Reflective Journal #6

     Unlike the previous chapter, Differentiated Instruction is a method of teaching  I have become very comfortable with.  Actually, I would like to give myself a pat on the back.  As much as I think I've mastered DI, it did not happen all at once or right away.  It took several miserable failures that initially led me to hate small group instruction.  Much like my apprehension of student-centered learning.  As I was reading Chapter 9: Grouping, Differentiation, and Technology from Slavin's Educational Psychology: Theory and Practice, 12th Edition, I was taken back to those unsuccessful days of my beginning years teaching.  According to Slavin, (2018), solving the problem of providing appropriated levels of instruction can create new problems.  One of those problems comes with grouping students by ability. (p. 216)  Slavin (2018) also states while working with one group the other groups are left working independently and unsupervised. (p.216)  He also mentions "student in the low group may feel stigmatized and may lack positive behavioral models. (p. 216)  I found this problem often and over time developed a more effective way to group my students.  Instead of grouping by abbility, I grouped the students by compativility.  I put leaders, helpers, high, medium and low students in groups together.  Each stating would have different colored folders with tiered assignments for high, medium and low performing students.  For example, I would have a station where the groups would be working on character traits.  We would have read a story and discussed what character traits were and given some for the characters in the story.  My high folder (the students had no idea that the folders were high medium or low) would have the student's names who were to get that folder on it.  Thier task would be to describe how the story would change if the main character's trait were the opposite of her actual traits (if the character was kind and compasionate her opposite traits would be mean and selfish).   My middle and low folder would have the same format with less rigor.  I would often use Bloom's Taxonomy to come up with tasks for each skill. Before each skill was taught I would assess the students prior knowedge of the skill.  From week to week or skill to skill their ability may be different resulting in them possibly working from a different folder each week.  They never knew that the folders were teired.  This elimated the possiblity for stigmatized feelings.  Because the assignments were tiered they were not to hard and not too easy, allowing students to work unsupervised.  The compatible grouping also met the needs of the students and allowed the groups to run smoothly without my direct supervision.  I would pull students from each group for guided instruction based on their learning needs for that specific skill.  This method prooved to be very effective.  I learned from my mistakes and my apprehension disappeared.  I am hoping that I will have similar results with Student-Centered Learning. 

Reference

Slavin, R. E. (2018).  Educational Psychology:  Theory and Practice (12th ed.).  Boston MA: Pearson Education

Reflective Journal # 5

     This chapter must have been meant for me.  I think on of my biggest anxiety is not having control.  Student-Centered Learning is a very effective approach.  However, it is one that I myself have been reluctant to use.  Relinquishing control is something that I was taught to quickly get control of.  I will never forget the first time a discussion got away from me.  The students were off the subject before I realized it.  It reminded me of an avalanche forming.  I felt miserable and a failure.
     With that being said thorough training is one thing that can prevent this.  Also, it is ok to say "Hey guys, we are getting off track here."  Slavin, (2018) gives a perfect illustration in the Intentional Teacher. (p. 215)  Here Slavin (2018), points out 6 traits of teaching using student-centered methods:

•  Intentional teachers structure activities
• They provide an opportunity to create and discover learning
• They use effective forms of cooperative learning
• They use reciprocal teaching
• They teach problem-solving skills
• They also teach critical thinking skills

I think the last two points will be most useful to conquer my apprehension with Student-Centered Learning.  I teach the lower grades 1st and 2nd.  As I was reading about Whole-Class Discussions, Mrs. Wilson's approach during her discussion with her class.  Slavin, (2018) states "Mrs. Wilson let the students determine the direction of the discussion to a substantial degree" (p.181)
It was plain to see just how Mrs. Wilson accomplished this by reading the dialogue between her and her students.  I was able to see ways that I could accomplish the same results with my young students.  

Refrence 

Slavin, R. E. (2018).  Educational Psychology:  Theory and Practice (12th ed.).  Boston MA: Pearson Education

Reflective Journal #4

     Effective lesson planning is the heart of good teaching.  A teacher who does not plan plans to fail.  This chapter showed me a lot about myself as a teacher.  I have learned how to make my lessons more effective.  I have learned what I need to continue doing and what needs to stop.  While reading chapter 7 I realized that the formula for direct teaching is on that I follow.
     One of the aspects of planning a lesson is making sure you arouse student's interest in the content. (Slavin, 2018, p. 164)  Slavin states, "teaching is like performing". (168)  I have always seen every lesson I have taught as a performance.  I go into character.  There are stories told and analogies made from my own life experiences.  Most of them are funny.   This chapter has shown me that what has always made sense to me as a teacher are really what make a great teacher.  I have often struggled with not fitting into the mold that most of my fellow teachers fit.
     Another area I struggle with is allowing my students the opportunity to have freedom during a discussion. I have a tendency to hold the reins very tight so that the conversation follows the plan I have set.  Slavin explains, the teacher "should encourage the students to come up with their own ideas". (p. 180)  I dominate the discussion instead of leading it.  The illustration of Ms. Wilson's class discussion about the American Revolution was an eye opener to say the least.