lorethaebonyeyes

Differentiated Instruction, Flexibility Make Multi-Age Classes Work

__ Summary __ The article I read is about teachers teaching multi-grade levels. In the state of Colorado, educators see the practice as beneficial for students and renewing for teachers. The district formed several multi-grade classes this year for first and second grades and also for fourth and fifth grade. A multi-grade class is different from a combination class, in which instructors teach curricula for two grade levels in one year, which is both challenging and stressful for the teachers. Workshop leaders which consist of teachers, and principals, believe the key to success in a multi-grade class is being able to effectively differentiate instruction. This includes looking at students needs, pre-testing students to determine their abilities, using flexible grouping to meet those needs, assessing their progress, and making changes to the groups when students master skills or need additional help. Many of the teachers are committed to multi-year plans, so they will be rotating units—either all one grade level the first year and the second grade level the next or rotating grade-level units throughout the year. Students would be assessed before teachers started the unit and divided into groups based on whether they were abstract or concrete learners. “Grouping students by ability rather than age makes more sense for students and allows teachers to be more creative,” said Wendy McNaney, a second grade teacher and workshop facilitator. __ Reflection __ I found it interesting that school districts are using this method of teaching, although it’s not new, it’s not that many schools that teach multi-grade levels. I do recall at my elementary school there were a few classes similar to this, but I didn’t know the reason why. As I read the title I was against this way of learning but as I read on, I think it can be helpful if done the correct way. And most of the classes are just two grades, such as first and second. I also think other school districts might try to model after this system to keep classrooms smaller. I feel this article connects the course because we’ve been learning about different teaching methods and how each child learns a different pace. __ Explanation __ Considering here in Milwaukee, there’s a huge debate over classroom size, I’m not certain this would work just yet. I prefer smaller classes so I get to work with all my students. Also if there’s only one teacher in the classroom, it’s best to have a smaller class. Ellen R. Delisio(2011) Differentiated Instruction, Flexibility Make Multi-Age Classes Work. Education World ** Through Ebony Eyes( ** ** The book I read is called Through Ebony Eyes, is an excellent guide for anyone going into the teaching field especially those who will be dealing with African American and other minority students. The author Gail L. Thompson is an African American teacher who did extentive research for two years before writing the book. Thompson states the book is needed for two primary reason. The first one is that the achievement gap between blacks and whites continues to exist. Many students of color on schools throughout the nation are subjected to inequality of educational opportunity, which limits their future and socieconomic advancement. Second a high percentage of teacher are underprepared to work effectively with students of color, hence there is often a cultural mismatch between teachers and African American students that has many negative consequences. ** ** The book is a result of data collected from 175 educators at the participating schools at the end of each training. The groups of educators attended a one day, six hour, inservice during the summer of 2002. The participants completed a questionnaire about factors pertaining to African American students. The book is broken down into two parts. Part I- The Basics ** ** talks about the various theories: The deficit-deprivation theory-there is a hierarchy of intellienge that starts with whites and asians at the top and blacks are on the bottom. The "acting white" theory- Black students believe that achieving in school is being required to "act white".//In Bad Boys, author// Ferguson describes how African American fourth grade boys made a conscious choice to "disidentify" with the school as a result of negative practices. Other theories listed are Underprepared Teachers, Low Teacher Expectations, and The Parents-Are-At-Fault. Part II introduces more topics but also gives advice and feedback from Thompson on how to deal with these issues. The two topics I found most interesting are Can They Call Each other The N-Word which touches base on the history of the word, what it means, who uses it and should the word be eliminated. The other topic is What Should I do when African American Students Accuse me being racist. Thompson also talks about the language barrier going on with black students, should they be allowed to speak Ebonics. Is speaking proper English too much for them. In the conclusion, Can these beliefs be changed; Thompson discusses how school officials should attend more inservices taught by a black professional to better understand black students. I enjoyed reading this book because the author addresses the main issues with African American students and she gives several ideas on how to improve teaching among the African American community. **
 * What Teachers Need to Know But Are **
 * Afraid to Ask About African American Students) **