Reflection+Page

=This is where we will post our weekly reflections (by midnight Tuesday) and comment on another's posts. To post your reflection: click under your name and type away. Be sure to put the (date) at the beginning of your post. To comment: click at the end of the other person's post and type away. Be sure to put (your name) at the end of your comments. See the last page of the syllabus for scoring rubric.=

= ARE WE PREPARING OUR YOUTH FOR LIFE? //If yes, how? If no, why not?// =

9/18/13 Are we preparing our students for life?

It is impossible to give this question a clear answer. I think of the one room school house where the students are asked to line up and the teacher would check behind the ears of each child for cleanliness. I remember my grandfather’s story of how the teacher would make the children hold out their hands while she checked their fingernails for dirt. Was this a way of preparing the class to maintain decent hygiene? Preparing students for life? It just happens! In an elementary setting we teach students how to share, to work together in co-operative groups, we teach them to cover their mouths, wash their hands, speak up for themselves, apologize to a friend, zipper their jackets. We teach them how to walk safely, how to sit quietly and how to be an important citizen in our classroom community. In the course of the school year we become a microcosm of a family. We begin to know and understand one another, we make adjustments to our classmates’ learning styles and take care of each other. Young students are wonderful at embracing the parameters of classroom procedures and expected behaviors. In fact, young students have a feeling of safety and comfort knowing that these types of parameters are in place, like the care and safety you get from your family. In the forward of the article, __ Journey Toward a Caring Classroom  __ by Laurie Frank, Chris Cavert asks, what about the personal part? In my opinion, it’s all personal. So when does that begin to change? As children get older are we as educators become more focused on the standards. Educators need to prepare their students for a stronger academic life, college, careers. How do we help our students learn when they are dealing with bullying, divorce, death, substance abuse, sexual orientation? Are we really preparing our students for life? Is it temporary? When they leave us, what happens? When do students develop the skills to make formative decisions or become critical thinkers? I truly believe the seeds need to be planted at an early age.

We had a staff development meeting today after school and the focus was the new evaluation process for teachers. Teachers will be held accountable for how well they provide a positive learning environment for their students. The domain focuses on how a teacher promotes a respectful learning environment, an environment where students are respectful of one another’s differences. Apparently the state believes we must continue to prepare our students on skills that will help prepare them for life.

One thing I can say about this topic is that it has had emotional effect on me both professionally and personally. I remembered so many profound moments I have had as a teacher and so many of my own childhood memories.

Tonight, at dinner, I asked my 20 year old son if he felt he had teachers who helped prepare him for life. In his most eloquent way he said, “The ones that gave a //bleep// did.” He went on to say the ones who didn’t, were focused on what had to be taught, they didn’t see beyond that. Teaching = Love :)

Michelle aka Mademoiselle

Konstantinos Kourdis 9-18-13 To be blunt, no we're not. I think we're not preparing students for life because we only teach them to think abstractly and theoretically, not practically and pragmatically. Life in our society requires life skills that just can not be taught in schools. Schools are the places you go to to get a basis of an education that will allow you to further delve into any of life's numerous endeavors, but I think that schools, for the most part, don't really focus on any of life's essentials; meaning, the ability to have shelter, to nurture oneself, and to save money. By teaching kids to only be 'book smart' I think that we are totally neglecting one of the most crucial aspects in living in a capitalistic society; the acquisition of money and finance management. Also, I think that we don't really have a realistic outlook, as an educational system, on student's lives after high school. We kind of seem to say, "O.K. we care about you until you're an adult, but then you're on your own, buddy." What kind of impression does that leave on a student? Plus, what I find that many schools lack to address is the pressing issue of those students who simply can not go to college because they can't afford it. Not everyone can be a 'Bo Jackson" in terms of athleticism or an 'Einsten' in terms of cognitive intelligence and go to college on a scholarship, so what about the other "99%" of kids? I think our educational system needs reform in order to address this issue. Because of what I've learned from differentiated learning methods so far, I believe that not everyone can excel in this outdated, one track minded educational system which was created over three hundred years ago and modeled after factory work during the industrial revolution, so an alternative method is needed. what if a kid is a kinesthetic learner? What if they are better at working with their hands with their heads? I think that we, as educators who claim to use 'differentiated methods of instruction', should really provide a venue for these kids to showcase their talents, and enable them to get acclimated to a life in which alternative forms of knowledge are required in order for them to 'make it' in the real world.

