tag:blogger.com,1999:blog-4490065031208171131.post324569669549282275..comments2023-06-25T02:04:57.744-07:00Comments on Exploring Authentic Learning: Differentiation Using Learning TargetsRobert Thornell, Ed.D. of Texashttp://www.blogger.com/profile/12975140882812154667noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-4490065031208171131.post-48455917661478208982017-02-13T04:42:37.766-08:002017-02-13T04:42:37.766-08:00Thank you for your comment! It is really resourcef...Thank you for your comment! It is really resourceful! :)Fabi O.https://www.blogger.com/profile/08872781460441089015noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-15646807631399629202014-08-07T18:56:25.538-07:002014-08-07T18:56:25.538-07:00Lets do a google hangout and I can help coach.Lets do a google hangout and I can help coach.Anonymoushttps://www.blogger.com/profile/17066812680509357664noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-39499108562760475322014-07-31T11:09:29.685-07:002014-07-31T11:09:29.685-07:00So true! So hard! So important! I plan on spend...So true! So hard! So important! I plan on spending time here with my team in PLCs. We all get so bogged down and I think we attempt to differentiate, but then when the going gets tough, we take the easy road, and thus the students suffer.Melissa Robertshttps://www.blogger.com/profile/07656535152065229250noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-38207785804561931302014-07-30T18:27:15.638-07:002014-07-30T18:27:15.638-07:00James, I appreciate your honesty on this part. It ...James, I appreciate your honesty on this part. It will take some extra time and training to do it well and design lessons for students like the book prescribes. I know you are up to it….holler and I'll come over for feedback.<br />Robert Thornell, Ed.D.https://www.blogger.com/profile/09730317443415725411noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-16130269672065106872014-07-30T17:09:35.371-07:002014-07-30T17:09:35.371-07:00I agree with Mrs. Ward. Teachers will need some su...I agree with Mrs. Ward. Teachers will need some support when it comes to implementing Learning Targets. I plan to do this in the upcoming school year, and I would love to have someone give me feedback during the process. I also agree with her statement about autonomy and yes we do need to take some risks. I have been toying with the idea of implementing the Learning Targets with a version of the Workshop Model Dr, Thornell mentioned in his blog. Since I have no training per se in the model I will need some suupport in that area as well. I like the idea of Learning Targets coupled with the workshop modelAnonymoushttps://www.blogger.com/profile/01120265541642006704noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-76428984519847976982014-07-29T06:35:22.528-07:002014-07-29T06:35:22.528-07:00If I put an address in my GPS, I have a destinatio...If I put an address in my GPS, I have a destination. I have multiple ways to arrive there, with or without detours and stops. In my classroom I have a Target of learning. There are multiple ways for my students to reach that bulls-eye and thus the differentiation. I will admit that sometimes there is difficulty in meeting so many different levels, mainly due to time constraints. As an educator I must put that worry aside and meet the needs of my students first. Differentiation allows my students across the spectrum from struggling learner to advanced learner access to the content. For example, our new science adoption has leveled readers. The processes my students may use are the well planned purposeful activities with varying levels of support from the teacher and their peers. For example some students may need to use manipulatives for a math problem. The product itself does not have to be the same for every student. In the Technology Integration Academy, one module was on student choice and engagement. Providing options for students to share what they have learned and how they met the target is a way to differentiate. For example, a student may use a technological piece to share how they responded to a book character. As the GPS in my classroom I need to make sure my students reach their destination even if a road is closed due to construction. <br />Debbie Kahlerhttps://www.blogger.com/profile/05986676505409943463noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-41572099369525666852014-07-28T13:29:30.303-07:002014-07-28T13:29:30.303-07:00My comments using ThingLink http://www.thinglink.c...My comments using ThingLink http://www.thinglink.com/scene/550402723913138177Anonymoushttps://www.blogger.com/profile/17066812680509357664noreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-11294984046168494072014-07-28T10:38:52.436-07:002014-07-28T10:38:52.436-07:00This chapter more than any other points out the ne...This chapter more than any other points out the need for a shift in our core business as educators. We have to ask ourselves, are we teaching standards or are we teaching kids? In order to do both, we have to do a couple of things well. First, we must effectively tie differentiation to student progress and self -assessment. Those two things cannot be related without identifying learning targets and understanding and utilizing a learning progression. My question for myself and my department is: What support do teachers need in these areas? And how can we work with campuses to provide that support? The second thing we must do well is take some risks and let go of old ideas that are holding us