Module 6: December, 2

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                                                                      Daily Action


I want to study differentiation strategies and implement some of them in my classroom. On a larger scale, I would like to hold a workshop on differentiation with department heads.






Daily Reflection



Today was a highly productive day for me, marked by significant progress in a case study centered around differentiation. I dedicated considerable time and effort to analyzing various aspects of the case, delving deep into the complexities that differentiation presents in a practical context. During this process, I consciously engaged in a thoughtful examination of potential benefits and risks associated with differentiation strategies. This reflection was not superficial; instead, I deliberately pondered over each element, considering the long-term impacts and immediate effects of applying differentiation in real-world scenarios. I weighed the advantages, such as personalized learning paths and increased engagement, against the potential pitfalls, like the risk of unequal resource allocation or unintentional marginalization of certain groups. By doing so, I gained a more nuanced understanding of how differentiation can be effectively implemented while mitigating its inherent challenges. This introspective and analytical approach not only enriched my understanding of the subject but also equipped me with valuable insights that I can apply in future projects or discussions related to educational strategies.



Daily Discussion



How should the grading be? Does grading truly demonstrate student learning? Why does this create an unpleasant situation for teachers?


I think our perception and behavior regarding grading changes depending on what is being graded. Of course, grading common exams where there is only one answer, which we are often required to do by the school administration or the system, can be very unpleasant. We also know deep down that these grades do not provide complete evidence of student learning. Therefore, I am sure it would be much more productive if we graded authentic works, truly creative products of students, instead of repetitive exam readings. Just as students expect interestingness in their learning, an assessment strategy can be applied in which teachers can learn from their students.




 

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