9/18

Are we preparing our youth for life? I think the education system sends incredibly mixed signals. "We want you to be free thinkers and question everything but us and the system ", "He's hopeless, hes a bad child, father's in jail and who knows what the mom is doing", "his attitude is so horrible I could cry", "don't be judgmental but we can judge what you learn", and "I'm just going to teach this and hopes it sticks" are phrases that I feel if I was a mind reader, teachers would be saying to themselves. I also thought some of these things to myself in school.

I get the great opportunity to see teachers change lives daily and help get students going on all the right tracks including socially. I always get to see, what I like to call, a "deer in headlights" teacher who can't handle a difficult child. These are the lessons that last forever with a child. The teacher who cares, who works, who never quits, is the one that prepares a child. In saying that, the system is flawed and creates more perpetual failures then success stories. I think there a certain trends that are completely counter-productive to life lessons like positive reinforcement, the idea of equality, and the ideas of democracy. The US is not a democratic government, it never was, its a democratic themed republic where the masses voice is represented by one or few, and driven by the power of money, not that of choice.

Also, in life, very rarely is the good Samaritan rewarded, but the criminals are usually punished. This idea of ignoring until one can't is bogus and teaches the child, who perpetually disturbs the flow, they will always be forgiven. And, opposite to that, a good student/worker will always receive gold star stickers. Teachers classically condition students and aren't around for when that foundation is smashed.

After all of that, I favor no, we don't prepare them as a unified force, but the individual can make all the difference. That extra conversation/help/time goes further than the routines a rituals set up in a classroom. The major problem is that there is more class time then one-on-one time. We prepare them for more school, not life.

Stephen Serafino 9/19- sorry this might have been a little wacky, I thought so re-reading it. What I am trying to say is that how are we preparing anyone by lying to them and giving them the wrong message.

9/17/13 Are we preparing our youth for life? I feel this is a trick question and that the answer is yes and no. School does teach __most__ students how to read, write, and understand basic math. It shows students how to conform to the general expectations (rules) of their schools and to understand the consequences if they do not. It helps students learn how to ask questions and answer questions, research a topic, understand history and experiment with their own creativity. It helps them learn about people who are different from themselves and how to make and be a friend. All things schools have been doing since the first schoolhouse opened its door. So yes, school does prepare most of our students for life but it could be possible that these students would be successful no matter what. Think about how many times you have heard of someone who did not do well in school and yet has become very successful.

This leads me to the no part of the answer. If we do not reach all our students then we are not preparing our students for life. Some students still slip through the cracks. They have a home lives or a street life that does not let them see any other way for their life to be. The may have learning difficulties that either no one has discovered or they have managed to keep hidden. The school is so large that they are treated more like a number than an individual and the teachers either do not want to or do not have the time to get to know them. In small schools if a student has received a reputation as a bully, a loner or any other type of “label”, it can be impossible to change that belief. In addition, home is still the biggest influence on our students and school can only model, reinforce, support, and yes, educate ours students to the best of our teachers and administrator abilities. So no our schools are not preparing our students for life but we are doing a decent job and with differentiated instruction and building a community we may be able to reach __all__ students in the very near future! Susan

9/18/2013

Are we preparing our youth for life?