back. We need to take a page from a coach’s playbook. Just as they watch their athletes practice and talk them through adjustments to their form and execution of plays, we must observe and give feedback to students as they are performing tasks that are highly aligned to the learning target. Many teachers lament the lack of autonomy in the classroom and blame it on an increase in standards and testing. Standards and testing only take away teacher autonomy if we let them. The teacher is still the most influential part of any classroom. As educators, we need to be willing to take back the reins and shift our thinking to the core business of holding ourselves accountable for the learning of all our students. Terry Wardnoreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-17086059957422766942014-07-28T06:32:30.198-07:002014-07-28T06:32:30.198-07:00Your best blog post thus far! I have such a heart...Your best blog post thus far! I have such a heart for differentiating - each student differs in so many ways we must attend to those differences and teach accordingly. This chapter highlights the needs for differentiation that moves beyond offering student choice about their products or where they want to sit in class. So often I hear teachers say, "I differentiate - they get choices." Differentiation is not about whether the student chooses to complete a diorama or a pamphlet to showcase their learning - it's about intentional, targeted instruction rooted in their needs as a learner. I agree with you - so much of the dissonance associated with differentiation is based in grading. One size fits all is comfortable - standards based grading is uncomfortable and unknown. It's time we start moving to those uncomfortable spaces where true learning takes place. One of the other greatest pieces of differentiation is that is goes hand in hand with the RTI process. If we are teaching our students within their own learning profile, tapping into their interests and taking their readiness into effect then we are providing strong Tier 1 (classroom) instruction. If we ignore the differing needs of our students we are mitigating the RTI process before it even begins. Kim Barkernoreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-29390572421226590682014-07-27T13:07:06.966-07:002014-07-27T13:07:06.966-07:00I believe the key to having effective scaffolding ...I believe the key to having effective scaffolding learning is knowing your students. You cannot plan effective lessons if you do not know what your students need. I also make sure I am very well organized, prepared and ready to deliver my lessons to all levels of my students. This is so important, because we are faced with limited time and for us to get the most out of our time we must be prepared. I also like brainstorming with other teachers about different ideas to meet my student’s needs. I think it’s important to use the resources that we have available. Kelly Millernoreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-50981125269167124692014-07-26T14:11:44.620-07:002014-07-26T14:11:44.620-07:00So many teachers struggle with differentiation. T...So many teachers struggle with differentiation. This chapter really explains the steps in how to differentiate lessons. We have to "let go" of the idea that everyone has to do exactly the same assignment in order for us to grade it. Scaffolding learning is the only way we can reach each and every child. Is it time consuming, yes! But what is a child's understanding of a concept worth? Cathy Sagernoreply@blogger.comtag:blogger.com,1999:blog-4490065031208171131.post-17756525641327082014-07-25T12:28:17.124-07:002014-07-25T12:28:17.124-07:00Student friendly learning targets are essential in...Student friendly learning targets are essential in classroom instruction. In order to differentiate, you must know exactly what students need to be able to know, do or explain. Identifying student indicators of mastery, has given me the permission to let go of “one size fits all” mentality. (This was a major release of pressure once I understand how to do this in a math classroom.) Not that all students do not have the same standards but that each student is at a different place in the trajectory of mastery. So in order to move them upward in their understanding, I need to scaffold differently for each student and provide support from their level. <br /> In the classroom, using exit tickets, looking at classwork, observing students while working or just simply asking students to self-assess their understanding can provide you options in making small differentiated groups. (Master- I understand it well, and I could thoroughly teach it to someone else; Journeyman – I can mostly do it by myself, but I sometimes mess up or get stuck; Apprentice – I’m starting to get it, but I still need someone to coach me through it; Novice – I’m just starting to learn this, and I don’t really understand it yet.) As students become comfortable and willing to be vulnerable, I ask students to raise their hand if they need extra help. Then I pair them up with someone who is willing to be the teacher. After you have evaluated their mastery level, then you can form groups during work time to accomplish the learning target, similar to the Daily Five in reading instruction. Flexibility in your planning and knowledge of your content are a few things that will help you pull it together. This is real teaching and I love it!<br />Julie Chamberlainhttps://www.blogger.com/profile/01571344257359063898noreply@blogger.com