Wrap It Up

     So this is it, the end, the conclusion of my bogs.  How much have I learned by reading and writing about Fulfilling the Promise Of The Differentiated Classroom?  I have learned more than I have ever learned from an assigned reading before.  Why did I learn so much?  I learned because, I found it interesting, I found informational, and I found it to be important.  This book does what it talks about. It presented the information in a way that was interesting and applicable to things that will be going on in my world.  I was able to make the connections to the things I know will be important.  This book not only told me good ways to differentiate instruction, but also showed my what the practices look like when they are being used in a classroom.

     Relationships and connections with students have always been of interest to me and I have always worked at a way of defining the type of relationship that will benefit my classroom.  This book did a great job of helping me to define my feelings and showing why it was important in a differentiated classroom.  We must know and understand our students in order to differentiate for them in order to meet their needs.

     The title of this post was "Wrap It Up"  I think that is a little deceiving.  This may be the end of my post and I may have completed the book, but to be effective this must be the beginning.  In order to take what I have learned in this book and during this course I must continue to learn, know my students, and find ways to respond to their needs.  If I am going to be a great teacher then this can only be the beginning of my knowledge.  

Let Me Begin!!!

Passion

     The final portion of chapter 7 and the book are more metaphors.  A reference back to taming the fox, a grandmothers gravy, and a bread maker.  Two things really hit home with me in few pages of this book.  We must learn from the students,and we must develop a passion.  If we can successfully master these two things we will become the teacher that changes young lives.  

   In the metaphor of Taming The Fox it is the fox who becomes the teacher.  We must allow ourselves to be teacher and learner.  Every day students will show us what is effective and what is not.  We must be able to decipher the clues, or the lesson they are teaching and reflect to make our response better.  We can never think we know it all, but learn from every student that we have.  We must be aware of what their needs are and make adjustment to our responses.  It is impossible to know everything or have the perfect system as children will change over time and we must learn and change as well.  No class will be the same as another, because no student is the same as another.
      I enjoyed the metaphor about the grandmothers gravy and it hit home with me.  I have yet to walk into a classroom and know that I was a central piece of it.  I can not claim to have a passion for teaching as I have never done it.  I can say that I have a passion for learning how to become a teacher, but not a teacher.  If we can keep the passion at every level we will develop that passion for teaching.  As I was reading this I thought of another example, dating.  How does dating apply to obtaining a passion for teaching? Well, how does spaghetti sauce?  In dating, on that first date it is very hard to develop a true passion and love for the other person.  You are nervous and just trying to find out about the other person, but if you like them over time you could develop a love for that person. Teaching can be the same, enjoy the step you are at, learn as much as you can, and one day the passion will be there. To become a great teacher you must be passionate, but it simply starts with doing your best, caring about student needs, and enjoying the process. 

 
   

It Is Hard Because...

     I think we all agree that teaching is hard.  Teaching may not be rocket science or brain surgery, but it is just as difficult and failure is just as tragic.  We do not have one task or one set of skills, but we must have thousands to touch 30 students every year, year after year.  All 30students do not learn the same way, and next years 30 will learn different than last years 30.  The only people who think teaching is easy are those who have not done it or those who are doing it wrong.  We all agree that this teaching thing is a tough gig, but what makes it so hard.  Chapter 7 of Fulfilling the Promise does a great job of pointing out why it is difficult to be an effective teacher.  The book gives a very comprehensive list on why it is difficult, but I do not think it is all inclusive.  Just like every student is different every teacher is different and will have a set of challenges that are unique to them.  The text does a good job of covering the most common problems and the pressures that nearly all teachers will feel.

      It is hard because you have 30 students, all with different personalities and attitudes.  Some students are easy to care for, but others you must work at.  The student who constantly shouts out or is disruptive in other ways while you are teaching a lesson that you know is important.  It is hard because you have too many students and to find the time to spend building a connection and a relationship take time, time that is difficult to come by.

     It is hard because you have a life outside of the classroom and school doors.  You have responsibilities to family and friends and they require your time and talents.  It is hard to find the balance between students and life.  Both are important and both need you.

     It is hard because we must constantly be learning new ways to ensure learning in our classroom.  We must learn how to make sure that each student in our class is getting the things they need to be productive and effective students and people.  We do not know how to teach responsively.  If we are one of the lucky fews who had great teachers modeling high-quality learning thats great, but just because it was effective for us does not mean it will be effective with the students in our current class.  

     It is hard because we have outside pressures telling us what we need to teach.  They may even be telling us how to teach.  Not all information we get will be the best for students, but possibly the best for scoring high on high stakes tests.  We may feel that students are being reduced to simple scores on these tests.

     Without a doubt, teaching is hard.  Mentioned above are only a few of the challenges we will face and the demands that will be placed upon us.  Mentioned in prior posts was the charge that we take no excuses from our students when learning becomes hard.  We can take no excuses when teaching becomes hard.  It will be hard, but we must embrace the challenge and do it because it is hard.

How Do I Become A High Quality Teacher

     Chapter 7 of Fulfilling the Promise is titled The Simple Hard Truth about Teaching.  The chapter gets into why it is hard to be a quality teacher with all of the demands placed on you, but that information can wait.  The chapter also describes what is high-quality teaching and I feel much more inclined to cover that at this time.  This entire book does a wonderful job of pointing out how we can become great teachers and much to my appreciation it gives examples of quality teaching.  Chapter 7 is no different.  If you can only read one chapter of this book I would recommend that it be chapter 7.  Chapter 7 defines what it takes to be a great teacher and gives research-proven methods to becoming that teacher.

     First of all lets define what high-quality teaching is.  It may be a little different for everyone, but the base principal that high-quality education is the exact same as responsive teaching which is the same as differentiated teaching.  For teachers who are in love with their job it can only be for one reason. Obviously that reason is not money nor is it power.  It is very simply that teaching gives us a chance to have long lasting positive effects on a child.  I mentioned in an earlier post that I am selfish.  I want to be that teacher that touches the lives of students and shows them the potential they have and provides a starting point for them to reach that potential.  

