Emond

Michelle Emond

Appetizer #1 (Choice #2) // Freedom Writers // is a movie based on a book by the same title. In the film, a new English teacher named Erin Gruwell is given a diverse group of students: economically, academically, and racially. A majority of her students were labeled as lower level, and it was assumed they would not succeed, and likely not graduate. Instead of giving up on them, Ms. Gruwell invested in her students. Ms. Gruwell best exemplified differentiation by instructing her students to free write in a journal about anything they wanted. The ungraded assignment would not be read unless the student was comfortable allowing others. This eventually created a trusting environment, and gave Erin insight into her students and how best to reach them. When she noticed her students were writing about gangs and violence, she then made real life connections to texts they were reading in class. She made the curriculum fit her students instead of forcing her students to change to fit the curriculum.

Breakfast #1 I selected the article “Making A Difference” by Carol Ann Tomlinson. I chose this specific article for a few reasons. First, the author of our textbook wrote it so I could reasonably assume the information contained within would fit with our class. Secondly, today being our first day, I wanted an article that would give a good overview of what differentiated instruction is. Tomlinson did just that by giving a short synopsis of each principle of differentiation. I completely agree with her that differentiation is necessary and beneficial, especially in a system free of tracking where student learner profiles, interests, and abilities run the gamut. But as necessary as differentiation is, it still remains a daunting and seemingly overwhelming task. I want to reach all of my students and teach them in the best way for them, but I need to learn the most efficient way to do so.

Rebora, A. (2008). Making a difference. Education Week Teacher Professional Development Sourcebook, 02(01), 26, 28-31. Retrieved July 23 2012 from []

Lunch #1 In class, we took Kagan’s Multiple Intelligences survey. The survey confirmed my understanding that I am a verbal/linguistic and interpersonal. I scored an eight and a nine respectively in those two categories. I was kind of surprised I did not score higher in logical/mathematical (only a four), because I consider myself a woman of logic; however I was not fully surprised since I do not consider myself gifted in math. This survey helped me realize that I may teach in a fashion that is geared toward my intelligences. For example, just because I am not art smart, music smart, or body smart, does not mean I can exclude these intelligences from my teaching. I need to incorporate more lessons and activities that stimulate learners who excel in those categories.

Kagan, L., & Kagan, M. (1998). The eight intelligences: The real me. Multiple Intelligences Course Workbook, 12.

Lunch #2

The Kiersey Temperament Sorter survey labeled me as a Guardian. I agreed with many of the characteristics included within that description. I am a people pleaser, I am practical, and I believe in following the rules and cooperating with others. This definitely affects my teaching. For example, since I enjoy working in groups, I often utilize cooperative learning. But I need to keep in mind that a number of students may have a different temperament and prefer to work independently. If I were to use this survey with my students, I would probably need to shorten it because it is 71 questions long. Also, I would have to change some of the vocabulary. I do like that the survey only has two options per question.

Keirsey. (2011, Nov 2). //Keirsey personality test//. Retrieved from http://www.keirsey.com/sorter/register.aspx on 25 July 2012

Dessert #1

Dessert #2 One instructional strategy I plan on using in my classroom this year is the learning contract. The learning contract is an anchor activity that students complete on their own and on their own time. It is a menu of tasks they are required to complete by a certain date. I teach educationally diverse classes, and in the past, most of my focus has fallen on the lower achievers. I need to do more to enhance the experience of the “high-flyers.” I plan to make one for my US History class about the civil war. This will give those “high-flyers” something to do when they are finished the assigned classwork. It can also be differentiated so that lower achievers will be able to have some choice and not be overwhelmed.

Check Please #1-Hand written and turned in. Check Please #2-Hand written and turned in.