TE 801: 9/21 – Update & Slides

Dear (Section) Eleven, for next week please:images

1. Read Make Me!, Chapter 3 — We will work with this next week; a helpful accompaniment to ch. 3 is attached.

2. Turn in Part 3 & 4 of the Unit Plan due on (D2L) Sunday night at 9 pm.

3. Look over Unit Plan Part 5, the description of the “Reflection: Case Reasoning Synopsis”. Just start drafting it, noting that it is due 9/30 (at 9 pm on D2L). Please look at the rubric (also attached, again)… we will discuss it next week.

**For journaling: consider where you are seeing resistance in your teaching practice; explicitly note what it looks like and ponder why it is occurring.

SLIDES HERE: TE 801 – 9.21.18

CH. 3 GUIDE: Make Me, Chapter 3 – Feel free to draw on this & take notes on the back

UNIT PLAN RUBRIC (again): Project Unit 1_ Understanding Rules and Reinforcements Template – FINAL


Differentiated Instruction

Differentiation is not so much the “stuff” as the “how.” If the “stuff” is ill conceived, the “how” is doomed.

  • Carol Ann Tomlinson

While we’ve dabbled into what differentiated instruction is (and we will spend more time on it in the future), let’s consider Tomlinson’s Insights, in this readable 7-page article.

By class time Wednesday, read Differentiated Instruction and post a response to the following:

1. Spend 1 paragraph to describe each of the following classrooms:
a) Mr. Appleton’s (who presents factual stuff) approach to teaching,
b) Mrs. Baker’s (whose class does different stuff) approach to teaching,
c) Ms. Cassell’s (alternative approach) to teaching.

2. Use the text to explain (in at least 1-2 paragraphs) your takeaway on what differentiated instruction isn’t (that is, what it is commonly misunderstood to be), and –most importantly– what differentiated instruction authentically is.