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(1) Major understanding/idea from last class...

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(1) Major understanding/idea from last class...

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Your article of "Honoring All Learners: The Case For..." I have always thought of this method/idea but never knew how to verbalize and or if it was even an accepted idea/method in modern education. The idea of 'readiness level' and that all students are capable of accomplishing all things just at different times, is a view I wholeheartedly accept. DI feels very natural and accepting. In my opinion most classes, if not all should be oriented to this instruction method. I conclude with Carol Tomlinson's definition of 'readiness level,' "students at a given moment in time, maybe more or less able to succeed at a certain task than their peers, but who are nevertheless capable of eventually attaining sufficient skill or knowledge to meet whatever standard or benchmark at issue" ( Eng Education V 49 N. 1 Oct. 2016).

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I recall the difference between engagement and strategic/ritual compliance. This is something that really helped me when observing my own students and other classes. It has pushed me to further examine how my students are within my classroom and dig to find out if they are truly engaged or only complying.

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How can I improve my curriculum to better reach all level of students?

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How can I make my lessons engaging to all students so that they are genuinely engaged instead of completing the assignment for the sake of completing the assignment for a grade

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I would love an example or two of how people have selected a text based on standards rather than selecting standards to fit a text.

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One of the biggest takeaways from last class is that when a student rebels, it's always necessary to self-examine and ask yourself, "Am I causing this?"

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How do (I) Teach a love of reading without getting fired?!

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How can I make my lessons engaging for my students so that they will be excited to learn and come to my class?

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How can I make my lessons engaging for my students so that they will be excited to learn and come to my class?

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How can I effectively differentiate my teaching to accommodate different learning levels and needs with the limited time and bandwidth I have to do so?

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How can I effectively differentiate my teaching to accommodate different learning levels and needs with the limited time and bandwidth I have to do so?

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The importance of fostering a genuine interest in/love for reading!

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How can I structure group work in English class?

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How can I structure group work in English class?

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Knowledge is not "copied" or "transferred" from teacher to student, it is negotiated between all members of the community of learning. The environment (teachers, classroom itself, school climate) affects and contextualizes everything

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I have lingering questions (and really anxiety) about choosing what to prioritize in the classroom when there is so much to cover

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How can I properly scaffold for students who need it, while not making students who are ready to move on "bored" and disengaged?

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How can I handle and facilitate difficult conversations with parents, and keep important literature that some may deem "controversial" in the classroom?

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How can I handle and facilitate difficult conversations with parents, and keep important literature that some may deem "controversial" in the classroom?

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In the last class, we discussed how we would determine if a text was appropriate for the students. Discussing tools such as the Lexile to determine the reading level of the text, but also if the content is appropriate. I remember discussing in particular how some classmates shared that parents and admin disagreed with choices that introduce new voices and perspectives in the classroom.

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How can I balance teaching so many standards in alignment in a school year while managing to teach what students are engaged/interested in as well?

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I am reminded that my role is facilitator and not a font of wisdom.

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Learning takes place at the intersection of what students already know and what we want students to learn. Our job as teachers is to bridge those gaps

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How to manage assessment for multiple intelligences and different learning styles and abilities?

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Never say anything a student can't say. (have them contribute ideas/insights)

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Fostering student engagement through student agency

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I remember the concept of an engagement activity and the importance in thinking about the structure of the lesson. By using an engagement activity at the beginning you are able to help students connect their prior knowledge with the new knowledge. 

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I remember the concept of an engagement activity and the importance in thinking about the structure of the lesson. By using an engagement activity at the beginning you are able to help students connect their prior knowledge with the new knowledge. 

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How to incorporate online platforms into teaching.

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How to choose my find and choose engagement activity and differentiate it for student ability levels? 

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How to choose my find and choose engagement activity and differentiate it for student ability levels? 

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the many benefits from sharing ideas this way

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understanding: Including independent reading as part of your classroom practice is essential. Nothing helps build vocabulary like reading.

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understanding: Including independent reading as part of your classroom practice is essential. Nothing helps build vocabulary like reading.

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one question: From the book How to teach a love of reading without getting fired - how can audio books not count as reading? what do we do with students who rely on these?

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one question: From the book How to teach a love of reading without getting fired - how can audio books not count as reading? what do we do with students who rely on these?