The most intriguing concept i’ve learned in my last few weeks here in the Brock BEd program has been differentiated instruction in the classroom. I’d always heard the expression “right-brained, left-brained” and thought that the responsibility lay in the hands of the learner to adapt to what was being taught and to persevere until they ‘got it’. How wrong could I have been? I’ve volunteered in numerous classrooms, but had never realized the silent balancing act that went on on the part of the teacher. Its embarrassing to admit. With the vast diversity in today’s classrooms it seems overwhelming, almost like you have to be a detective and piece together the best learning scenario you can for each student and if it doesn’t seem to work, try try again with something new. I’ve always revered teachers, but never conceived that this was part of their daily duty. If Lesson planning (its a science!) seems like a lot, try customizing certain aspects here and there throughout that (cohesive, flowing, effective!) lesson for each individual in a group of 30. That’s where the science becomes an art-form.
In Spec Ed I’ve learned about a variety of LDs, factors for behaviours (home, background context), gifted students, those with exceptionalities and the modifications we as educators incorporate for them in the classroom. Also, having learned about inclusive classrooms and the sad fact that there isn’t the ideal EA per spec ed student ratio in the real world - I feel my reverence for teachers getting even stronger.
Being a good, impactful, inspiring teacher for each student should be the daily goal. Is that a lot of pressure? Yes. Is it idealistic? Yes. Is it necessary to strive for? Absolutely. That’s what’s so exciting about the technologies we are learning to incorporate into our pedagogical approaches in the Ed Tech Leadership cohort. We have the advances to ensure everyone can hear the lesson clearly and understand what’s happening. We have tools that can help students take better (interactive) notes. We have smart boards to hold their attention and execute lessons using digital manipulative to aid in comprehension. We have hundreds of web 2.0 tools at our fingertips to make the lessons we teach more engaging and collaborative. What are we waiting for?
1 comment:
Michelle-
Your blog captured the reality that is "out there" in many school communities. Depending on where you will be in both of your teaching blocks, you may/will see the discrepancy from school to school. The lucky ones are those communities where new schools have been erected because the budgets have allowed for an infusion of ed tech resources.
What you are experiencing with our ed tech cohorts this year is a leap into the future. You will likely see an ed tech continuum in your future career. The bottom line is still that you need to be a great teacher regardless what ed tech tools you have access to and can use. These tools do not a great teacher make; rather,it is the other way around. Connecting with the students is still key as is classroom management.
In 2009 when I went to South Africa with a group of teacher candidates, we were in schools were students used newspapers stuffed into old pantyhoses as their soccer balls. Teaching resources were at a bare minimum. Whatever ed tech tools those Brock teacher candidates possessed meant very little during those 4 weeks. This is where their true teaching skills had to surface.
Thank you for your well thought out comments about the reality check involved in teaching in a community where there may be haves and have nots, and everything in between.
Giselle
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