Sometimes.......in some places.... Here is a portion of the mission statement and vision statement of the school where I am interning:

"The mission of Rye Neck School community is to develop active, critical-thinking, creative, responsible citizens with high values, morals and ethics...." Vision Statement: "A community of learners dedicated to educational excellence. Rye Neck Schools (sic) is committed to its vision of guiding all members successfully in the 21st century, while promoting parental involvement and providing opportunities for all students to achieve their full potential and engage in intergenerational and inter-cultrual exchange." Sounds good doesn't it? And it seems to be a continual work in progress at this school. All schools should share such a vision and mission. I feel fortunate to be at this school and witness what's happening in this small public high school (400 +/- students). I have sat in several social studies courses given by various teachers, including some amazing Master Teachers, teaching all levels of learners. What I am witnessing is a caring environment. Teachers help the students and they in turn help each other, Many of the students have been together since elementary school and most have been together since middle school. The families know each other and there is heavy parental involvement. The teachers respect the kids (so far that's what I have witnessed). The kids respect the teachers (pretty much). The kids respect each other (a lot of the time). But what this school environment is and continues to work toward models Alfie Kohn's definition of Community: "...a place in which students feel cared about and are encouraged to care about each other...." Rye Neck is a special place. Most students do not get this type of school community. I truly believe that If we, as educators, decide right now to create such a school community for our students, we will succeed even if it's just one class at a time. ~Tortoise

9/10/13 The question, "What do **I** think about differentiated instruction" was posed to me. Initially I thought it was a difficult and daunting task. I mean, haven't experts been pondering this very same question for years? However, after having read the first two chapters in the book, __Differentiated Instructional Strategies, One Size Doesn't Fit All__ and getting some expert insight, I realized two things. One that I knew more about the subject than I had anticipated and that there are a lot of things I still needed to learn! I think differentiated instruction is the buzz word and ALL teachers need to jump on the bandwagon and instill this into their teaching repertoire or they risk the learning needs of their students. I believe it's a lot of work, but it CAN be done. In my readings, I learned that in fact many teachers are already doing a good job in differentiating instruction, but it requires a more conscious effort on the teacher's part and they need to be equipped with more strategies that will help them do an even better job! As a female Latina, who was born and raised in East New York (one of the worst areas in Brooklyn) by two non-English speaking parents, I believe I know first hand the importance of reaching and teaching a diverse population. English was my second language and the culture of my home was much different than the culture of the school. At home, literacy was not seen in the form of a well stocked book shelf, instead we read recipes as we helped our mom cook or translated school letters to our parents across the dining table. We socialized a lot and learned by analyzing things as a group. The school culture was opposite of my home culture and in the beginning it was hard for me to grasp concepts and learn. In __Differentiating Instructional Strategies__, they spoke of three groups of students in classrooms.Fortunately, I was the 25% to 37% that learned in spite of the teacher's skills and efforts. I was taught education was the key to success and it was a means to an end. I loved the book and learned a lot about differentiating instruction! I never thought of differentiation as a "mind set" or "philosophy". I thought it was a set of tools (oh my!), but as I learned what the belief systems of these teachers were, I learned that I in fact was one of them! I learned that teachers have a lot of power and that we can break or make a child. To learn that a teacher's mindset can influence a students mindset can be scary. But I intend to be take all I learned and put it into practice! I WILL RESPOND to learner's needs and provide a nurturing, respectful environment that will foster self-sufficient independent life-long learners! I believe any teacher that doesn't differentiate instruction is cheating their students and are NOT meeting their learning needs!

Elvira (Iris)

Iris, I especially loved reading your personal response to literacy. I identified with it greatly. I too, came from a home where there were no book shelves and yes, I had to read school notes and translate report cards. It is amazing all the thoughts and feelings that our students carry with them and bring to our classrooms everyday. I am reminded that as long as we live we never forget those early days of our education and the impact it had on us. No one ever forgets their first grade teacher! Let's all remember the impact we can have and the responsibility we have to our little ones:) Thanks, Michelle

I think that if we can update our old versions of differentiated instruction (which doesn't even meet the criteria now), then we can teach future teachers to do this effortlessly. You shared your personal experience as a student with English as your second language. The instruction you received your will remember and use it toward your classroom and instruct better than you were instructed. And the students you teach, will do the same if and when they teach someone something (doesn't have to be a specific teacher-related institution. We teach people little things all the time!). And I like to think that we are working really hard at implementing differentiated instruction, because it is fairly new. But one day it won't be new and it will be the standard, like teaching numbers one to ten at first and then continuing from there.

