n
\u2022Expectations is tricky \u2013 equity vs. equality\u2026 . E. do differ for students? Yes. E. for everyone working at the edge does not differ. You differentiate so everyone CAN work at their edge.<\/p>\n
\u2022Keep confidence, not I\u2019m so lost I\u2019m giving up. Don\u2019t go easy on those who struggle more. If you df, you have different expectations.<\/p>\n
\u2022I\u2019m still confused what you do if you have the same assignment for all students \u2013 where do you go from there?<\/p>\n
\u2022Could be an assessment problem. The student doesn\u2019t know what I\u2019m assessing because s\/he isn\u2019t being assessed on what s\/he is working on.<\/p>\n
\u2022Can\u2019t differentiate all the time. It\u2019s always a struggle for the teacher to decide when, how.<\/p>\n
2. How to grade, keep track, defend ideas when others (colleagues) have different ideas?<\/p>\n
\u2022Haven\u2019t done much with this, yet. Issue of equity here. What\u2019s fair to some may be not fair to all. You shouldn\u2019t have to compare your assessments with your colleagues because you may be teaching it in a different way. I don\u2019t ever want to compare. If its working, its working.<\/p>\n
\u2022The ideas of when its not working, you know that something\u2019s wrong, one kid is getting a 98 and another a 50, and is it okay to give different tests, whatever\u2026 that\u2019s the time to talk to colleagues and seek advice.<\/p>\n
3. How do you manage multiple things going on at the same time?<\/p>\n
\u2022Practice.<\/p>\n
\u2022Work cards.<\/p>\n
\u2022Activity and Resource cards.<\/p>\n
\u2022Group process roles.<\/p>\n
\u2022Strong student in each group \u2013 with proper \u201cprocess\u201d training (so they don\u2019t take over).<\/p>\n
4. What can I expect from myself about learning how to manage a classroom using DI ?<\/p>\n
\u2022Start really organized.<\/p>\n
\u2022Not expect too much even if you are an overachiever!<\/p>\n
\u2022Clear vision. Crawl, walk, run to a place.<\/p>\n
\u2022Use found materials. Ask for what you need from colleagues, kids, parents \u2013 cereal boxes, old milk cartons, soda bottles, cans, old paper boxes .<\/p>\n
5. How can we develop collaborations across departments, administrators, other faculty?<\/p>\n
\u2022?<\/p>\n
\u2022Beg, borrow, steal.<\/p>\n
\u2022The Dante solution.<\/p>\n
6. What should the approach to parents be? Do we use an honest and real approach where we acknowledge difference and explain why we are doing DI? The mentioning of Harvard may not be the best reference to use \u263a.<\/p>\n
\u2022Mention UVM. Just kidding.<\/p>\n
\u2022Honesty is a good idea. If parents believe you are really trying to meet their children\u2019s needs, they will cut you some slack.<\/p>\n
\u2022Use the interest inventory with parents! Ask them to write a letter to you before school starts. Phone home when something positive happens \u2013 make it up!<\/p>\n
\u2022Talk to the Moms. Listen to C. on Monday.<\/p>\n
\u2022Gender Matters (Sachs.)<\/p>\n
7. How can I realistically incorporate this into my immediate Fall2005 responsibilities?<\/p>\n
\u2022Laughter.<\/p>\n
\u2022More laughter.<\/p>\n
\u2022TBD<\/p>\n
\u2022The light at the end of the tunnel isn\u2019t a railroad train!<\/p>\n
\u2022We can be better observers, we know more about what to look for, that works.<\/p>\n
\u2022Zone of Proximal Development. We\u2019ve gotten more in the zone as the week as gone on. Lev. V. Good to go in and out. You\u2019ve had excellent scaffolding! (Smile.)<\/p>\n
8. How do you manage honesty in the classroom in terms of being direct with students about their differences, both with what I say and what I do? How do I explain why we aren\u2019t all doing the same thing and why that\u2019s a good thing? Should I even be revealing this?<\/p>\n
\u2022Tomlinson had something to say about this. P40. Everyone walks, not everyone first walked on 10\/3\/88. [This can become a default cause of kids falling behind incredibly. You still have to keep an eye on how the learning is going. One of the benefits of standardized inquiries \u2013 individual and group data.]<\/p>\n
\u2022You don\u2019t always get what you want. MJ<\/p>\n
\u2022You have to work for it. TT<\/p>\n
\u2022I control the revelation of information. I don\u2019t reveal all my cards. Harry Potter story.<\/p>\n
9. How does a collaborative model fit a differentiated model?<\/p>\n
10. Should you do DI all the time? When does it work best for what purposes? If not all the time, then when, and why if only infrequently?<\/p>\n
\u2022No<\/p>\n
\u2022When you want kids to be on their edge.<\/p>\n
\u2022When you think there is a need.<\/p>\n
11. Is shallow knowledge necessarily bad? What if a person\u2019s knowledge of my \u201csomething\u201d is shallow because their life is culturally different? Their \u201csomething\u201d is different.<\/p>\n
\u2022No, sk is not bad.<\/p>\n
\u2022It\u2019s experience. And it\u2019s a first step.<\/p>\n
\u2022Find culturally relevant \u2013 local knowledge \u2013 information is really good to do.<\/p>\n
\u2022Remember the connection here with \u201cinflexible knowing.\u201d First step on a path\u2026 .<\/p>\n
\u2022Find something that all know something about. Dante\u2019s super hard core Darth Vader guy. Paper on Star Wars and Imperialism. (Does he want to go into politics??? Karl Rove???)<\/p>\n","protected":false},"excerpt":{"rendered":"
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