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Dr. P

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Oliva Barnes and Careena Besecker and Caitlin Froboese

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Feedback and Score for Differentiated Instruction Assignment

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Feedback and Score for Differentiated Instruction Assignment

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Caitlin,
Your classroom design lends itself for a successful differentiated instruction!  Your strategies are on target.
Score = 10 points/10 points
Lp

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Caitlin,
I love your AEIOU responses--very reflective.  Your O worries me a bit, for I hope all future teachers are being trained to be creative and to think outside of the box!

Attendance Participation Points granted.
LP

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Caitlin,
You successfully "unpacked" this standard.  So now you can see how much is involved in a single standard!

Grade = A
LP

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Numbers and Operations in Base Ten -- 4.NBT

Generalize place value understanding for multi-digit whole numbers.

2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Answer the following questions:

What would the behavior of a student who had accomplished this standard look like?

The student should be able to comfortably write out numbers in different forms - such as word form, standard form, and expanded form. A student should also be comfortable saying which numbers are greater than, less than, or equal with symbols. They should be able to include the strategy for how they are able to accomplish that goal.

What are the specific activities and behaviors one might engage in to practice the standard?

Create numbers out of three digits and order them greatest to least greatest, decompose large numbers by place value, switch between number forms

What specific information and skills does the standard imply?

It implies that students know which numbers are larger or smaller, and understand the meaning of each digit in larger digit numbers. It also implies that students will be able to decipher between multiple forms of numbers easily in order to answer different word problems.

What are the skills and knowledge that should precede the standard?

Students should know that in a multi-digit number, the previous number is worth ten times more than the following number. They should also be familiar with addition, multiplication, division single digit numbers.

What are the skills and knowledge that will come after students meet the standard?

After the students meet these standards they can move on towards rounding numbers, and eventually doing arithmetic with multi-digit numbers

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Caitlin,
I appreciate your honesty!  To begin reading The Tyler Rationale, it is indeed somewhat confusing.  However, I can see through your writing and reflection, that you came to a conclusion of understanding and synthesis.  Good job!

Grade:  A
LP

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AEIOU Chart
| A (ADJECTIVE) List a word or two that describes    something you learned.

| creativity

| E (EMOTION) Describe how a particular part of the video made you feel.

| I was excited about the exploring part of the video because I hope to have my students explore their world outside of the traditional classroom setting.

| I (INTERESTING) Write something you found interesting about the topic.

| I found it interesting that people seem to think we keep our students in a box when learning. I hope that the learning environment keeps changing and never keeps our students in a box.

| O (OH!) Describe something that caused you to say “Oh!”

| This video made me think that maybe other programs aren't trying to have their future teachers be creative and have their students answer essential questions.

| U (UM?) Write a question about something you learned or want to learn more about.

| I would love to learn how to incorporate essential questions into grammar lessons.

Essential Questions
What makes essential questions important in designing meaning, engaging learning environments?

Essential questions force the learner to critically think about the answer, rather than regurgitate information back to the teacher. When we ask our students essential questions it helps to guide their learning and help them understand their thinking more clearly. It can also help them to organize their thoughts and realize their opinions and judgements on an issue. This can also lead to healthy debates, better classroom discussions, and a well-rounded observation of a specific topic.

Using Assessment
What does Dr. Carol Ann Thomlinson’s quote mean:  “Assessment is today’s means of understanding how to modify tomorrow’s instruction”?

I believe this quote is saying that by assessing our students and what they have learned up to the present point, we can figure out how to teach our teachers the next day and rest of the year. It helps us to gauge their understanding and figure out what was working, what needs to be retaught, and how our pacing is going.

Can learning and grades coexist peacefully?  Why or why not?  Should one receive emphasis over the other?

I think learning and grades can peacefully coexist as long as the assessment is done correctly. By understanding our students and figuring out how they learn and teaching them in a way they understand, we can assess them correctly. Sometimes that may mean that we need to change things up and differentiate our assessment. But I believe that grades can be very motivating.

Ongoing Assessment Strategies
(sorry I couldn't get them to stay in a graph)

1. Strategy -  3-minute Pause
Question I have - How do I keep students on task?
How I could use this - I could use this with my students after a big piece of information I taught them
2. Strategy -  Journal Entry
Question I have - Is it possible to use this with younger students?
How I could use this - I can use this with my students to help them digest the information they were given and make sure they understand what I was trying to teach them
3. Strategy -  Conference
Question I have - Is it possible to fit this into a day of learning?
How I could use this - I could use this a couple different ways. I could have one on one conferences with students to make sure they are understanding and build a bond with them. I can also have the students perform a conference that I can observe and interject when necessary.
4. Strategy -  Self Evaluation
Question I have - How often throughout the school year could I use this strategy?
How I could use this - I could also use this many different ways. I could have them do small self evaluations to check for understanding. Or I can make it more complicated to have the students critically think about what they've learned so they can check their own understanding.
5. Strategy -  Checklist
Question I have - Do I share the checklist with the students or keep it for my own observations?
How I could use this - I can use this at the beginning of the year to help organize what it is I want my students to be achieving. I could also maybe share it with them so they know what they are working towards.

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The Tyler Rationale

Confront --

When I initially started to read this article, I was very confused. I felt like I was supposed to be learning about the Tyler method, when instead I realized I was being confronted with a critical examination of the method from an outside perspective. I found the criticism very interesting and want to dive in a bit deeper to assess my own feelings toward the Tyler method and how I would use it in my own classroom.

Deconstruct --

I felt really proud that I was able to recognize the four step process to develop a curriculum. I also felt that I understood the author when he criticized Tyler for misrepresenting the Committee of Ten. Having just learned about it in class helped with my understanding. I think raising a question about Tyler’s methods for educational objectives is important. So much has changed since he wrote these methods. It seems as though his views are very teacher focused, the sort of curriculum I was taught in school. I don’t believe there is some straightforward formula for developing objectives for students. Every student, classroom, school, state, and administration is different. Tyler’s method seems to be very rigid in its explanation. It almost seems as if he wants to pump information into the students, rather than have the students learning the information through their own learning styles and pace. I don’t think the Tyler method leaves much room for students that are much farther ahead or for students that are a bit more behind. I completely agree that having objectives go through some sort of philosophical screen does not accomplish much at all. Every person's philosophy is so completely different, it would be impossible to come up with a “correct” way to choose objectives. Finally, I feel like there was much to be desired in the experiences and evaluation category.

Theorize --

In my own classroom I’m not too sure how much I would use the tyler method in my own classroom. I think there are many beneficial points. I agree that we as teachers should start from the objectives to better understand what exactly it is they want to teach to their students, and how they was to go about doing that. Everything needs to start from the objectives.

Think Otherwise --

I have only read one perspective of the Tyler method. I think I need to spend more time reading about the positives of the Tyler method, make my own conclusions, and try to understand the method itself, without any outside bias.