I really liked your response and personal story!

-Nicole Sowin

9/9/13 I think differentiated instruction should be the way all teachers’ teach! It allows the teacher to know, understand, and reach all of his or her students. I like how it can be used individually, in small groups, and/or with the whole class and allows each student to make choices that work best for their style of learning, thereby allowing them to be self- directed and 21st century problem solvers. The use of pre-assessments and lesson modifications ensures that the lessons meet the needs of the learner. I also like that it creates a sense of community and belonging within the school and gives each student a place where they are valued and cared for. Susan

9/9/2013

Stephen Serafino

I think differentiated instruction is what all effective teachers already did. If I look back at all the educators that have made a significant impact on my life, I think most of them specifically tailored specific classes, text, and assignments based on me and others with needs. I think differentiated instruction is the ability to adapt to every kid and their specific way of learning, trying to deliver the same message to different kids in different ways almost simultaneously. Specifically studying and implementing differentiated instruction is a kid-first style and approach to education because it promotes individuality while functioning within a small community.Teachers are allowing the child to be themselves no matter what the conditions are setting a great example and an environment where students can excel.

9/9/13

AFTER READING ARTICLE A, __The Differentiated Classroom Responding to The Needs of All Learners__, I CAME AWAY WITH SOME FRESH THOUGHTS AND FEELINGS REGARDING DIFFERENTIATED INSTRUCTION. I JUST LOVE THE IDEA OF STUDENT CHOICE BASED ON STUDENT INTEREST. I MEAN, YOU WONT LEARN UNLESS YOU ARE INTERESTED. IT HAS TO MATTER TO THE STUDENT. I REALLY HAD TO TAKE SOME TIME TO REFLECT ON HOW THIS HAS HELPED ME IN THE CLASSROOM. I WAS REMINDED OF HOW CONFERENCING WITH THE STUDENT IS SO IMPORTANT. YOU LEARN SO MUCH MORE AS AN EDUCATOR

WHEN YOU CAN LISTEN TO YOUR STUDENT’S UNDERSTANDING OF A CONCEPT. MORE IMPORTANTLY GETTING A “GOOD READ” ON HOW THAT STUDENT MAY BE FEELING ABOUT WHAT THEY ARE LEARNING CAN GIVE AN EDUCATOR SO MUCH INSIGHT AND DIRECTION IN HOW TO GUIDE THIS CHILD. SOMETHING MIGHT BE GOING ON IN OR OUT OF SCHOOL. THAT THE STUDENT HAS BEEN DEALING WITH. OFTEN A FIRST GRADE STUDENT HAS TROUBLE EXPRESSING HOW THEY FEEL OR WHAT MIGHT BE GOING ON IN THEIR MINDS. HAVING A ONE ON ONE CONFERENCE CAN GIVE A TEACHER MUCH MORE INSIGHT AS TO WHAT PATH TO TAKE WITH AN INDIVIDUAL STUDENT. I ESPECIALLY LOVE THE IDEA OF CONFERENCING TO EMPOWER THE STUDENT AND MAKE THEM ACCOUNTABLE/ RESPONSIBLE/ AND A MAJOR CONTRIBUTOR TO THEIR OWN LEARNING. IT GIVES STUDENTS THE OPPORTUNITY TO GUIDE THEIR OWN LEARNING.