     The question becomes how do I become that effective and influential teacher?  As I mentioned before, read this book, but if not read chapter 7.  Chapter 7 lists research-based characteristics of quality teaching, from a book by James Stronge.  There are two complete pages of the characteristics listed in chapter 7.  I will not cover them all, but I will discuss some of my favorites.  

•  Student want teachers who respect them, listen to them, show empathy, and help them work out their problems.  Students want teachers who show their human side by sharing parts of their lives with them.  What is written above to me can be broken down into the simplest terms.  Students want teachers who care about them.
• Teachers who care develop positive relationships with students.  Students can tell when a teacher cares about them.  When a teacher cares about them students develop a trust in the teacher. Students will know that everything that a teacher does is in their best interest.  Once a student has developed that trust we have a positive relationship.  
• The best teachers who are looking to form bonds with students find out about the students culture and background.  It is not enough to know a student is white, black, poor, or wealthy.  A good teacher must not make stereotypical decisions, but must go find out what each student believes or has been taught.  
• If I want to be a great teacher I must have a deep belief and faith in my own efficacy.  A quick definition of efficacy is that of believing that you can accomplish whatever you set out to do.  In the education world that means that I believe I can get any student to learn and improve themselves.  A question that arose for me on this topic was this.  Can a beginning teacher come in with this sense of efficacy or must it be earned by trial and error in the classroom.  I do not know for sure, but I do believe that while you are waiting for this belief to come that all student will learn from you, you must act like it until you do believe it.
• Teachers who make connections to the problems and issues that are in the students world will create a deeper understanding for the student.  Make the lessons focused on the ability or knowledge you want the student to obtain and apply it to something they already know about or want to know about.

     The last one I will cover is my favorite and will not go into the bullets above.  "Effective teachers take responsibility for student outcomes."  You may have all the knowledge in the world and provide the best instruction ever seen, but if the students do not learn, you have not succeeded.   It is not enough to put out the information, but we must ensure learning.  If students do not learn it is not their fault, rather it is ours and we must learn quickly from it and correct the problem.

     Okay, that is what high quality teaching is all about.  What makes it hard to do?  Next post I will cover why it is so hard to become a great teacher.


     

It Will Be Hard, But We Have Tools

     We are going to offer students curriculum and instruction that is demanding and will prepare them for the challenging world that they live in.  We will challenge them with subject specific vocabulary and tasks that seem out of reach.  We are going to make everything as difficult, focused, and relevant as we possibly can, but with one thought in mind, they must find success.  It is difficult to complete any job with out the proper tools.  A carpenter can not create cabinets without a good square, a fisherman can not catch fish without a pole, and students and educators can not create knowledge, skills, and abilities without tools.  In chapter 6 many tools are discussed with the idea that they can be used to differentiate instruction and curriculum to every student in our classroom.  

     Just as the carpenter must have multiple tools and chose the correct one for the task at hand, we must have a full toolbox to provide our students with every chance at success.  What are the tools that we can use?  They are simply ways we can scaffold the curriculum or instruction so that we can get every student in the class to reach new heights.  Not all of the tools we have will have a use with every student, but we must find what tool fits individual students.

     One of my favorite tools is the learning contract?  Learning contracts are valuable as they offer flexibility to students who at varied interest and readiness levels.  Not only are learning contracts flexible, but can be used with individual students, pairs of students, or even small groups,  Simply put the learning contract is an agreement between teacher and student(s) that specify a way for the student to learn.  It may be a contract where a struggling student is going to learn in his own way or where a student who is advanced in one area is going to go above and beyond the assigned classroom project.  Learning contract also have built into them responsibility and accountability, which is an important part of becoming a better student and citizen.

   One of the best tools that I have just been introduced to is that of the learning menu.  In the learning menu the student has choices for assignments, projects, and method of learning.  Students who were given a choice feel that ownership that has been mentioned, and also are allowed to select a learning style that fits them individually.  The end result for all students, no matter the choice, is that the objective is accomplished.  Students can get to the end of the road anyway they want.  The work created by using a learning menu is more than a normal lesson plan as the teacher must plan several methods for the student to obtain the new knowledge or skill, but it is worth it.  Why is it worth it?  When students get to pick the method that they will acquire a new ability or knowledge the learning has a much better chance of becoming eternal.  

     Tomlinson has offered an entire tool kit in Fulfilling the Promise, and while I  covered my favorite from her book and added the learning menu's as I think it fits here, there are many more tools available for use.  The ability to not only differentiate each student, but the ability to differentiate each tool based on the student is an incredible resource.

It Will Be Hard, But We Will Succeed

     We have all heard the saying that "It will be hard, but it will be worth it".  I would like to believe that this is always true, but honestly, it is not.  We have all had assignments that were hard and never have we found how they mattered or what the worth of the assignment was.  It is my job to provide challenging tasks to my students to help them grow, but I must make it valuable and meaningful to them.  I must explain to them explicitly why it is important for them to learn the skill or obtain the knowledge.  I must show them how it will assist them in the their current world and how it will help them become better people.  To get each child to grow we must place work just outside of their current ability or knowledge and then provide a way for them to meet the challenge and feel the rewards of overcoming a demanding task.  Chapter six of Fulfilling the Promise contains information on the importance of demanding more from students than they think is possible and using tools to ensure their personal growth.  This will be a two-part post.  This post will cover methods in which we can provide assistance to help students overcome demanding tasks.  The second post will cover tools from the toolbox that can be used to help every student reach their full potential.

