Week Two

1) Carol Tomlinson mentions "definitions" or partial definitions of differentiation in chapter one. What makes sense to you, in attempting to define differentiation?

Right off the bat, on the first page of chapter 1 Tomlinson writes, "the idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education." What she says next is the most important phrase of all, "it is an approach to teaching that advocates active planning for student differences in the classroom...in other words, the philosophy of differentiation proposes that what we bring to school as learners matters in how we learn. Therefore, to teach most effectively, teachers must take into accound who they are teaching as well as what they are teaching." As teachers, we must learn to be adaptable. Everything about our classroom must be adaptable. No two students are alike, and no class from year to year will be like the one that came before it. Just when we feel we have "mastered" a way for teaching a concept, along comes a student who sends us back to the drawing board. I think the message that Tomlinson sends us is that a differentiated classroom is made not of individuals who fill the roles of teachers and students, but of individuals who all fill the role of learners. We can learn as much for our students as they can learn from us, and we must, must pay attention to not only what needs to be learned but they way in which each individual student learns best. We must give ample opportunity for accomplishment, academic or otherwise.Tomlinson also conveys that in order to differentiate the way in which our students will learn best, we must take risks. Only in taking risks, in trying new things that have never been tried before, in pushing the envelope...only then can we truly achieve differentiation.

2b) There are two powerful insights on page 12 of Fulfilling the Promise -- powerful to me, anyway. Are there any statements, quotes or insights that "speak" to YOU, from chapter one and/or chapter two? Explain.

Whether or not this is necessarily a "powerful" insight from the chapter, I too found a quote from page 12 that I have a definite appreciation for. Tomlinson reminds us that, "a distinctive responsibility of schools is to help young people develop the knowledge, skills, and understandings to contribute to society. Thus, curriculum and instruction are central in the miission of schools. The concept of differentiation affirms the centrality of curriculum and instruction in classrooms." She goes on to say, "the most effective teaching does not seek transmission of knowledge isolated from human need, but rather attempts to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them."

I think that in the world of education today with the multitude of testing that goes on it is easy to let the curriculum become our enemy, and at times we might in our annoyance forget that the subject matter the curriculum presses us to teach was in fact put there for a reason. It does, when all is said and done, matter, though teaching its contents can prove to be a daunting task. The challenge is, how can we teach the curriculm while at the same time making room for subjects that interest our students while still teaching them the even bigger lessons that will matter most as they make their way into society? How can we teach them that knowledge is power? Are we ourselves even convinced of that? I have a feeling based on Tomlinson's words that throughout this class those questions will be answered, and we will find new ways to meet the challenge presented above, using the curriculm as our friend coupled with greater life lessons. A differentiated classroom ideally strives to do what Tomlinson says, "to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them." I look forward to all that this class and these readings have to offer!