The trade book, __The Cafe Book, Engaging Students in Daily Literacy Instruction__, gives an example of how students can make their own choice, (teacher guided of course) in regards to what they need to focus on to strengthen their reading. Students are empowered during the conferencing process to set their own reading goals with the teacher. Before the reading begins students are asked by the teacher to restate their previous goal for reading and after reading takes place the teacher points out what they noticed in the student’s reading and helps direct them to a new goal. Before the student goes back to their seat they are asked if the now know what their new reading goal is. I feel that the student has a strong sense of self and purpose when they return to their work. Giving a young child the opportunity to have that strong sense of empowerment and accountability plants a seed that can continue for a lifetime. I mean isn’t that what it’s all about? Don’t we all need to develop this skill? What is my purpose?

Another terrific book that emphasizes the importance of conferencing and student choice is, __ Learning Through Academic Choice __. It emphasizes the importance of having children make choices on how they learn. It states that when students make choices about when and how they learn they become more motivated to learn. Students think harder and use more academic skill. It also makes the point, when students are allowed “academic choices” they behave in a constructive way and develop more friendships with a wider range of students.

***Sorry about the change in font... I got distracted and hit the caps button, ooops.**
 * What type of accommodation would a student like myself need in the classroom? haha! **


 * I do have some continued questions and concerns about assessment in a differentiated classroom. I am puzzled as an educator as to how a differentiated lesson may cover the content in a variety of ways and students are asked to come away displaying what they have learned in a variety of ways, where does all of this fall in a world of common core and standardized testing? At the end of the day we are collecting data, comparing data, and using the same summative assessments to analyze and compare. All students, **all students, **are assessed on the same skill, in the same way under the same conditions.**
 * What do we do as educators? **


 * One final refection in my post has to do with my initial thoughts on a differentiated classroom and what that entails. After last week’s class and before I did any of the required readings, I thought about the differentiated classroom. As a classroom teacher of 13 years, I thought about what I have done in my own teaching and planning and what I have had the pleasure of seeing some “master teachers” do to differentiate the curriculum. **
 * Teacher preparation is critical. I will admit it is, at times, a huge undertaking to prepare and pilot a new approach. Some teachers are committed to making these changes and forever addressing the needs of their students and sad to say, some are not. How often have I heard concerns about not having enough time, concerns about putting in “extra” time. **
 * Differentiation can work beautifully if the teacher is committed to putting in the work. **
 * It requires some initial long hours of planning, making up materials, creating formative assessments to guide your students. It requires trying it out, working out the kinks, reflecting on what to make better and trying it again. **
 * When it works, it is so wonderful to see students empowered, independent and having fun while learning. When it works it is a dream and the children feel it. Authentic learning happens. **


 * Sources: **


 * Paula Denton, EdD, 2005, __Learning Through Academic Choice__, Northwest Foundation For Children, Turner Falls, Massachusettes **


 * Gail Boushey and Joan Moser, 2009, __The Cafe Book__, **
 * Stenhouse Publishers, Portland Maine and Pembroke Publishers, Markham, Ontario **