   As discussed earlier, students get a strong feeling of affirmation and power, along with the other characteristics of what they seek, when we challenge them and provide a way for them to succeed.  It is impossible to challenge an entire class.  When we try to reach the entire class with the same challenges we help very few of them.  Only the student who is exactly at the readiness level at what we are teaching will be assisted.  The majority of the students will fit into one of the two other categories.  The lesson will be to easy and bore them and provide rob them of any sense of accomplishment.  The other category will be students who we tasked at a level that was so far over their heads that they will not be able to accomplish the task and will also be cheated out of success.

     There our a variety of methods we can use to ensure we reach individual students.  First we must pre-assess our students so we can find out where their readiness level is.  Once this is completed we can tier our instructions and tasks to the readiness level of the student.  In order to do this we will have to teach to small groups.  Groups can and should be paired by readiness levels.  Once we have established the small groups we can help students set up peer review and study groups.  We may have to spend time with each group teaching the skills that are required for success.  We may need to show some groups how to read a text and pull out the critical information, but with another group we may skip that step and provide additional reading material or web sources for them to extend the instruction. 

     The bottom line is that we will accept no excuses for a student not to learn and improve.  We will offer instruction and tasks that  demand them to shoot for stars they never thought they could reach.  Students are to important for failure to be an option and when students fail we fail.  One of my favorite quotes from the coaching world applies here. "Win or learn, never lose".  We will have set backs and success will not come easy, but if we continue to learn from our shortcomings as teachers and students we will succeed in the end.

What I Ask You To Do Is Imprtant

     Chapter six of Fulfilling The Promise is very similar to chapter four in that chapter four was all about taking what we know about responding to student needs and applying it in the classroom and chapter six is taking the characteristics of great curriculum and instruction and using it in the classroom.  Chapter six contains so many good ideas and examples that one to two posts is not enough to cover it.  This chapter will be broken down into three posts.  The first will cover how we as teachers provide work for the students that is important, focused, and engaging.  The second two posts will break down work that is demanding and scaffolded.

     If we can provide lessons that are focused on what is important in a way that engages the students we have a much better chance of getting students to the ultimate goal of enduring knowledge, skill, and ability.  The text gives several strategies that are very helpful in ensuring that teacher instruction meets the characteristics of good curriculum and instruction in the important, focused, and engaging departments.

Focus Student Products on Problems and Issues in Their World
Students have a much better chance of understanding the importance of a lesson if what they will produce or learn is focused on a problem or issue that is applicable to the world they live in.  When the lessons we teach are relevant to the events or problems students see and hear about every day the lessons become more than classroom rambles full of random information.  The lessons become tools in which are students can have an influence on the world.  They can see the importance of learning and make connections directly to the things that matter most to them.  To use an example, knowing that 2+2=4 is an important piece of knowledge, but it becomes much more important if a student is a great baker and wants to double a cookie recipe that calls for 2 cups of flour.  Good curriculum and instruction allows students to see the importance of learning.

Use Meaningful Audiences
     Students will make more effort when the products of their new learning can be displayed to the people that matter to them.  Teachers matter to students but if they know they are going to display what they have learned to others outside the classroom the effort on learning becomes more intense.  I made a comparison to a basketball team.  Teams practice hard and work hard to impress their coach, but practice takes on an entire new dynamic because students know they will be performing, what they have learned, in front of family and community.  Practicing in a closed gym with only a coach would soon lose it's novelty if the players did not know that at some point they would be displaying their skills for a much bigger audience.  Students will work harder and with more purpose once they know that their learning will be displayed outside the classroom.  Quality work by students should be shown to parents, grandparents, school administration, and younger students.

What I Learn Can Be Used in the World
     It is important that students understand that what we are teaching them will assist them in dealing with the world they live in.  The knowledge they learn will help them make sense of what they see and the abilities and skills will allow them to make changes to what they see.  If I am want students to learn that they do effect their world, why not show them the effects in our classroom and make it real.  Lessons should not be to be abstract information with vague applications, but rather real world situations where what the student learns applies immediately to an event that is concrete.  We, as a class, may not be able to change the world right now, but if we learn the skills and abilities needed we will change the world at some point.

Provide Choices
One of the characteristics of what a student needs is power.  By giving the student choices they become empowered in their own learning.  When a student has choices on a how they learn the learning will become much more personal, because they chose how the learned.  They have the power to say I will learn this because it is my choice and I want to.  Now you can not be teaching a lesson on fractions and give students the choice of learning about fractions or space travel.  The choices must be centered around the knowledge, skill, or ability they must learn, but how they learn should have options.  An example of this is in this very class.  I know a student went into Dr. Peterson and made a request to do a project that was not on the learning menu.  Dr. Peterson and the student discussed the project and decided that it accomplished the learning goals so it became a choice for all students.  As a teacher, I do not what is the best way for every student to learn, so I must have choices that allow each student to learn in the way that is best for them.

Find New Ways to Explore Topics
     Their is more than one way to skin a cat.  I know that we do not skin cats, but what I am trying to say is that there is more than one way to provide quality learning for our students.  Above, I talked about  how choices help students learn, but to provide the choices it may take extra work on my part.  I need to think outside the box and find different ways to get the information to my students.  I am not a musical dance type person, but I will have students who are and learn best when music is applied.  I will have to get out of my comfort zone and teach using dance and music to assist my students.  We must teach in ways that are not the best method for us, but the best method for student learning.

