http://www.symbaloo.com/mix/burch-s-webmix
Please go to the above site and select one of the sites across the bottom of the page. Review the site and write a brief description about what resources are available there, how they are arranged, and what grade levels/subjects are covered. Add how you think the website/resources could be used in a differentiated classroom.
Your target audience is your fellow classmates. Make certain that your review/report is useful to them. *State in the beginning which site you reviewed and the URL.
If you do not blog, or have trouble posting to the blog, send your report to me via email so that I can forward it to the class.
Thanks!
Thursday, February 23, 2012
Monday, February 20, 2012
Blog #3 Due February 23rd
I hope that as you were reading chapters two and three, you had specific
students pop into your mind. Look over the questions again and think about a
student you have either taught in the past or presently teach. Write a short
blog about how differentiation either met or did not meet their needs and the
implication of this.
Monday, February 13, 2012
2nd Blog/journal due on February 16th
George's article (the first article we read and blogged on) made the case for heterogeneously grouped classrooms and differentiation as the delivery model. We all nodded and agreed with him and we wrote and discussed all the points that resonated with us.
Thompson's speech seems to be the antithesis. Does he, too, have a point? Is there a middle ground? Would ability grouping ever be the better choice? Did Thompson make any points in his speech that might have you reconsidering the needs of the gifted students in the regular ed classroom?
Thompson's speech seems to be the antithesis. Does he, too, have a point? Is there a middle ground? Would ability grouping ever be the better choice? Did Thompson make any points in his speech that might have you reconsidering the needs of the gifted students in the regular ed classroom?
Friday, February 3, 2012
Blog/Journal #1 Due February 9th
Blog/Journal #1
Due February 9th
Please respond to the following:
In the article "A Rationale for Differentiating Instruction in the Regular Classroom," Paul S. George divides his argument for differentiation into two parts. The first is "Why is the Heterogeneous Classroom of Crucial Importance?" and the second is "Why Must Instruction in the Heterogeneous Classroom be Differentiated?"
Examine these two sections. George lists several reasons that support his two arguments. Which ones resonate with you the most? Which ones are most applicable to your teaching situation?
For those of you who stress about every detail...look at George's first section, "Why is the Heterogeneous Classroom of Crucial Importance?" , and write about what resonated with you the most OR look at the "Why Must Instruction in the Heterogeneous Classroom be Differentiated?" section and write about what resonated with you the most OR write on something from each section.
Feel free to respond to the posts of others, but you are only required to respond once.
Due February 9th
Please respond to the following:
In the article "A Rationale for Differentiating Instruction in the Regular Classroom," Paul S. George divides his argument for differentiation into two parts. The first is "Why is the Heterogeneous Classroom of Crucial Importance?" and the second is "Why Must Instruction in the Heterogeneous Classroom be Differentiated?"
Examine these two sections. George lists several reasons that support his two arguments. Which ones resonate with you the most? Which ones are most applicable to your teaching situation?
For those of you who stress about every detail...look at George's first section, "Why is the Heterogeneous Classroom of Crucial Importance?" , and write about what resonated with you the most OR look at the "Why Must Instruction in the Heterogeneous Classroom be Differentiated?" section and write about what resonated with you the most OR write on something from each section.
Feel free to respond to the posts of others, but you are only required to respond once.
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