REFLECTION ZONE: Seven Norms of Collaboration & Effective Meetings

Seven Norms of Collaboration & Effective Meetings

1.     Pausing

2.     Paraphrasing

3.     Posing Questions

4.     Putting Ideas on the Table

5.     Providing Data

6. Paying Attention to Self and Others

7. Presuming Positive Intentions

What could I use from this information that would be helpful in my work setting?

I could introduce the seven norms to my team.  The norms might help to enhance the quality and productivity of our team meetings.  Personally I could work on pausing and paraphrasing.  Pausing and taking time to understand someone's comments before I respond can be very beneficial.  If everyone did this, the conversation may go deeper at a quicker pace.  Paraphrasing someone's ideas proves to clarify any misunderstandings before we get too far.  It also acknowledges that I am listening to the speaker.

What barriers could hold me back?

Possible barriers include the time to implement the norms with integrity and making sure everyone wants to follow the norms.  It seems taking this on would mean everyone has to be on board.  If everyone is not in agreement I do not see the norms making a positive impact.  Getting everyone interested might be a barrier.  The time to introduce, follow, and reflect would be a barrier at first.  Once established, time would not be a barrier as following the norms would become more routine.   

REFLECTION ZONE: Differentiation

Differentiation

Learning that fits "Just Right!"



Since all students are at varying levels, learn differently, and at different rates, differentiated instruction provides ways for all students to learn regardless of their differing abilities.  I agree with the other posts, that differentiated instruction aims to meet the needs of all learners.  I think of Goldilocks, when I think of differentiated instruction.  Some concepts might be too big, or too small, but differentiated instruction makes learning "just right."
At our school we have three levels of math classes - accelerated, math, and team taught.  Within each of these classes I try to provide accommodations for students who need them.  The best explanation of an accommodation is the following.  Your goal is to have a student change a light bulb.  Some students are shorter than others and may need a ladder to accomplish the task.  accommodations are the ladders.  Some examples would be allowing students to use a multiplication table, a prime numbers chart, the factor mobiles, or their notes in order to accomplish the same task as everyone else.  Different classes work on the same concepts, but work on different problems, or different depth of knowledge problems.
The interventions we use are differentiated.  Rocket math allows students to progress at their own speed.  Compass software assigns students their own learning path.  This is determined based on their weaker areas identified by the MAPS test.  The program is tailored to meet the needs of each learner.  On the other spectrum, strong math students have the opportunities to participate in math meets that we host twice a year or the Math Masters competition. 
I know I could differentiate more.  I found it very interesting and helpful to read everyone's posts to see how each person does this in his/her own class.



REFLECTION ZONE: Harper Grace Marish

Harper Grace Marish

Born: Tuesday, December 20, 2011

          11:07 am

Weight: 6 pounds 11 ounces

Length: 19 inches long