Take a Break- Morning Meeting and Writers notebook

     Most of you have called this blog up on you're computers expecting the next post of my breakdown and take on Carol Ann Tomlinson's book Fulfilling the Promise of the Differentiated Classroom.  My intent was to give you just that, but you will have to wait.  I planned on going over to the UVU food court immediately after Differentiation class and finish reading chapter six while I ate my Costa Vida burrito.  Guess what?  It ain't happening, at least not before I clear my head.  I tried to read chapter six, but it was not fair to the book as my head was still back in class listening to the information on Morning Meetings.  I could not stop thinking about the presentation by Principal Allan on how Morning Meetings change lives and make a huge difference.  I need to get my thoughts down on print before they disappear.  I can not guarantee that this post will make any sense, nor that it will not ramble.  I do not know if it counts as a post for my side dish assignment.  I think I can justify it by saying I think Morning Meetings apply to differentiation in the classroom.  You can not provide differentiated instruction to your students until you know your students.  I can not think of a way that lets you know your students any deeper or in a faster way than having Morning Meetings to start your day.  If my justification is not enough to count these posts I am using two of the decision makers favorite things, Morning Meetings and Writers Notebook.  You may be wondering what does writers notebook have to do with differentiation or Morning Meetings.  Well, this post is something that belongs in my writers notebook.  Never have I felt like I must write something down before I lose the thoughts and feelings I have.  Few times have I felt compelled to get something out of my brain and permanently onto a storage device for later review.  I feel this way right now.

     I have always liked the ideas of having a Morning Meeting in my class, but I thought it was just something that would be nice to have.  I figured I would do them if my school or my grade level team was doing them.  I wanted to do them, but did not figure them to be a necessity.  When I found out that I would be interning in 6th grade I figured I would not be doing Morning Meetings as my kids were going to be way to old for that feel good stuff.  I was shocked when Dr. Peterson announced that Principal Allan was a 5th grade teacher and the Morning Meetings took place in a 5th grade class.  I was excited to know they can be used and were effective in the upper grades.  Remember all of the videos and information I had on Morning Meetings were from the lower grades.

    Morning Meetings seem like they justify why I wanted to be a teacher.  I wanted to make a difference in students lives and, probably out of selfishness, I wanted to be a key person in their lives.  A little background, I always knew someday I would get into teaching, but I was sure it would be at the Secondary level.  I figured I could teach and coach in order to have an impact on young people.  When I was talked into Elementary education I thought "well" give me the older grades and I will be okay, but I will move on to Secondary once I get the foot in the door.  From m first field experience I have known I liked Elementary.  I still prefer the older grades, but I figure I could do the younger grades as well.  So how does all this tie into Morning Meetings?  I can not think of a better place to touch lives and provide a positive impression on young students than in a Elementary class and especially one that incorporates morning meetings.  I believe that high school, junior high, and even college professors can effect students lives for the good, but you can get so much more "bang for your buck" at the elementary level.  I think you start to deliver that "bang" when you learn about your students in a personal, but appropriate way through Morning Meetings.  Not only can I learn about them, but I can have them learn so many life lessons while we are sitting in that circle as a community of learners. 

    As mentioned above, I had questions about Morning Meetings.  Questions about what grade level morning meetings stop being effective.  I now believe they do not lose effectiveness.  I hung around after class as I wanted to ask Principal Allan how you could squeeze morning meetings in if your school does not do them or your grade level team is against them.  I never asked the question, because I answered it myself after class.  I do not care who believes in them and who does not, because I will find a way to get them done. 

I think I have cleared my head.  We will now return to the regularly scheduled program.  On to chapter 6 of Fulfilling the Promise.

Characteristics of Curiculum and Instruction

     The book Fulfilling the Promise uses the metaphor of the Clockwork of Three Cogs.  Previously, I have discussed the first two, what students seek and teachers response.  Todays blog will cover the characteristics of the third cog, curriculum and instruction.  The last post served as an introduction to curriculum and instruction while this post will break down the characteristics effective curriculum and instruction.  The text covers five characteristics, they are: Curriculum that is important, focused, engaging, demanding, and scaffolded.

Curriculum that is important
     There is so many subjects out there and so many demands placed on teachers to teach it all and teach it effectively that the task can seem overwhelming.  It is the charge of the teacher to find what information in each subject is critical and teach that information.  Teachers are often caught up in we need to cover this fast so we can get to the next subject, which we will try and cover fast.  Reasearch, pointed out in the text, shows that students who gain a deapth of knowledge versus a width of knowledge are much better off.  So how do teachers transfer the deapth of knowledge in the short amount of time they have on each subject.  Teachers must ensure that students are learning the skills needed to solve the problems presented.  We will not be able to cover every problem, but if skills abilities, and knowledge are learned by the students they can apply them to solve a multitude of problems.

Curriculum and Instruction that are focused
     Focuses curriculum acknowledges that student's time is valuable and in order to assist each student in becoming the best they can we must make the mist of every learning opportunity.  Focused curriculum leads us to let every student know what is expected up front.  Teachers should make it clear as to what the student will know, understand, and be able to do after every block of instruction.  For teachers to be able to transfer this information to the student we must have it clear in our minds before we begin.  Our goals for learning must be precise and at the end of instruction students need to be able to demonstrate what they have learned.

Curriculum and Instruction that are engaging
     My favorite saying during this section from the text was "every lesson plan should be, at its heart, a motivational plan."(p.62)  This makes sense to me.  If we can develop instructional method that gets our students engaged in the lesson they become much more likely to learn the material at a deeper level.  The lessons that are engaging allow students to see the meaning of the material, find it interesting, see the value, and can make connections to them and the world they live in.  We must find the magic to deliver curriculum in a way that is irresistible to our students.

Curriculum and Instruction that are Demanding 
     Students want to challenged.  They want to be challenged and then overcome that challenge and feel that success of completing a demanding task or project.  It is the teachers mission to come up with lessons and materials that demand students put in effort, hard work, and perseverance to stay with it until completed.  To give tough assignments is one thing, but we must ensure that their is a way for each student to meet a standard.  I said "a standard" as each students standard may be different depending on their starting point.  It is important that each student reaps the rewards of their hard work and newly acquired skills or they will give up and have negative feelings toward the lesson, subject, matter, or the teacher.  In short we would not be meeting their needs.  As teachers, we must set the standard and then provide multiple pathways to get to the standard.  The reason that we have demanding curriculum is so that all students will be able to reach a new personal best and will have grown from their individual starting points.

