PhyreBards

So, I know that we were barely able to talk about how we all felt about the new text that's been recently introduced in class and I'm sure we will discuss it more today ... but I have to say, I really enjoyed Chapter 6 and all of the examples. I had only really learned the basic explanation and definition of differentiated instruction and watched an outdated movie clip on it in Foundations with Barb, and the chapter really helped me understand what it meant. The initial impression that I had of differentiated education was that it is very difficult and a little limiting in that only experienced teachers can successfully make it work. The examples in chapter 6 had so many good ideas and they were student driven ... a hallmark of our methods thus far. The text just really made it all seem very doable for even nervous first year and student teachers.

What'd everyone else thing? Which ones were your favorites and which ones didn't seem so cool? I really liked the folders idea ... I hope we can discuss more in class!

I am ALL about differentiated instruction. I think that this type of teaching is beneficial in many types of classroom settings. It helps to keep all students engaged (as well as keep you on your toes). By designing lessons based on your students' abilities, likes, dislikes, and interests, we will be able to reach each student on a deeper level rather than brushing the surface.

We have talked endlessly in my special education classes about creating lessons that cater to the student's individual ability. It is interesting also to think of the possibilities for learning experiences that are centered around the students’ interests! "Basing assignments on student interest is a powerful motivator." (DIEC, p 101)

Dr. Pyne's advise to plan and over plan reiterated in the DIEC readings (chapter 6 particularly). "Karen sees organization as key when using learning stations, and she offers advice for teachers who are planning to implement them. Teachers must work out the logistics ahead of time in order for the students to benefit most from the lesson."(p 84) Sometimes, I have a lesson worked out so clearly in my head that I forget to plan for adjustments. It is something that I will have to train myself to do. Once last year, while teaching a unit, my lesson did not iron out as I planned. The activity I had planned was not as engaging as I had hoped, and the students were not cooperating. I did not have any back-up activities in mind, and I was forced to carry out the original activity. Looking back, I realize that it was a waste of time for both me and the students to carry out a lesson that clearly was not working. During the next few months and student teaching I hope to prove that I have learned from this experience; I will plan, plan, and over plan to try to avoid another behavioral and mental meltdown in my classroom!

I am ALL about differentiated instruction. I think that this type of teaching is beneficial in many types of classroom settings. It helps to keep all students engaged (as well as keep you on your toes). By designing lessons based on your students' abilities, likes, dislikes, and interests, we will be able to reach each student on a deeper level rather than brushing the surface.

We have talked endlessly in my special education classes about creating lessons that cater to the student's individual ability. It is interesting also to think of the possibilities for learning experiences that are centered around the students’ interests! "Basing assignments on student interest is a powerful motivator." (DIEC, p 101)

Dr. Pyne's advise to plan and over plan reiterated in the DIEC readings (chapter 6 particularly). "Karen sees organization as key when using learning stations, and she offers advice for teachers who are planning to implement them. Teachers must work out the logistics ahead of time in order for the students to benefit most from the lesson."(p 84) Sometimes, I have a lesson worked out so clearly in my head that I forget to plan for adjustments. It is something that I will have to train myself to do. Once last year, while teaching a unit, my lesson did not iron out as I planned. The activity I had planned was not as engaging as I had hoped, and the students were not cooperating. I did not have any back-up activities in mind, and I was forced to carry out the original activity. Looking back, I realize that it was a waste of time for both me and the students to carry out a lesson that clearly was not working. During the next few months and student teaching I hope to prove that I have learned from this experience; I will plan, plan, and over plan to try to avoid another behavioral and mental meltdown in my classroom!

There are so many issues that make me nervous about teaching English. The closer we get to student teaching, the more nervous I become. Although I am so excited to be more active in the classroom, I still feel slightly unprepared. For example, how do I really ever know what my students are capable of? What if instead of meeting them at their level, I underestimate them? And how do you really know what they are capable of if you don't give them things that they may fail at sometimes? Although previous lessons I have taught have gone well, I wonder how well they really went. Were my students just humoring me? There are just so many things to consider when teaching an English class. One of my friends asked me the other day why we even have an education major. I was completely floored since, at times, I feel so overwhelmed with everything that teachers have to juggle. I feel that differentiation, in theory, is a wonderful concept. But it seems so difficult to make one lesson and one concept almost simultaneously apply to 25 students. Maybe I'm just over-reacting to the current stress in my life. I guess I just really want to be a good teacher and am so afraid to not be everything that the students deserve. Does anyone else ever get moments of overwhelmed-ness when thinking of teaching??