How does your special education and general administration feel about a differentiated classroom?What support is needed in presenting your ideas? Share your responses on the blog.
Everyone talks about it, buys books about it, provides inservice about it, so what is the problem with DOING it? It might take a little more planning than “read page 1-10 and answer the questions at the end of the chapter” but if we start small, one subject, one lesson, we can build our bag of tricks. With the addition of PLC’s at almost every school, we should take the opportunity to pool our resources. American History is American History, so if I can come up with a differentiated lesson for chapter 1, can you do chapter 2? I think the chapter brought to light what I found to be the biggest barrier, which was assignments were different and didn’t fit neatly into “power school, grade book…” Students and parents at upper grades struggled with the flexibility because of their own experience. Tell me what you want and I will produce it so I can pass this class or get an A.
I think the idea of belonging and conformity hit strong. Sometimes it’s tough to be the special educator in a building; then add to that you’re the only one differentiating for students…that can be a tough, lonely situation. Most teachers are willing to make accommodations (even though they’re required as per the IEP), but just one more step of differentiating can be the ‘straw that broke the camel’s back.’ I still go back to the idea that good teaching is good teaching. What helps students with IEPs helps others in the classroom. The buddy system works wonders. Having one teacher enthused about implementing new techniques for enhance learning spreads throughout the building.
How true - Jerrie. Somedays it is very lonely in my building. I found that several teachers will listen to my thoughts and then walk away and do nothing with any of the new information. Conformity trickles down from the top to the bottom, we all want to belong somewhere. Being different has a way of not allowing us to belong. When I was younger, most teachers tried to change students from being left-handed, but not so today. It appears that students who have changed have more learning problems. Any time our brain is messed with, we will have problems. That should be a "no-brainer".
As a Gifted Facilitator I find this concept frustrating to get across to the general ed. teachers. The answer I always get is I don't have time, but really what they fail to understand that it doesn't take as much time nor over seeing as one would think. The kids at the higher end are capable of over seeing their own projects and if allowed to pick and choose they will pick some thing they are already interested in and will self motivate and work on by themselves. All the teacher has to really do is do a check-in. I find the teachers other excuse is they have to get them ready for State Assessments, but take a look at most Gifted students they already know the information that is going to be addressed on a State Assessment so they don't always need to sit through the lessons let them work on the same area just at a higher level. The one nice thing is if a teacher wants to get their feet wet with it Math is an easy area to differentiate and takes care of itself.
Everyone talks about it, buys books about it, provides inservice about it, so what is the problem with DOING it? It might take a little more planning than “read page 1-10 and answer the questions at the end of the chapter” but if we start small, one subject, one lesson, we can build our bag of tricks. With the addition of PLC’s at almost every school, we should take the opportunity to pool our resources. American History is American History, so if I can come up with a differentiated lesson for chapter 1, can you do chapter 2?
ReplyDeleteI think the chapter brought to light what I found to be the biggest barrier, which was assignments were different and didn’t fit neatly into “power school, grade book…” Students and parents at upper grades struggled with the flexibility because of their own experience. Tell me what you want and I will produce it so I can pass this class or get an A.
I think the idea of belonging and conformity hit strong. Sometimes it’s tough to be the special educator in a building; then add to that you’re the only one differentiating for students…that can be a tough, lonely situation. Most teachers are willing to make accommodations (even though they’re required as per the IEP), but just one more step of differentiating can be the ‘straw that broke the camel’s back.’ I still go back to the idea that good teaching is good teaching. What helps students with IEPs helps others in the classroom. The buddy system works wonders. Having one teacher enthused about implementing new techniques for enhance learning spreads throughout the building.
ReplyDeleteHow true - Jerrie. Somedays it is very lonely in my building. I found that several teachers will listen to my thoughts and then walk away and do nothing with any of the new information. Conformity trickles down from the top to the bottom, we all want to belong somewhere. Being different has a way of not allowing us to belong. When I was younger, most teachers tried to change students from being left-handed, but not so today. It appears that students who have changed have more learning problems. Any time our brain is messed with, we will have problems. That should be a "no-brainer".
ReplyDeleteAs a Gifted Facilitator I find this concept frustrating to get across to the general ed. teachers. The answer I always get is I don't have time, but really what they fail to understand that it doesn't take as much time nor over seeing as one would think. The kids at the higher end are capable of over seeing their own projects and if allowed to pick and choose they will pick some thing they are already interested in and will self motivate and work on by themselves. All the teacher has to really do is do a check-in. I find the teachers other excuse is they have to get them ready for State Assessments, but take a look at most Gifted students they already know the information that is going to be addressed on a State Assessment so they don't always need to sit through the lessons let them work on the same area just at a higher level. The one nice thing is if a teacher wants to get their feet wet with it Math is an easy area to differentiate and takes care of itself.
ReplyDelete