Two responses this week!
1. Reflect on Chapter 10. (Figures 10.3 and/or 10.4. might be useful!!) What do your current lessons "look" like? What could you change to better meet the learning needs/profiles of your students?
2. Respond to a post from a friend in Chapter 10 and share an idea or give them feedback.
Happy Learning! :-)
I personally learn best when I am introduced to content using a whole to part method. I do this with all my classes, but find there are times it is not appropriate. I have also found that I present most of my content visually and orally. With my first graders the kinesthetic comes more naturally, but I do need to integrate movement more for my upper level students.
ReplyDeleteI differentiate my content in first grade by giving students different worksheets, books, and centers. I also use hand signals to teach phonics which reaches my kinesthetic learners.
In my Title I classes I am continually trying to find kinesthetic and visual ways to show math concepts. http://bit.ly/vKBNH is a link to a great math site that has videos!! Great for our visual learners. I find manipulatives work best for my kinesthetic. This link http://bit.ly/l5qyZ has online manipulatives for when I don't have the ones I need in my classroom. I also like how specific I can be on this site for the skill and the manipulative to go with it.
I find that technology has really helped me differentiate and meet learning styles. There are many resources out there that are visual, kinesthetic, and auditory.
One thing that I haven't done yet this year, but would like to do is survey the kids on their learning style and preferences.
I love that this chapter ties so well into Quantum learning and acknowledging that we all have different learning modalities. On page 63 Carol Ann Tomlinson encourages us to become "a student of your students." As teachers it is our business to learn about how our students learn best and meet them there. It is about creating meaning for the learner not just simply delivering content in a manner that suits our (the teachers) learning strengths.
ReplyDeleteJoanie brought up using hand signals for kinesthetic learners. It is very effective for young learners, but also for older learners. Something that we often forget for older students. In every Quantum activity that we did-whether in the elementary, high school, or teacher training, there were kinesthetic movements for every important point. Each of the 8 keys has a motion and that information is solidly attached to that motion.
ReplyDeleteMr. Pierce has been having students act out their vocabulary. The skits have been pretty cute. George, have students retained meaning of their vocabulary words any better? I would love to hear your feedback on that.
The 4-MAT approach to lesson planning caught my eye this week. I like the organization it provides and it looks to be an efficient way to structure lessons. I can see its value for me. I will use it in next week's lesson plans and see what happens.
ReplyDeleteFrom Annette:
ReplyDeleteMy current lesson plans wouldn't show much differentiation because they're so skeletal. However, within that framework I do vary teaching methods, student grouping, etc.
I liked the idea of teaching the students about the various learning styles, learning environments, intelligence preferences, etc. and encouraging them to explore their individual styles. They can use that knowledge to change what they can to fit their preference, and realize that everyone doesn't have to be the same.
As a teacher, I need to offer options and be open to their requests.
I think it is important as teachers to be careful sharing our own learning preference. Each child learns in his or her own way. Some are visual learners, some kinesthetic learners, and others auditory learners. We need to be sure and take in account what each child's learning preferences are before we assign projects. Then we need to individualize that project to fit each child's learning needs so they can be successful!
ReplyDeleteIn my current lessons that I teach, I try to take into account different learning needs of my students. I like to introduce new facts each time I see a particular group of students, but I am constantly reviewing all the things we know. Sometimes it is difficult in band because it is rushed to get through what we need to get through, but in general music it is easier to incorporate different learning styles. (Although in band I try to choose different levels of music to fit all my students)
ReplyDeleteI agree with what Mary said with it is important as teachers to be careful sharing our own learning preference.
My lessons are a combination of Before and After from diagram 10.3. I would like them to be closer to all being in the "After" format, but time is one factor that hinders this.
ReplyDeleteAnnette talks about teaching the students that they all have different learning styles. Each year my students seem more aware that they may be given different assignments with different expectations because they learn differently. They are more accepting of this than they used to be.
ReplyDeleteMary made a good point. We should leave our own learning style "on the sidelines" and work with each student's individual style, whether it be ours or not. Sometimes this is not easy, but to persuade a student to change from their style to our style is like attempting to make someone who is left-handed write with their right hand. Ouch!
ReplyDeleteI watched a video on the 4-MAT approach, to learn more about this instructional strategy. It's interesting to me to see these many varied strategies. It can kind of be intimidating trying to develop lessons that encompass every students' learning profile every time.
ReplyDeleteHowever, I believe as teachers we need to keep in mind the many different learning-profiles and aim to address several of those styles in our lessons and not get stuck in the one-size-fits-all mode.
It's frustrating to me that this week all students are being measured by one assessment tool,(the CRT's) where only one answer is correct. It such a limited tool to measure academic growth. AAaaargh!
Any differentiated instruction efforts seem lost at times like these.
I've lived, breathed, and power whooshed (or finger clicked) for so long, this chapter makes perfect sense to me. My lesson plans show a layout, and like Annette mentioned, mine are actually skeletal in nature, but that doesn't mean a great deal of thought didn't go into how I want to QLN my students to make sure all learning styles are tickled in my classroom during the day. Having the students know the way they learn best is a serious plus in my book. It's nice to know that my students can see the reasoning behind my madness when I make 'em move, make 'em break into groups, make 'em listen, make 'em focus, make 'em use color to accent their notes. (Actually, I don't even suggest using color for note-taking anymore, the students automatically reach for the colored pencils to do their notes...foofoo or not, it works with recall and they've seen it work for them). I know the twisted and complex path I want to take with my students to get them through the material, which I mix up as much as possible for all my learners. It is better to deliver content filled with aha! moments and intrigue then the way I learned in high school any day. For me, it's teaching beyond the lecture-mode that is for sure! Cindyb
ReplyDelete