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In just a few days, the second offering for this course will begin, and I am getting excited! The first group had four participants, and far exceeded my expectations regarding how enthusiastic people would be and how valuable the information was to their work. This group will be larger, which I hope will open up new possibilities for different kinds of activities, thus making the learning more active — always a good thing.
Students are expected to check the blog regularly for notices, discussions, and ideas, and each student is expected to add to the collection of material by commenting on other people’s posts and by writing posts of their own. Once the course begins, participants will be named as Authors. An author can edit, publish and delete their posts, as well as upload files/images. Authors do not have access to modify, add, delete, or publish pages.
Posts should always have a Category label to help readers look for information and to help with general organization of this blog. The list may be expanded as needed, and I hope it will help course participants in deciding what to write about. Categories are:
- About This Course — The article is mainly about the SAUniversity24 course itself.
- Classroom Management — The article is mainly about how to use knowledge of type in managing student behavior in the classroom.
- Instruction — The article is mainly about differentiating instruction in the classroom.
- Making Progress — The article is about how the writer is making changes in instruction or making progress with students.
- Textbook Talk — The article responds to passages or sections of the textbook, and should be an invitation to others to respond in kind.
- Theory — The article is mainly about the theory and application of MBTI — how it works, what it means, what it looks like.
- Troubleshooting — The article is mainly about something tried out in the classroom not working as expected. This could be a call for input and/or help from colleagues and/or other readers.
I am excited and uplifted by all of your experiences in using type to differentiate instruction in your classrooms. I had been convinced by my own work that this kind of differentiation worked, and worked well, but of course there was no opportunity (until now) to share what I had learned.
Our class conversations, your questions, and your suggestions and encouragement toward one another go far beyond my expectations for this course. Now we are winding down, with only one class remaining — there will be much to talk about. (And I promised Robin when I saw her on Saturday that I will bring home baked bread for our snack.)
In class last week we didn’t get to share the strategies from Chapter 6 that you tried out. Since you all agreed to post twice on this blog, that gives you an idea for your first articles. (Yup, that’s a hint!)
It’s just a few days until our first class; I’m excited for this new beginning. If you are checking out the blog in anticipation, please feel free to share what you are most looking forward to. What do you hope to get out of it? At the end, what will enable you to feel as though your time was well spent and it was a successful journey?
For myself, I hope that the group can be comfortable together and that we will engage in dialogue and discussions that are rich and energizing. My wish is that you can take ideas back to your classrooms as often as we meet, as often as you read and/or think about the material and the possibilities it offers.
All sixteen personality types are good, and they all have a place in the world. Let us begin to find out how to make that work in our classrooms.
Welcome to Differentiation Through Personality Types. I know the name isn’t very creative, but there’s a reason for that; the title refers to a graduate level course for teachers in SAU 24, New Hampshire. Class will begin October 25, so nothing much will happen here until then. Visitors not enrolled in this class are also welcome to contribute to these conversations as long as it’s honest and respectful.
Students are expected to check the blog regularly for notices, discussions, and ideas, and each student is expected to create at least one page to add to the collection of material.