This blog is devoted to teachers involved in the INTEL Teach Essentials Course. We will use this blog to reflect on modules, collaborate with peers, and to share ideas.
April 18, 2011
Module 6 Reflection
This module has helped me think about self-directed learners and the role of differentiation in the following ways...
This module has helped me remember why we do some of the things we do at the beginning of the school year. Because it is important to know each of your students, most teachers at my school administer a learning style inventory. Some give a inventory that determines if each student is a visual, auditory, or kinesthetic learner, others determine which multiple intelligent students perfer. We use this information to design teaching strategies that reach the most students and we can use the information to develop projects that allows students to use their multiple intelligent strengths.
As I reflect on Module 6, I am reminded that I need to be mindful of the learning styles of my students. I let my 2nd graders know why I use different ways of presenting information in my classroom. I think I could help them more by assisting them in finding out what style learner they are. This will help them be more successful in their learning, not only in my classroom, but in life. The other area this module made me think about was the formative assessments I use in my classroom. I need to allow the students to reflect more on their learning more often. This will help me know where I need to go with each student. It will also help students take more responsibility for their learning.
This module has helped me think about self directed learners more. I need to allow my students the opportunity to reflect of their work. Also, by having them reflect they will see what teaching strategies they learn from best. They need to start at an early age knowing what teaching styles best impact them. As far as differentiation I will keep these four words in my mind content - process - learning environment and products!
Module 6 has allowed me to think more about the importance of helping my students develop self direction skills. I want them to be able to process and understand what is working and why. Throughout this module I have also reflected on my practices of differentiation; in response to student's readiness (skill level)and interests. Overall, I am learning more about how to accommodate the (individual) needs of my students.
Module 6 let me know that I have to be cognizant of the different learning styles in my classes. I try to accommodate all learning styles, but often our own learning style takes over anyway. Though I am human, I try not to overlook the student—and in today’s society this generation that does not learn as I do. One problem I do have is that I know as I prepare them for college that so many of them will get professors there that still lecture for an hour straight. As important as it is for me to change, the entire educational system should be changing as well. Thankfully, I do see evidence of “micro-changes.”
This module reminds me of why our district has invested so much time and energy into differentiated instructional strategies and presenters like Dr. Stephen Peters. As classroom facilitators, we must meet our students where they are in their learning process. We must be able to help students to recognize his/her individual learning styles and provide diverse instructional strategies for them to be able to grasp the knowledge and skills that will help each one to be become productive lifelong learners.
As I reflect upon this lesson, I realize the importance of providing more reflection for my students so that throughout the learning process they can better understand how they learn. If my students can "understand how they understand" they will be better equipped to be life-long learners. Additionally, they will also find out what areas they need to strengthen. As I look at my methods of differentiation, I realize that although I take a learning styles inventory, I need to better accommodate my kinesthetic learners in ELA and become more creative to meet this particular style's needs.
This module has helped me think about self-directed learners and the role of differentiation by suggesting strategies for scaffolding thinking. Many times I make my tasks way too broad and give the learner too many options. I haven't liked to give students examples because they usually just copy what I show them, so I went to the opposite end of the spectrum and made the sky the limit. It makes sense to limit the student's choice to a few choices when they complete projects. This way, I won't get frustrated when a student gets off-task or off-topic, but the students can still feel like they have control as they direct their own learning.
This module has helped me think about self-directed learners and the role of differentiation in the following ways... I do not have a "traditional" classroom as most teachers do. My program is centered around projects created from special pre-engineering lessons and units. Even though I want my students to be more of a self-directed learner, and sometimes I expect them to be,I get very frustrated because I assume most students want to learn this way. A lot do not want to learn this way. They want the teacher to explain, explain, talk, give directions. I just can't do that. I want so much for each student to progress to the best of their ability. But sometimes I see them getting lost. Perhaps I need to do some more self-reflecting on easing them into a project-oriented program.
I have a lot of trouble with students being self-directed. I have provided students with rubrics, assignment sheets, and reminders to help students manage their time and their work. I emphasize how time management and self-direction are real-world, work-place, and life skills; however, students are not always willing to give up "being kids." I will continue to post the rubrics and give assignment sheets to help students become more self-directed. Another way I have tried to help students become self-directed is to give them contracts, to let them determine how much "credit" they are willing to work for. What surprises me is that very few students will contract for an A.
Because I work with English language learners, I realize how important it is to help them work within their comfort zones. Allowing students to use their first language for drafting is one way to differentiate the instruction.
