I attended a workshop on differentiation in the classroom.  Key points included that differentiation is not something that is done every day or for all lessons but for those spots in the curriculum where you see students stumble or where not all students come to the table equally prepared.  Differentiation can be done easily and without embarrassment (bluebirds and buzzards) by having different levels or versions of the same assignment, making groups different each time, having “centers” set up with tiered or similar activities color coded according to who should be doing what.  Mention was also made as to the benefit of giving choice to the students. Project formats can/should be taught to the class as a whole.  Starting out with a few formats (poster, report, brochure for example) to choose from, students can complete their work in ways that best meets their personal educational style.  A project “bingo” board can be set up so that students will have some personal choice while still completing specific requirements decided upon by the teacher.

Another workshop talked about the importance of using visual aids/tools to enhance not only learning, but also compliance, in students.  Valuable for not only our special ed students, pictures/posters of graphic organizers, steps to take when completing assignments or projects, visuals of what an experiment or work station is supposed to look like will help all students complete work more independently and with a minimum of questions.  At the elementary level, even pictures of what the class should look like when lining up helps get some of the more mundane tasks accomplished more quickly and with less conversation.

A strategy I plan on implementing in my classroom is called 2 x 10.  With 2 x 10 you spend 2 minutes each day for 10 days with the student (or student in each period) that presents the greatest challenge.  This time is to be spent getting to know them and their interests, not to remind them of missed assignments or disciplinary problems. It was suggested that the student be considered the engine and the teacher the caboose when it comes to topics of conversation.  The whole point is to make a connection with that student.

Another idea I want to try is that of independent or partner project work.  Again, as mentioned above, I’ll teach/illustrate the different formats available for the students to choose from and then have them choose how they want to learn and present the material I assign.  I plan on having a timeline they need to follow in order to stay focused and on track, materials for both the research and the presentation formats available in class.

Big picture, I plan on finding more multimedia materials, interactive lesson plans, and project ideas for next year.  I find my most challenging moments as a teacher come when I teach the “old-fashioned way” – me standing in front of the class!  As my lessons become more student driven, more learning and less “teaching”, I think students will learn and understand more and I will have to discipline less.

The best part about the trip was the fact that so many teachers and administration went together. Not only did this allow for the sharing of information and ideas, but it also allowed for relaxed time together getting to know each other outside the school and classroom setting.  The informal setting made it easy to feel comfortable interacting with members of the administration, sharing thoughts, ideas, and problems.  Teachers and administration attended workshops, sometimes independently, sometimes with others from AAT.  Information and ideas were solicited of all participants and equal value was given to each participants contribution to the conversation.  This sharing of ideas took place in a very synergistic fashion, each idea building upon that which went before.  Many conversations began with a single idea or thought and ended with ideas as to how AAT as a whole, as a K-12 school, would be able to incorporate it to benefit all students, faculty, and/or staff.

I would heartily encourage all staff capable of attending ASCD next year to do so, not only for their personal and professional growth, but as a way to feel more a part of the AAT community/team.  I found it very empowering to feel I had a voice in how things might be developed and structured – both in my classroom and in the school as a whole.