Curriculum and Instruction that are Scaffolded
     High quality teaching is demanding as mentioned above and it sets goals that are just out of reach of the students current ability level, but then it ensures that every student has a way to extend or increase the current ability level or knowledge to meet the goal.  After one has the knowledge, acquired the skill, or has proven the ability we set a new goal that is just higher.  We must teach our students how to grow by requiring growth and then provide a support system to help them grow. The support system is referred to as scaffolding.  Scaffolding is simply providing to pathway to reach a point that was at one time impossible for the student to reach alone.  In order to provide quality scaffolding we must know each of our students and where they need the support at.

     In conclusion we must provide quality curriculum that will build our students into better students and people and we must remember that all students are different and the starting points of knowledge, skills, and abilities are not the same.  Even though, students are the same age they are different and we must teach taking that into account.  It is not enough for us to teach to the best of our abilities, but we must get to know our students and teach to how they learn best.  
   

Curriculum and Instruction-The Delivery

A just society is one in which men and women, rich and poor, the gifted and the handicapped, have an equal opportunity to use and increase all their abilities, each according to her or his talents. (Tomlinson, C., 2003, p.56)

     All right, all right.  I admit it.  After reading the the title of chapter 5 in Fulfilling the Promise I was not that excited to dig in to the chapter, especially after reading my favorite chapter, chapter 4.  While chapter 5, Curriculum and Instruction as the Vehicle for Addressing Student Needs, may not have passed chapter 4 as my favorite, it is very good and I enjoyed reading it. 

    The teachers response to student needs by bringing persistence, invitation, investment, opportunity,and reflection are very important and set the tone for what we do as teachers. Yet, it is only one of the things were paid to do.  While those things are noble and we would struggle without commitment to them, we are paid to ensure that our students are learners.   The text refers to curriculum and instruction as the tools of our trade.  These tools are what allow us to deliver the skills necessary to prepare our students to become valuable citizens of our community, not just the classroom community, but the larger community of our towns, states, and nation.  
     
    We have all had teachers that know the subject matter and are passionate about it, but we do not enjoy the class.  We have had teachers who taught a subject we did not love, but because of that teacher we developed a passion for the subject.  We must know our material. We are and must be the experts in our classroom when it comes to curriculum, but do not forget that it is not enough to be a good teacher, we must ensure learning.  The book tells stories of teachers who deliver the material, but do not pay attention if it is learned.  The only way we learn if our students are getting what they need is by knowing our students.  One size does not fit all and we must teach to individual students not to entire classes.

    How do we make sure that we are delivering the required knowledge, skills, and ability to each student?  The five elements of the Curriculum and Instruction cog will help us deliver them.  What are these five key elements you ask?  Wait for the next post and you will find out.

Teacher Response-Put It In Play Part 2

 

     In part one of Teacher Response-put it in play I discussed how three items in which teachers are able to meet student needs in the classroom.  The three elements were classroom environment, communication in the classroom, and guidelines for classroom operations.  All critical elements to assist teachers in giving students what they seek.  The three characteristics covered in this post are just as critical to delivering the goods to the students.  The three items I will cover in this post are classroom routines, support systems, and hared responsibility in the classroom.

     Classroom routines can often be the difference between a highly organized classroom and a classroom bordering on chaos.  Also, routines teach critical skills that students must learn in order to obtain that which the seek.  Classroom that have solid routines run much smoother, because students know what is coming and how to react when it does come.  Classroom that have routines let students develop autonomy.  Autonomy is important to helping students feel a sense of power and purpose, challenged and contribution, and affirmation.  The text shares very strong feelings on autonomy.  It says "Failure to ensure that students become progressively more independent learners constitutes educational malpractice.  I concur, responsibility for movement and actions in the classroom should be taught at every grade level with students becoming more and more independent as the age.  With independence comes responsibility and accountability. A classroom that gives students ownership promotes a much better environment to learn in as well as giving the students the elements they are seeking.  Just like any skill, we should model, scaffold, and eventually let the students operate independently.

     Support Systems are a must in the classroom if we want students to learn.  You would not decide one day that you wanted to walk a tight rope and the next day walk that tight rope a crossed the Grand Canyon.  You can learn how to walk that tight rope, but it would take time and training.  You would begin by walking on a thick rope close to the ground, then move to a smaller rope with a net under you, and finally once the skill is mastered and you feel confident you could take on higher risks and bigger pay-off challenges.  Students entering the classroom want to walk that tight rope.  In all skills, knowledge, and abilities that we hope to teach we must give them challenges that are just outside of their reach and then give them the supports to reach that goal that at one time was unreachable.  We must never give students challenges that are impossible to reach for if we do we destroy all that we were working to give them.

     The sixth of the six elements of delivering the elements of what students are seeking is shares responsibility in the classroom.  This is a characteristic that I firmly believe in.  In my writing of this blog I became aware that I was saying "my classroom".  The last several posts I have worked to say "our classroom.  Students spend almost as much time in it as I do and it becomes a home away from home.  I have referred to pride in ownership a couple of times in this blog and I think that it is important. When any of us feel ownership in something we treat it better and try to improve it, because it becomes a reflection of us.  This classroom community will only reach full potential if everyone buys in to making it better.  This can be all students pitching in to complete assigned classroom roles and responsibilities as well as they can.  Students need to have a voice in the classroom where they can express their concern and feelings.  I, as the teacher, am ultimately responsible for the classroom, but all will feel more welcome when they can say this is our classroom.

