Because of our unique learning environment, we aren't able to plan extensive units or lessons that build on concepts or topics since we have different students each day. In my class, I choose a weekly topic to fit within a monthly theme. I create activities that are appropriate for a range of abilities and ages because: 1- it would be impossible for me to make a lesson for each student every day, 2- class periods are only 50 minutes, 3- the kids I have on Monday are rarely the same ones I have by Thursday, and 4- it's more important, in my opinion, for them to learn as a class than it is for them to sit and work independently the whole time. I try to use graphic organizers and lists of information so that lower level kids have less information by which to be overwhelmed, and more advanced kids can dig deeper into the topic/their opinions/their questions. My goal is to keep these kids interested in learning and show them how what I'm trying to teach can help them outside of school and in their future.

The areas I think that I could improve most within my classroom are assessing learners' needs and challenging students who are more advanced. I have a hard time checking progress of my students because of the frequent turnover, so I tend to focus more on the new kids than I do on checking in with the long-term students.

The most important thing I'm taking away from these materials is that DI is more than easy-average-hard options. You have to build on experiences and learning at every opportunity. I also appreciate the fact that DI doesn't take away from a community-based learning idea because building up students individually actually does help strengthen those learning communities by contributing their strengths.

The picture is of some recent student work. The colored pages are constitutional amendments that each student created by summarizing the amendment, writing the full text of the amendment, and drawing a picture to represent it. The white papers at the bottom are "Create your own Country" graphic organizers. The students created a country, decided the type of government they wanted, made rules and means of compliance, and also determined how their leaders would be selected and how much power they would have. These are just two examples of differentiated activities I have used.

To answer the question for this week, I think my school does a great job (school-wide and classroom to classroom) of meeting the individual student's needs academically, socially, and emotionally. Our motto is to reach every student at their level and to promote success in the classroom and in their social surroundings. Most of my students have a learning or behavioral disability, and reaching them daily is a rewarding struggle (a term I think most teachers can relate to). Differentiated instruction in my classroom looks like: giving individual lessons to students and phrasing material in a way that reaches them, grouping students together in teams that promote the best encouraging atmosphere and elevated cognitive growth, and allowing students to engage in certain behaviors throughout the day that would not perhaps be allowed in the traditional classroom, but that supports the learning process (like using gross and fine motor movements at any time of the day to express anger, excitement, or the need to just move). For these reasons, I believe Maria Montessori's method reaches the needs of each child, because her focus was to cater to each student in the slums of Italy during WWI. She was enlisted by the Italian government to create an educational atmosphere that would reach the poor children in the area, and she worked with each child individually, and put them in small groups to teach each other, testing them as high or higher than traditional schools at the time after only a short period of introducing her methods. 

One area I can see that Montessori is not supported in the current climate of education is "ongoing assessment and adjustment": from the concept map of Differentiation of Instruction, Chapter 1. Because the Montessori philosophy is so movement and practical life-oriented, there is little room for formative assessment. Because there are no formal assessments, there is little to adjust in the area. Teachers assess by using songs and rhymes and by observing what works each child has "mastered," noting what areas they have worked hard in, and where they are in each subject (Math, Science, Language, Sensorial, Practical Life, Physical Movement). Chapter 1 talks about how we expect students to learn the same material at the same rate, "[Measuring] everyone's progress only against a predetermined standard," which is not helpful to the struggling student. Although Montessori doesn't use "tests," it does a great job of encouraging students along in different areas of learning, allowing students to work at their own pace. The last online course I took was called Assessment in the 21st Century. In it, I learned that my school has a lot of room to grow in the area of assessments, and that I can actually incorporate many assessment tools to fit the needs of my students. This is the area I see room for improvement in effectively implementing DI in my school, and in my classroom.

***I hope I do not bore or overbear in my explanations of Montessori. It's just that I have taught in both traditional and Montessori schools, and am excited about both styles of learning. My comments are to reference my own frame of understanding, which I am very passionate about. Please let me know if anyone needs clarification, or has questions. I'm an open book! I just feel honored to learn more about how I can personally reach my students and get them excited about material and lessons. This class will cause a lot of growth!

 

* “With so many groups to teach, instructors found it almost impossible to provide sustained, properly executed lessons for every child or group and in a single class period.
My Thoughts: Yes, yes and yes. So how can I meet all these needs. Or do I just teach the best I can to the majority of the class. 

* The goal of a differentiated classroom is maximum student growth and individual success. 

 My thoughts: I need training in this. I also wish that more teachers would share their successes or failures with me so that I may learn.

*However, when an entire class moves forward to study new skills and concepts without any individual adjustments in time or support, some students are doomed to fail.
My thoughts: I hate it but that is so true. It is almost impossible to meet all the individual demands.

·         Learner profiles were discussed in one of the readings and I feel it is very important to get to know your students. 

·          I really liked the concept map for differentiating instruction provided in the reading.