Reflect on what you learned from the power point presentations and chapter 6. Which approach did you prefer? Why? How do they relate to each other. What questions do you have. This is your opportunity to share with your peers and instructor.
I really liked the pyramid planning idea. I feel like this way you can make lesson plans that will accommodate the general population in your classroom, then have enrichment activities, or activities that will benefit those with an IEP. The pyramid planning is related to the universal design for learning in that they both provide a lesson where ALL students can learn optimally.
I enjoyed getting info on the learning pyramid and the logic behind it. I have seen other ways of envisioning a lesson plan, but never the learning pyramid. I also liked the lesson plan pyramid worksheet, which I never had seen before, to go with it.It is a great at-a-glance cheat sheet on seeing what's ahead. I previously was familiar only with the lesson planning setups as provided on the GPS site. That form is all text with no graphics and fills several pages. The pyramid worksheet is much handier and would certainly be popular with spatial/graphic learners. -- Anita Harkins
I think the learning pyramid is a wonderful tool for a classroom teacher to use. It is simple. It could also be used by students when they are workinig on a tiered project.
I liked the visual format of the pyramid structure. It is easy to conceptualize and to implement lesson plans along the tiered format. You have an entire class working toward a shared goal and implement accommodations as needed to allow the students to work at a varied pace toward that goal.
I did not like the pyramid thing at all. It was confusing to me. I don't think this type of visual works best for my specific learning style. I cannot imagine actually using that. I am more of a chart and graph and day by day chapter by chapter type planner. I'm more of a text and no graphics learner Anita :). EEEEKKKK, just the words spacial and graphic make me hyperventilate a little. I would be willing to work with another teacher on this type of planning if that fit their style in a co-taught class, but I would never choose it for myself. It is just another great example however of how different we are as learners and educators and how our students will be too. I personally loved the SCREAM variables in our text as well. I can see that keeping a brief overview of each strategy with bullet pointed ideas for each would be a great addition to the front of the planning book. It would be good to refer to again and again as you make your lessons, plan lectures, plan assignments, presentations, etc.
After reviewing the powerpoint presentations and chapter 6, Cooperative learning is a great strategy to use in an inclusion class. The smaller the group the more information that can be learned and shared from one another. I also liked the ideas of jigsaw and think-pair-share. I am very familiar with the jigsaw because it is so widely used throughout the education classes. The pyramid seems to be a helpful tool but like anything else I would have to learn and get used to it. Does flexible grouping really reduce the need for resource rooms? Are teachers really teaching using the SCREAM variables?
@Siddika - in response to your first question - I consulted Dr. Toni Strieker (SMGE)and her response is "No, flexible groups don't replace resource rooms. A resource room is a service delivery and a flexible group is an instructional grouping strategy."
I've sent your 2nd question to the BCOE Graduate Student Association so some of their members can reply. My guess is that they don't - this is just one approach and most teachers would not have been exposed to it.
I agree with Cayce that the pyramid is a visually helpful planning tool. I have found that when I write lesson plans, I start with a great idea and then have difficultly formatting it into something I could actually use in the classroom. It either is too narrow or too broad. I think the pyramid would be especially helpful in my development of creating lessons for inclusive classrooms. Another aspect of this unit that stuck out to me was the flower garden example of a classroom. I have often used the idea of the melting pot when describing classrooms. While this metaphor may work for some general education classrooms, the flower garden comparison is much more credible. I also agreed with the role of the teacher towards her flower garden. I feel like this is a slide I may refer back to, if I ever feel discouraging while teaching, and I feel it will put me back on track
I really liked the pyramid planning idea. I feel like this way you can make lesson plans that will accommodate the general population in your classroom, then have enrichment activities, or activities that will benefit those with an IEP. The pyramid planning is related to the universal design for learning in that they both provide a lesson where ALL students can learn optimally.
ReplyDeleteI also really like the pyramid planning idea! The tiered approach to the planning makes it simple to understand and easy to implement.
ReplyDeleteThis approach really helps in inclusive classrooms since you have all students working on the same gps - but you can include accommodations as needed.
ReplyDeleteI liked the SCREAM variables in chapter six. When starting to plan for my classroom, I will remember this method.
ReplyDeleteAnita Harkins
ReplyDeleteI enjoyed getting info on the learning pyramid and the logic behind it. I have seen other ways of envisioning a lesson plan, but never the learning pyramid. I also liked the lesson plan pyramid worksheet, which I never had seen before, to go with it.It is a great at-a-glance cheat sheet on seeing what's ahead. I previously was familiar only with the lesson planning setups as provided on the GPS site. That form is all text with no graphics and fills several pages. The pyramid worksheet is much handier and would certainly be popular with spatial/graphic learners.
-- Anita Harkins
I think the learning pyramid is a wonderful tool for a classroom teacher to use. It is simple. It could also be used by students when they are workinig on a tiered project.
ReplyDeleteI liked the visual format of the pyramid structure. It is easy to conceptualize and to implement lesson plans along the tiered format. You have an entire class working toward a shared goal and implement accommodations as needed to allow the students to work at a varied pace toward that goal.
ReplyDeleteI did not like the pyramid thing at all. It was confusing to me. I don't think this type of visual works best for my specific learning style. I cannot imagine actually using that. I am more of a chart and graph and day by day chapter by chapter type planner. I'm more of a text and no graphics learner Anita :). EEEEKKKK, just the words spacial and graphic make me hyperventilate a little. I would be willing to work with another teacher on this type of planning if that fit their style in a co-taught class, but I would never choose it for myself. It is just another great example however of how different we are as learners and educators and how our students will be too. I personally loved the SCREAM variables in our text as well. I can see that keeping a brief overview of each strategy with bullet pointed ideas for each would be a great addition to the front of the planning book. It would be good to refer to again and again as you make your lessons, plan lectures, plan assignments, presentations, etc.
ReplyDeleteThat should have read, "I'm not a chart and graph person, I'm a day by day chapter by chapter type planner" Sorry :)
ReplyDeleteAfter reviewing the powerpoint presentations and chapter 6, Cooperative learning is a great strategy to use in an inclusion class. The smaller the group the more information that can be learned and shared from one another. I also liked the ideas of jigsaw and think-pair-share. I am very familiar with the jigsaw because it is so widely used throughout the education classes. The pyramid seems to be a helpful tool but like anything else I would have to learn and get used to it.
ReplyDeleteDoes flexible grouping really reduce the need for resource rooms?
Are teachers really teaching using the SCREAM variables?
@Siddika - in response to your first question - I consulted Dr. Toni Strieker (SMGE)and her response is "No, flexible groups don't replace resource rooms. A resource room is a
ReplyDeleteservice delivery and a flexible group is an instructional grouping strategy."
I've sent your 2nd question to the BCOE Graduate Student Association so some of their members can reply. My guess is that they don't - this is just one approach and most teachers would not have been exposed to it.
I agree with Cayce that the pyramid is a visually helpful planning tool. I have found that when I write lesson plans, I start with a great idea and then have difficultly formatting it into something I could actually use in the classroom. It either is too narrow or too broad. I think the pyramid would be especially helpful in my development of creating lessons for inclusive classrooms.
ReplyDeleteAnother aspect of this unit that stuck out to me was the flower garden example of a classroom. I have often used the idea of the melting pot when describing classrooms. While this metaphor may work for some general education classrooms, the flower garden comparison is much more credible. I also agreed with the role of the teacher towards her flower garden. I feel like this is a slide I may refer back to, if I ever feel discouraging while teaching, and I feel it will put me back on track
I also enjoyed the pyramid planning - the simplicity is great and very effective for my future classroom planning.
ReplyDelete