This module has helped me remember why we do some of the things we do at the beginning of the school year. Because it is important to know each of your students, most teachers at my school administer a learning style inventory. Some give a inventory that determines if each student is a visual, auditory, or kinesthetic learner, others determine which multiple intelligent students perfer. We use this information to design teaching strategies that reach the most students and we can use the information to develop projects that allows students to use their multiple intelligent strengths.
ReplyDeleteAs I reflect on Module 6, I am reminded that I need to be mindful of the learning styles of my students. I let my 2nd graders know why I use different ways of presenting information in my classroom. I think I could help them more by assisting them in finding out what style learner they are. This will help them be more successful in their learning, not only in my classroom, but in life. The other area this module made me think about was the formative assessments I use in my classroom. I need to allow the students to reflect more on their learning more often. This will help me know where I need to go with each student. It will also help students take more responsibility for their learning.
ReplyDeleteThis module has helped me think about self directed learners more. I need to allow my students the opportunity to reflect of their work. Also, by having them reflect they will see what teaching strategies they learn from best. They need to start at an early age knowing what teaching styles best impact them. As far as differentiation I will keep these four words in my mind content - process - learning environment and products!
ReplyDeleteModule 6 has allowed me to think more about the importance of helping my students develop self direction skills. I want them to be able to process and understand what is working and why. Throughout this module I have also reflected on my practices of differentiation; in response to student's readiness (skill level)and interests. Overall, I am learning more about how to accommodate the (individual) needs of my students.
ReplyDeleteModule 6 let me know that I have to be cognizant of the different learning styles in my classes. I try to accommodate all learning styles, but often our own learning style takes over anyway. Though I am human, I try not to overlook the student—and in today’s society this generation that does not learn as I do. One problem I do have is that I know as I prepare them for college that so many of them will get professors there that still lecture for an hour straight. As important as it is for me to change, the entire educational system should be changing as well. Thankfully, I do see evidence of “micro-changes.”
ReplyDeleteThis module reminds me of why our district has invested so much time and energy into differentiated instructional strategies and presenters like Dr. Stephen Peters. As classroom facilitators, we must meet our students where they are in their learning process. We must be able to help students to recognize his/her individual learning styles and provide diverse instructional strategies for them to be able to grasp the knowledge and skills that will help each one to be become productive lifelong learners.
ReplyDeleteAs I reflect upon this lesson, I realize the importance of providing more reflection for my students so that throughout the learning process they can better understand how they learn. If my students can "understand how they understand" they will be better equipped to be life-long learners. Additionally, they will also find out what areas they need to strengthen. As I look at my methods of differentiation, I realize that although I take a learning styles inventory, I need to better accommodate my kinesthetic learners in ELA and become more creative to meet this particular style's needs.
ReplyDeleteThis module has helped me think about self-directed learners and the role of differentiation by suggesting strategies for scaffolding thinking. Many times I make my tasks way too broad and give the learner too many options. I haven't liked to give students examples because they usually just copy what I show them, so I went to the opposite end of the spectrum and made the sky the limit. It makes sense to limit the student's choice to a few choices when they complete projects. This way, I won't get frustrated when a student gets off-task or off-topic, but the students can still feel like they have control as they direct their own learning.
ReplyDeleteThis module has helped me think about self-directed learners and the role of differentiation in the following ways...
ReplyDeleteI do not have a "traditional" classroom as most teachers do. My program is centered around projects created from special pre-engineering lessons and units. Even though I want my students to be more of a self-directed learner, and sometimes I expect them to be,I get very frustrated because I assume most students want to learn this way. A lot do not want to learn this way. They want the teacher to explain, explain, talk, give directions. I just can't do that. I want so much for each student to progress to the best of their ability. But sometimes I see them getting lost. Perhaps I need to do some more self-reflecting on easing them into a project-oriented program.
I have a lot of trouble with students being self-directed. I have provided students with rubrics, assignment sheets, and reminders to help students manage their time and their work. I emphasize how time management and self-direction are real-world, work-place, and life skills; however, students are not always willing to give up "being kids." I will continue to post the rubrics and give assignment sheets to help students become more self-directed. Another way I have tried to help students become self-directed is to give them contracts, to let them determine how much "credit" they are willing to work for. What surprises me is that very few students will contract for an A.
ReplyDeleteBecause I work with English language learners, I realize how important it is to help them work within their comfort zones. Allowing students to use their first language for drafting is one way to differentiate the instruction.