Professional Documents
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Engaging Student's Presumptions About
Class
Jake Fredericks
About me
Working with Laura
Brownell in her 9th
grade English and 9th
grade English honors
classes at Marshall
High School.
130 students total.
Around 30 per class.
87%
13%
Teacher centered
instruction
41%
Testing
18%
Note taking
32%
9%
Findings
At first I found myself asking far too many
questions. But when I limited the scope of my
research and asked students to be as specific as
possible I found some interesting results.
Students can be surprisingly honest and
perceptive.
Repetitive teaching, or expecting all students
to learn the same information the same way
time and time again, is what bores them the
most. And for good reason!
Findings
These results have made me more aware of my
own teaching. I will be watching to make sure that I
do not fall into patterns for my own convenience. I
will take what I have learned and attempt to
differentiate my lessons and teaching procedures
accordingly.
Literature
Tomlinson, C. A. (2004). Sharing Responsibility for
Differentiating Instruction. Roeper Review, 26(4), 188-189.
Melissa Jonson-Reid (2010) Engaging Students Children
Schools. 32 (1): 3-4 doi:10.1093/cs/32.1.3
Smith, Grace (2009). Using Technology to Differentiate
English/Language Arts. Differentiating Instruction With
Technology in Middle School Classrooms, p. 65. International
Society for Technology in Education.
Thank You!
Special thank you to Laura Brownell for her
support along with all of her 9th grade English
classes
Faculty and staff of the Albion teacher
education program that have supported me
this semester, and every past semester as
well.
Family for their love and support.
Questions?