Teacher Response-Put It In Play Part 1

     Chapter 4 of Fulfilling The Promise is my new favorite chapter of the book.  That is a little strange as it started off by using a word that I am not very comfortable with when it is used to describe teacher student relationships, the word is friend.  Now my little opening rant has little to do with the information in the book (I will get to that), but has to do with the implications of the word friend.  One of the loyal followers of this blog and I have had conversations about being friends with students.  Being a friend implies that we are going to hang out after school, go to the movies, or go to the water park together in the summer.  The use of it by this book got me thinking for a new word to replace friend and I was having a tough time coming up with one that I liked better.  I decided that I would have to use the word friend, but just with some clarification.  As I continued to read the chapter the book gave me a better word, and that word is colleague.   The definition for colleague given by the book was just right as it made me think of people working together who supported and built each other up in order to reach a common goal.  Trust and kindness all fit when describing good colleagues.  Okay, enough of my personal thoughts and onto chapter 4.

     Chapter 4 is all about how we respond to student needs in the classroom.  Six topics are covered that all help teachers meet student needs.  The first three topics are the classroom environment, communication in the classroom, and guidelines for classroom Operations. These three topics will be covered in this post while the last three of classroom routines, support systems, and shared responsibilities will be covered in the next post, part 2.  As I said, chapter 4 is my favorite chapter so far because not only is the information very good, but the examples of how each subject can be used and applied is very helpful.  Often times we get information on how to make are classrooms better, but no instruction on how to apply the information.  Chapter 4 shows ways it can be applied to the classroom.

     The first subject covered in chapter 4 is The Classroom Environment.  It may be just a guy thing, but I have always wondered why it was important to have the classroom "decorated".  I have received instruction on what and why we need "stuff" on our walls and in the classroom, but to be honest I do not think I ever bought in completely.  The information provided in this text made sense to me.  It made sense to me why it was important to have items in my class and on the walls that welcome and excite students.  The text also points out that included in the classroom environment is the attitude or atmosphere of the classroom.  The pages of the text make it very clear how both physical and affective characteristics can be combined to create a positive learning environment.  Teachers must place items on the wall and in the classroom along with getting to know their students to create the correct atmosphere.  If teachers get to know the individual student's backgrounds and cultures along with handing out sincere praise the classroom will become very dynamic.

  Secondly, the book covers Communication in the Classroom.  Communication is key to building a sense of community.  Effective communication will allow for the students can get to know each other and the students and teacher to build connections.  A classroom that communicates well will be able to come up with sayings or, as the book calls them "shorthand" for communicating praise and motivation very quickly to each other.  Communication can be be verbal, written, or even make use of signals.  The book mentions the communication can be digital, for this medium I have an example.  At one of the elementary schools that I am familiar with 5th and 6th graders are each given IPODS.  One teacher 6th grade teacher has loaded an application on each of these devices that allows for the students to input a message each morning about their wellbeing that day.  I think this is a great communication tool that allows students to be open and honest while allowing the teacher to get to know her students better.

     The last subject for this mornings post is Guidelines for Classroom Operation.  Guidelines, or rules, are critical to making the class operate and maximum efficiency and effectiveness.  Rules that are made up by and enforced by the teacher are less likely to be followed than rules created and agreed upon by all members of the class.  By students having input into the rules governing the class they are given ownership of the class and how it operates.  The book talks about four simple rules that I thing are solid.  Respect each other, work hard, keep trying, and accept responsibility.  These rules are simple, but if followed a classroom will run much more effectively.  In my classroom I may add one more rule, be positive, but other than that I like what the text suggests.

     Make sure and stay tuned for Part 2 of Teacher Response-Put It In Play where the last three subjects of chapter 4 will be covered.

Teacher Responses-The Big 5

     In order to make the most out of my classroom and respond to my students needs of affirmation, contribution, power, purpose, and challenge.  The teacher cog consists of five key ways to respond to the student needs.  The big five elements of teacher response are: Invitation, opportunity, investment, persistence, and reflection.  

INVITATION

     When students walk into my classroom for the first time and every time after that they must instantly feel like the belong.  I used the phrase "my classroom" above, but when the student enters the room they must know that it is no longer my classroom, but "our classroom".  My job as the teacher is to make each student feel welcomed and valued.  Students are very good at picking up on people faking it, so I must let them know that I am sincerely happy that they are in the class and that they are valued for who they are and what they can bring.

OPPORTUNITY

     Each student who enters into the classroom is full of potential.  The teacher's goal is to turn that potential into skills, abilities, and knowledge.  In order to make this transformation teachers need to provide opportunity for growth, and growth is challenging. Every student needs to know that the lessons they are being taught are important and are applicable to making them better.  The things that teachers ask them to do will not be easy, but will help them discover new things about themselves.  Opportunity and challenge can never stop as students change potential to ability and skill new potential is born in them that must be reached.

INVESTMENT

     Investment seems to be the simplest response to demonstrate, but it is also the easiest for students to see and feel when it is not present.  Investment simply means time, not just time but quality time spent by the teacher making sure that student needs are met.  Investment is a teacher making time to get to know each student and making the classroom work for them.  Investment is finding new ways to help each student.  Investment will be demonstrated by lessons that challenge each student know matter their skill level.  When teachers are fully invested it is evident by the level care they have for each student as anything we put our hearts and souls into mean more to us. The level of investment can be seen instantly by walking into a classroom or by watching student interact with the teacher.   

PERSISTENCE

     Very simply persistence means that I will not give up on you.  Working together we can overcome any obstacle and find success.  Once success is reached we will find new challenges and work together to over come them.  Student learning is a never ending process, but I will be by your side the entire time.  If the first method I try does not work I will continually work to try new ways to make the student success.  Hallmark number 5 of a "Way Up" and never a "Way Out" is applicable.  We will not accept excuses on not meeting our goals, but we will find other paths that lead to our goals.  

