Chapter 6 – pages 202 – 220

Comment below regarding this chapter.


3 thoughts on “Chapter 6 – pages 202 – 220

  1. Overall, I think this book was helpful to me for several reasons. I think it has helped me shift my focus a little more towards learners and a little less from my instruction. I liked that it stressed student “voice”. I really want my students to feel heard. It’s important to me that they know their input is critical to us, and I think many kids don’t know that. In art class, it’s so much more natural to me to let kids have creative license. But even there, I can make some adjustments. As for the “Stages of Concern” chart, I can identify with every one of the stages. My biggest concern is quality. I don’t want to lose quality of content. I do want my students to understand that learning is multifaceted. It means a lot of give and take from everyone involved. Elementary kids need structure in order to learn how to learn. At the same time, I do see the great benefit of shifting more responsibility to the students in order that they can be better equipped for the future in which self-directed learning will be more necessary. Once again, finding the balance will be of utmost importance.


  2. I agree with Beth. This book has been helpful to me. I feel I’ve become more aware of the shift to “learner” and I see it in our school. As I read the Stages of Concern chart I found that I can easily be in any of the stages, not only with personalized learning, but as I think about growth overall the stages are common and logical. I felt the four teaching practices that help learners make sense of their learning were reminders of routines which can easily be implemented. Noticing and making a simple comment to a child helping them reflect upon their learning is effective. Teachers in our school set up strategies daily which enable every child to become learners. Some students need more structure while others need a facilitator. Keeping this in mind will keep all in balance.


  3. My turn to personalize learning! Sweet! The chart on pg. 203 is exactly what Sarah and I would like to focus on as we create the multi-age classroom. I believe that Lynn and Kym have been and can continue to build on these. Sarah and I have shared our possible plans with many families and hopefully have created a positive buzz. Co-teaching, flexible learning spaces, student goal focused all all pieces we all are striving for daily. I think if multi-age can go school wide it would look very similar to schedule we proposed in our email. Having focused personalized time and core grade level time is what families are looking for, students need and we, as teachers, are willing and able to do.
    Table 6.2 is also a key into creating the culture change. System wide collaboration is considered right drivers where technology is a wrong driver? Very strong statement as to technologand how it should not drive cultural change. Finally for a complete implementation what guide do we, as a staff want to use? Does Fixen’s stages ( 209) make sense for us? Are there others to look at? Selecting on and following it through to the end will be key in whether or not we can make learning personal.


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