Differentiating Book Study, Part 1, Chapter 2

It's that time again.  Time for a check-up on the book study.  I'm actually thankful for this book study because it holds me accountable for actually reading and reflecting upon this book.  How many of use start a book, and we know it's good, but we end up not finishing it.... I'm guilty here.  I guess you could say  that grad school ruined me of book reading.  

Chapter 2 had a HUGE focus on getting to know your students so you can better instruct them.  You should know your students academically and how they learn best.  But how can we do this?  You can start by looking at past grades, test grades, and big assessment scores.  Focus on grades and assessment scores.  These two should align with one another.  If they don't then there is a discrepancy somewhere that should be evaluated and addressed {not meaning special education placement here.. only that maybe they are not great test takers.}  

• Create an academic profile for each child you teach.  Add to the profile as you get to know the student better.  Just because you complete a student profile the first few weeks of school doesn't mean that you can't go back and adjust the content.

There is a {HUGE} emphasis on Gardner's multiple intelligences.  Become acquainted with them, know what they mean, and actually use them so you can add variety to your teaching and the ability to reach all your learners.  There are many ways you can do this.  Heacox even has several examples in her text.

• Interest Inventories
• Personality Tests
• Learning Style Tests

If you give any of these assessments to better understand your students... actually use the information.  Don't just sit on the knowledge of how your students learn best without using that information to their advantage {and yours too because they will be successful if you deliver instruction in a way that they learn best.}  One way that you could do this is by having a designated spot on your wall {or bulletin board} that has all the different learning styles as headers.  As students learn their learning style, have them decorate an index card with their name on it front and center.  Have them place their name under the learning style that they are.  This way, you have a visual all year long of what your students' learning styles are.

I really liked when she briefly discussed conferences that you could have with parents to help you understand your students better.  She included some sample questions that you could ask that I found useful.  

If you are unable to get your parents in at an appropriate time, you could always have them write a letter to you during the first week of school.  Sometimes some of the most valuable information we could get about our students will come from their family.  

In chapter 3, Heacox will discuss What Do You Teach?: Essential questions, curriculum mapping, and planning a unit.  Stay tuned... it is getting deep ;-)