REFLECTION

     The text makes reference to the film Apollo 13 movie in which the statement "Failure is not an option" is made.  When we are working with students failure can not be an option as students are much too important to allow failure to happen.  As a teacher it is my duty to ensure that I am always improving my lessons and skills.  This will require me to seek additional training, input from experts, and discussion with my team.  It will incorporate the responses mentioned above of persistence and and investment as it will take time and I must continually find ways to better myself.  If improving my classroom and the lives of my students are always on my mind we will not fail as I will find ways to improve myself and help students reach higher goals.

Why Teach and What I must Bring

   
     Chapter three of Fulfilling the Promise is all about how the teacher responds to the student needs.  As discussed previously we know that the teacher responds with investment, persistence, invitation, reflection, and opportunity.  All of these items will be discussed in my next blog, but now, in this post, we discuss why we wanted to get into teaching and the facts of life concerning differentiated instruction.  I touched on it in my last post that, differentiated instruction is easy on paper, but is difficult to execute effectively.

     The text mentions that is is no small thing to become fox tamers.  As we know, I do not like that word, tamers, so I will once again refer to it as relationships.  Relationships are sometimes hard, require risk, and require much more time.  In order for us to justify the effort we must remember why we got into teaching in the first place.  For me, and I hope that does not change, it is because I believe that I can have a positive impact on students.  The book talks about the naiveness of new teachers and what their dreams of the classroom are.  It talks about not loosing that naiveness, or as it mentions find out what your dreams are, know them, and live up to them.  I agree with this concept.  Keep your vision alive no matter how many times you are beaten down or told you do not have time for that in class.  I must remember why I wanted to do this, to make students better, no matter what the risk or time commitment.  What takes the time?  Relationships, at all levels, are work and in order for me to develop individual relationships of trust with my students I must spend the time and take the risk.  
     
     How can I respond to what my students need if I do not know my students.  How can I make my curriculum challenging to each student if I do not know what there starting line is?  One can only provide for someone when they know what that someone needs.  I will commit to finding out the needs of my students through establishing a positive relationship with each and  everyone.  I make this commitment without full understanding of the detractors that will be placed in my way, but as the book says I must push through the excuses.  
     
     We have established what the student needs, but have yet to breakdown my response to these needs.  That will be done in the next post, stay tuned.

Delivering What They Seek

   
     A differentiated classroom sounds easy in the pages of a text book or in a video, but in a classroom it can be come very difficult.  Each student may be seeking the same things in our classroom, the five items mentioned in the prior post of challenge, power, affirmation, contribution, and purpose, but to each student they are different.  Students come from all different backgrounds and each has a different way of obtaining the the sense of fulfillment in the classroom.
     The text offers a couple of different stories of students who are not from the background of most teachers and possibly a different background than the majority of their classmates.  As teachers we must be very careful not to fall into the trap of massing all of our students into one ball or into a one size fits all group.  We think a lesson is a success because most of the class was engaged or we think we flopped on a lesson as most of the class was not engaged or did not perform well on an assessment.  This is the difficult part of differentiation, we must look at each child as an individual and see what they learned and if there needs are satisfied.  We must reflect on how the lesson benefited each individual and not the entire group. 
     As mentioned before differentiation is easy to put into words bit difficult to actually execute.  How do we do it?  How do we make each lesson and our entire classroom meet the needs of individual students?  I am only in chapter two of this text and I am not an expert on this subject in any way, but I do have some ideas.  First, teach each lesson using as many strategies as possible.  Try to incorporate group and individual work.  Plan physical movement, art, and music into as many lessons as possible.  By differentiating our instruction, not from lesson to lesson, but within each lesson we stand a much better chance of reaching every student.  Secondly, we must get to know each student in our class as an individual.  We must know where they come from and what makes each child tick.  Even students who have similar backgrounds may not get their needs fulfilled in the same environment.  Nothing is more critical than developing that relationship, how can you provide a child with their favorite meal if you do not know what foods they like?  In order to provide a classroom that gives all children what they seek, we must know each child on a personal level.  Yes, it will take time and effort, but as explained before in practice differentiation is hard. 

What a Student Needs.

     Chapter 2 of the book Fulfilling the Promise is dedicated to the first cog in our machine.  The cogs are referenced in previous posts on this blog and in chapter one of the text.  The first cog is what the student seek or need.  The book mentions that the following is what students seek or want when they enter our classroom: Affirmation, contribution, power, purpose, and challenge.  Some teachers may not think this list is complete or even agree with it in its entirety, but as I lack experience I am going to go with what the book covers.  As I become more aware of what students are looking for I may add to the list or replace some items, but until then I am trusting the experts.  I place different importance on each item, but all of them contain beneficial ideas and each needs to be covered.

Contribution 

     Contribution is simply that when every student walks into the classroom they know that they bring a special or unique set of skills.  It is not enough for the student to receive praise from a teacher or to be told that they are needed.  Students must see that they are needed, and more importantly feel needed.  Students must know that the classroom is not complete without them and that they are important to the success of the entire group.

Purpose

     Student must understand why they are learning and how the learning applies to them and their world.  Students are more likely to apply themselves to lessons in which they see the purpose or requirement  of the knowledge.  The book mentions the old age question, "How come we have to do this?"  If we can demonstrate to the students why the lesson is valid then we are steps ahead on passing the knowledge or skill on to them.  Show students how the lesson impacts them and how it will make the world more meaningful.

Challenge

    Joel Osteen said"I want to challenge you today to get out of your comfort zone. You have so much incredible potential on the inside. God has put gifts and talents in you that you probably don't know anything about."  I do not know who Mr. Olsteen is or what he did, but I like his quote for this topic. We must help students get out of their comfort zone and reach new heights.  Each student's comfort zone is different and the challenges we offer must be different for every student.  To challenge students is to get them to take the risk of learning something new, when the possibility of failure is reality.  Long term failure, no, but initially the student is going to feel uncomfortable and that feeling will create learning. When we come up with challenges for our class we must try to challenge all not just some.