All the best, Michelle

Michelle, similarly to you, I came up with some new ideas and thought about differentiated instruction. In the book, __Differentiated Instructional Strategies, One Size Doesn't Fit All__ (2013), it talks about how students need to know they belong in the classroom and that they are the ones responsible for their own learning and behavior. It spoke about how some teachers work with their students to develop classroom "trust statements" or "rules to live by" to help them feel they have a voice in the classroom. In my classroom, we come up with student-generated rules and I found students immediately felt at home and part of the classroom community. In the past, I would create the rules, but now that my students create them, I found they followed and honored them more! However, I never had them create rules to live by, such as "There is no wrong opinion." I am definitely instilling this idea in my classroom. Another idea I found intriguing was the feedback to encourage. Even though I have used some of these terms such as, Keep on trucking", I mostly used the feedback for success. I am definitely going to be more conscientious about using more of these terms and encourage my struggling students to do better. In addition, I also love the idea of student choice based on interest. In the article, __The Differentiated Classroom, Responding to the Needs of All Learners__, by Carol Ann Tomlinson, it teaches how students' characteristics differ in readiness, interest and learning profile. Because of this teachers may adopt one or more of the curriculum elements (content, process, products) based on one or more of those characteristics. I have used interest inventories in the past, but I wasn't sure how to use the data I collected.The example they gave about the teacher who had a student that was interested in music and took his interest to teach him about how fractions are in music was very helpful. In my school, we also use the C.A.F.E (Comprehension, Accuracy, Fluency & Expanded vocabulary) menu and the Teacher's College reading scripts as part of our reading block. I agree that it gives the students a sense of empowerment and accountability. I found the second time around conferencing, students were really able to come up with their own goals to work on. When they went up a Fountas and Pinnell reading level some of my students yelled, "YES!" or smiled from one ear to the other. We celebrated these moments by giving one another a high five. Now I'm working on ensuring I celebrate these moments with my struggling students as well. Celebrating moments such as how they might not have moved a level but are reading more fluently. The CAFE menu was created by two sisters named Gail Boushey and Joan Moser. A great website to visit is www.the2sister.com or www.thedailycafe.com. You can find many resources such as ideas for anchor charts that are not in the book. Since the Common Core Learning Standards are internationally benchmarked another great website to visit would be www.engageny.org. It gives educators resourses to support them in successfully implementing the CCLS in their classroom. It consists of topics such as common core curriculum and assessment, a video library and parent and family resources. The video library is awesome as they are instructional videos to support teachers professional development and to push their thinking around what effective teaching looks like in practice. I loved your response Michelle and agree with you and Nicole that the instruction we received as students will always be remembered and used in our classroom to instruct better than we were instructed! Nicloe couldn't have said it better when she said she loves the idea of differentiated instruction because I TOTALLY agree! Teachers that do not teach differentiating instruction are failing their students!

Iris

What do I think of Differentiated Instruction??
 * I love the idea of differentiated instruction! It is a powerful concept that is “kid-friendly” as Stephen mentioned in his post. That and it is a better option that the traditional option of constantly pulling kids out of classes, as discussed by Massachusetts Secretary of Education, Matthew Malone. It is inclusive. Children should feel included in their classroom, especially if they learn in a different way or have a struggle. It is our job as educators to send the message that it is normal to learn in all types of ways and we will fit our instruction around your learning style, not the other way. Children should not have to fit themselves into confines that they can’t match. Fitting a circle into an equal-sized square will not work.**


 * I love that differentiated instruction fluctuates with technology, which can be seen by Holly Korby’s article, “Beyond the iPad.” Terrence O’Brien of [|Endgadget] describes a tablet called, Amplify, as a match for differentiated instruction: “This actually offers features to teachers aimed at delivering instant feedback and differentiated instruction.” It has the ability to determine student comprehension and then deliver supplemental materials to students that need a different way of learning. It also has the abilities to create lesson plans utilizing all types of materials from Khan Academy resources to the Internet. This tablet meets the demands of current technological advances, as well as makes differentiated instruction an easier task. It takes skill to be great at differentiated instruction. It takes planning specifically for students you know need more and preparing for questions you don’t know will come up. It takes looking through the eyes of all students and using all your resources into a unit plan. The tablet makes differentiated instruction more convenient.**


 * Resources:**


 * []**


 * http://blogs.kqed.org/mindshift/2013/09/beyond-the-ipad-schools-choices-in-tablets-grow/**

Nicole, your point regarding technology and differentiation is a strong one. Technology in the classroom allows the teacher to explore new avenues that assist in differentiating a lesson. There are endless resources in the classroom, for example, Khan Academy, as you mentioned, is wonderful tool in the classroom and out. It is a FREE technological tool to help students and student's families with extra support in math skills for their children. Some computer based literacy programs, such as Read 180 or Fundations is helpful but not free. School must subscribe to these types of programs such as, Everyday Math On Line Games. It is part of the curriculum but the technological piece requires an added expense to the district. This once again, emphasizes the idea that not all school and their students are on an equal playing field. Let's also consider the technological availability in and out of the classrooms. Home computers, Ipads and Smart Boards are not at every student's finger tips:) All the best, Michelle
 * Best,**
 * Nicole Sowin**

