What's the Difference? Personalization/ Differentiation/ Individualization

As a district, we have been focusing on how we can use data to inform instruction and Personalize or Differentiate or Individualize Instruction.  I saw those word sans synonymous, but this graphic shows the difference and the main difference is that Personalization is learner centered where differentiation and individualization are teacher centered.

As you look through the chart, think of the subtle shifts between the three practices.  

Think about where our practices fit! 

Is it PERSONALIZATION, DIFFERENTIATION, or INDIVIDUALIZATION? 

Guided Reading

TARGET Time groups

GT Pull out

GT Math extension packets

Pretesting in math or spelling

Interventions- LLI, SOAR, Number worlds

Integrated Unit Choice menu's to demonstrate learning.

Changing pace of instruction based on student understanding

At Tuesday's staff meeting, Mary Beth Elliot, Amanda McCarthy, Maija Stubbendick, and Rachel Stanchik will share how they are meeting the needs of their fifth grade students in the area of math.  This is the focus of their SLO and they have monitored and adjusted their plan to differentiate instruction for their students based on data.  Click here to view supporting documents.

Please comment on other ways you are matching instruction to student needs.

Remember it is impossible to personalize all instruction.  Start small and monitor and adjust. Please connect with the 5th grade team if you would like to observe their math block or please invite Mary Beth Elliot to a team meeting to discuss ways you can personalize or differentiate instruction.

WI News About Education

what-school-bills-did-and-didnt-pass-in-legislative-session

What Great Teachers Do Differently- Todd Whitaker

Todd Whitaker has written many motivating educational books and a common thread is the the importance of the educator as the educational leader in making a difference in a student's life.  Programs only work because of the commitment of those invested individuals who deliver it each day.  

In his book, he outlines 17 things that great teachers do differently.  Here are some highlights:

Over Spring Break I reflected on the work we do at Hudson Prairie.  We treat our students as if they were our own children.  We nurture them and help them reach their full potential academically and social/ emotionally.  I am proud to work with such committed professionals. It's people who make the difference. Never doubt the power of what each of you do on a daily basis. Thank you for making a difference to every child you work with every day.

Please Don't Give Up on Me!

As teachers we have all kinds of students; rule followers,ones that push our buttons, and puzzles we are trying to find out.  Those students exist in every school across the United States and the Globe for that matter.

I imagine each of us have similar examples from our childhood and remember that special teacher who believed in us. Mrs. Grams showed she loved me in 2nd grade when she wore the paper jewelry I made her.  Mr. Otis, my 5th and 6th grade teacher, enjoyed playing and learning with us and encouraged me to be a strong independent 10 year old.  These models I hold close to my heart as they have impacted me.  

Each year I spent in the classroom, I made it my goal to make a difference in my student's eyes and help them believe they are important.  It's the Drake, EJ, and Tony that I remember and have hope that my efforts made a difference in their lives.

I had those days where I thought "I've had enough, I've tried everything and nothing is working". And I hear those around me say "Well you've done all you can, move on and focus on the kids you can reach".  And some days I actually believe I have done all I can to reach that "unreachable" child.

So I write this today, on behalf of all those "difficult" or withdrawn or hurting students who need a voice.  Those kids who are silently begging you, "Please don't give up on me."  Those kids who feel their lives are out of their own control, or feel that no one notices them, or feel that they're too far gone for anyone to truly love them.  Let's continue to take those precious moments we have with our students and "check in" with them. To truly connect with them show we love them.

During Spring Break, let's rest and enjoy the break but also reflect on this priceless role we play. We are teachers, educators, because we care and believe in each and every student.    We are lucky because we truly make a difference in this world.  Listen to your student asking you, "Please don't give up on me!"

Burning Out? Don't Let it Happen!

At conference time every year, stress levels rise and we need to breathe and reflect on why we are educators.   I hope you spent the weekend resting and enjoying time with families and friends.

I am so proud of the professionalism and care you show families.  Your knowledge of their children is amazing.  Your dedication to doing whatever it takes to help them succeed is inspiring.  I always put myself in the shoes of the families to see if they understand our love and high expectations we hold for every student at Hudson Prairie.  I know they appreciate the work we do for their kids.

We chose this profession because we believe we can make a profound difference in the life of children.  We love learning and we want to share that with our students.  We need to keep this in the forefront of our day especially when stress levels rise.

Questions we can ask ourselves include:

• Why did you want to be a teacher?
• How can we prioritize our day?
• How can we celebrate our work?
• How can we keep our passion burning?

Here are great tips to keep our fire burning at school.
10-Ways-for-Teachers-to-Keep-the-Fire-Burning

The 11th tip is knowing that Spring Break is 2 weeks away and hopefully warm weather will come.  Have a great week.

Expectations at HP

Research says...
High expectations for students is one of the “defining” characteristics of all comprehensive school reform programs. When teachers have high expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic performance (Brophy, 2008; 2010). 
Read more.

Thank you for your great discussions at our staff meeting about expectations. 
Here is our document:  HP Vertical Expectations Google Doc

Part of Inquiry is that questions lead to deeper questions.  We need to continue asking and answering questions to continually improve.  You may choose a day 6 collaboration meeting to ponder the questions below.


Questions to ponder:

Where are expectations for tying shoes, cutting, coloring?  

Why is handwriting not an expectation anywhere?  

Should keyboarding be an expectation?

How do we encourage QUALITY work?    

How can we teach organization K-5?

How can we support struggling students with homework?

How do we teach more independence K-5?
How do we appropriately challenge our students?

How do we educate parents about what grade level expectations look like?

How do we support students who may not have support at home?

How can we teach socialization and collaboration?

Are we giving too much homework?

What is the purpose of homework?

How does requiring a home link meet the different needs of our students?

What if we gave up homework for a month as a reward?

Are we killing kids’ love of learning?

Connecting at Conferences

The National Education Association has a published list of tips and reminders that are great guidelines to use as we move into our mid-year parent-teacher conferences.

1. If possible, include the child in the conference. A student who can critique their own behavior, performance or study habits completes the reflective circle and creates an atmosphere set for problem-solving. It's also great for the child to hear you sing their praises
2. Be prepared. Have some anecdotal notes, test results, work samples, and so forth to present and discuss in a concrete way, rather than vague references.
3. Ask the parent to bring you up to speed on school years' performance from the home perspective.
4. Be positive and focused on plans to correct any problems you and the parents and/or student agree upon. Be as specific as you can if you have ideas for implementing help. This may include specific plans about how you and the parent will keep in touch in the ensuing weeks. In short, what can the parent reasonably expect you to do to report progress on any new tactics?
5. Recruit the parent by impressing on them that you are a team. This may include suggesting that they take certain responsibilities in helping their student, too, such as monitoring, checking over work, or even signing daily or weekly reports from you.
6. Reflect on the child. Center on how he/she can best achieve progress towards educational success.
7. Be sure the parent knows what to expect as far as progress reports/updates from you throughout the remainder of the year.
8. Provide/remind parents of your contact information  if  concerns should arise.
9. Start and end with something positive about the child.

**What additional tips can you share with colleagues to assist in making the home connection a successful one? Share an idea by posting a comment. Click on  "comment" below to share your valuable insights. **