Power  

     The last two wants or needs of students I have saved for last as they are my choices for most important.  The word power could be changed with the word control.  Students need to know that they have power or control over not only their environment, but their actions and learning is well.  In the military we call this feeling "Pride in Ownership" and it basically means I will make it the best because I own it.  If students feel like they have say in how they learn and how it applies they will take more "Pride in Ownership" of their entire environment and make it the best they can. 

Affirmation

    To me, affirmation is the most critical of all things a student seeks.  Affirmation encompasses so many basic needs that it is a must have.  Students must feel accepted and safe in the classroom.  No student learns if the basic desire to feel safe is not met.  Students must have made connections with the teacher and other classmates and know that they are cared for and valued.  Once students feel the safety of acceptance let the learning begin.  This one word, affirmation, covers so many items that it is the most powerful.  This word says why there must be relationships of trust in the classroom and know that what an individual student feels is important other students do as well.  If a student never finds affirmation they will never reach their full potential.

Metaphors-A Prince, a Fox, and Three Cogs

     The second part of Chapter one of Fulfilling the Promise of the Differentiated Classroom uses two metaphors to show how differentiated instruction should look in a classroom.  The first metaphor, Taming the Fox, deals with how students want to be tamed and the role teachers play in the taming.  The second metaphor is about three cogs and how all three must work together to get the optimum performance from not only each cog, but the machine as a whole.

     The metaphor Taming the Fox raised different emotions in me.  I liked the application of the metaphor as a whole, but did not like the word "tamed".  The text explains that the word tame means to make connections or establish ties.  When I read the word tamed I automatically place a negative connotation to its use.  I think of the definition to control or domesticate.  Anyway, as my mind always went negative when I read the word tamed I changed it to relationship.  To me the definition of tamed in the metaphor simply means to develop a relationship with our students.  The metaphor mentions how the boy is just another boy and the fox just another fox until they develop a relationship.  To my students I am just one of the many adults they have seen until we develop the relationship. To me, relationships are critical to creating a good learning environment.  The text tells of how students can not perform the tasks we ask of them until they believe in me and they can not believe in me until I believe in them.  As a teacher I must come into each new year with the attitude that I believe all my students can succeed.  Once I have demonstrated my belief in them, hopefully they will believe in me.  Once we have belief going each way we will have trust and with trust comes a great relationship.   

     The question becomes how does this metaphor or my belief in relationships play into differentiated instruction?  In order for me to know what each of my students needs are I must know the student.  In order to know the student I must know more than his name and hair color.  I must know the inside of the student or as the metaphor says "what is invisible to the eye".  Each of my students will be different.  Each will have challenges and abilities that are different from the other classmates, I must have that individual relationship to meet each students needs.

      The second metaphor deals with three cogs.  Each cog represents a different part of differentiation.  The first cog represents what the student seeks.  The book offers as a base, students seek challenge, affirmation, purpose, power, and contribution.  If we can give the students these items we will have engaged students.  The only problem is that in order to give each student what they seek we must know each student.(see above metaphor)  The second cog in the differentiate machine is the teacher response.  A teacher who wants a relationship with each student will respond through investment, persistence, invitation, reflection, and opportunity.   To sum up the second cog teachers must be willing to provide opportunities for the students and be willing to spend time as an investment in each child.  
     
     The third cog is that of curriculum and instruction.  We know that are subject matter must engage the student and be important, but it must also be challenging to them.  We scaffold our instruction to get them past one challenge and into the next.  

     The cogs that make up the machine must be perfectly timed and constantly adjusted to meet the needs of each of our students.  If you have great lessons about awesome subjects it will not matter if the students have not found what they seek and you have not invested in each student.  Like any machine to stay in perfect working order constant maintenance must be applied to keep the machine running at full speed.  The text contains the following quote, a quote that I think is the best way to end today's blog.

"It is important to begin with the conviction that we are no longer teaching if what we teach becomes more important than who we teach or how we teach".

(Tomlinson, 2003,p.10)

 

What Is This Differentiated Instruction?

Schools are like airport hubs: student passengers arrive from many different backgrounds for widely divergent destinations.  Their particular takeoffs into adulthood will demand different flight plans(Tomlinson,2003, p.1).

    The quote above does a great job of explaining what differentiated teaching is.  All students come to our class room with different backgrounds and individual destinations.  As a teacher, it is my job to get to know each student and help them reach a final destination that will have a positive landing for the student and society.  This Blog is going to be a great forum for me to express my thoughts on the book Fulfilling the Promise of the Differentiated Classroom and a great place for me to keep track of what I have learned. While this blog will be in my own voice, important ideas from each chapter will be recorded in a easy to follow, and easy to find later, method.

  The first chapter of the above mentioned book does a great job of explaining the idea of differentiated instruction.  It identifies what students need to learn and how every student's needs are different.  In this chapter the book describes the four traits that teachers must address in order to provide an ideal classroom. Student Traits include readiness, interest, learning profile, and affect.  While all are important traits I place a very high value on affect.  Affect is how students feel about themselves, the work they do, and how the feel in my classroom.  If students want to come to my class, enjoy the work, and feel like they belong the learning will be much more satisfying for them and me.  

The first chapter also does a great job of explaining the things that teachers control or can change to make the classroom more effective for all learners.  These items include content, process, product, and the learning environment.  I may question the ability of the teacher to choose content, but they have the ability to deliver that content in a way that all students can get the most from it.  Of the mentioned items teachers have the greatest control of the learning environment.  Teachers must set a tone, or as the book calls it, the mood.  Students must feel apart of the classroom and that it is a safe place for learning.  This brings up the issue of trust, but this will have to wait until the next(hopefully shorter) blog when I will get into the metaphors used by the book.  The metaphors deal with trust and roles in the classroom.

Goodnight