https://sites.google.com/site/reneammann/pour-profs/en-francais/cafe.pdf?attredirects=0&d=1
I have also received an email about the application of the Daily 5 to Mathematics instruction. Apparently they receive this question often and are working on it. Thanks to the teacher who sent me the following link:
http:/www.thedailycafe.com/public/878.cfm
So far, I am not as impressed as I want to be. I don't see much of a problem solving stance here and that is what I am looking for. Maybe, the problem solving happens in the lessons with the teacher and the structure is all about differentiation. I know it is early days and I should be patient. I am practicing patience as I write this.
I asked you if there was interest in getting together with others working with the Daily 5 and for some of you, this was a definite yes. Andrea and I will consult with the calendar gods and get back to you. I know that each time I have chatted with a colleague exploring the Daily 5 I have learned something.
Have you thought about why the Daily 5 is working for you? It is good that I have found a job that pays me for this kind of thinking because it is where my mind goes anyway. :)
Andrea and I have shared our thinking about professional decision making using the triple Venn diagram. It shows the intersection between Belief, Essential Influences and Practices. Usually I struggle to fit everything I want into the 3 circles in a way that makes sense. Today I discovered something called the 3 Column Venn diagram. It works like this. In the two outside columns you describe 2 elements of your topic, in this case, beliefs about teaching and learning and essential influences. Essential influences are those things that you need to think about or take into account. In the third, shaded column, are the practices I will choose to use in my classroom. The practices that are consistent with my beliefs and are supported by the essential influences I need to pay attention to.
Professional Decision Making
Beliefs | Classroom Practices | Essential Influences |
-gradual release of responsibility -differentiating instruction -kids learn to read by reading, not by doing stuff about reading -choice -we learn to write by writing -readers need to have access to quality literature -explicit strategy instruction -there will be a range of readers in my room, needing different strategies -reading & writing should be joyful | - Workshop approach - Daily 5 | -RETSD Balanced Literacy Framework - Early Years Position Paper -provincial curriculum - Regie Routman optimal learning model: I do it, we do it, we do it, we do it…. you do it. -Debbie Miller: comprehension instruction -Kathy Collins: big idea planning |
In my beliefs and essential influences I see support for the Daily 5. It is a refinement of my previous Readers' Workshop. What connections do you make to your beliefs and the essential influences in your teaching life?
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