Thank you Michelle for responding! I looked into the technology availability you mentioned and it seems that No Child Left Behind is trying to make advances for low-income areas with their "Enhancing Education Through Technology" program (Title II, Part D, Subparts 1 and 2). Here is the document! - Nicole Sowin Yes, Nicole, thanks. There are many grants teachers can apply for that would assist in supporting technology in the classroom. Many low income areas have community services that families can seek out for computer help. Michelle

For me, the "teacher" examples for strategies for differentiated classrooms from primary school through high school in Tomlinson's article are enlightening. I believe differentiated education is a fundamental right of our students. When education fully embraces the reality that a classroom is made up of individuals who are unique, with different levels of readiness, diverse interests and unique learning profiles then we can strategize to differentiate the content, process and product of our lessons. The ball is in our court, there is no single definition of excellence, there are many learning options available to us to engage our students. Each student's fundamental freedom to learn is why a differentiated classroom is necessary for the success of all students.

Best, Liz

Thank you Michelle and Nicole for the links to the information you provided. I recently discovered two amazing iPad apps: Educreations (a recordable interactive white board) and Earth Viewer (allows you to explore the science of Earth's history. These are great tools for interactive lesson plans educators as well students can be fun and creative to use in a differentiated classroom.

I also want to thank Michelle and Nicole for the information and sites you provided. Just within the last month I have learned about the Khan Academy - from what I saw it is an amazing way to reach students. I also want to thank Iris and Stephen for sharing some of your own problems that you had in school. When you listen to adults who had problems while in school you get a real sense of what is important for children and that knowledge can help with understanding your own students better. Susan

9/11

Everyone has great insights and beliefs. I would like to respond to the group collectively. I especially like Iris' back story and Michelle and Nicole's extra links. I fully agree with Michelle's insight on student choice. I also think that the fact we all acknowledge the importance of technology in this day in age is tremendous. Where would we be without it, right? But what happens if and when that technology fails? I am very skeptical of technology, especially as a vessel to make all of society increasingly lazy, My full understanding of differentiation is still in the infant stage and I feel that most of you have an already refined ability.It is fascinating to hear your perspectives as I try to grow into the teacher I desire to be. In saying all of that, it is hard to disagree or comment on what I haven't been able to put into practice. I feel like I am full of concepts and ideas, with little application. In saying that, I worked with what Cloonan refers to as a "resource" class that consists of children that have a history of trouble-making and struggling within a standard classroom. In the lesson, I had to teach the definition and usage of words like inferences, predictions, and logic. Each student required a specifically different definition and example. I believe, in that moment, I used differentiated instruction. Am I wrong? (I don't really know.) I wasn't prepared, I used no extra sources, and I had no prior knowledge of the class and it's individual student needs. They all were able to give me positive feedback as far as informal question and answer assessment, but does that make me successful in the lesson and/or differentiated instruction. Even after reading all of our assigned texts, and evaluating the added resources, I still see more natural action needed, I still believe that the number one principle of differentiation is adaptability and on-the-spot thinking/adjusting.

Stephen Serafino

Stephen,

I was about to log off and go to sleep when I read your reflection. Quickly, yes, I believe that was differentiation. In the article, __The Differentiated Classroom, Responding to the Needs of All Learners,__ Carol Tomlinson states that teachers do not need to differentiate all elements (content, process, products) or base it on all of the students characteristics (readiness, interest or learning profile) during a lesson or unit. When you stated that each student required a different definition and example, you differentiated instruction by responding to their specific learning needs. Carol states there is no one single formula to effectively create a differentiated classroom. I believe you are on the right path to differentiating instruction!!

Iris