Fulfilling the Promise, Chapters 1 & 2

Let me begin by saying that I am enjoying the reading for this class.  It is so refreshing to not only learn something but to enjoy the process!  

Chapter 1 began by discussing why we need to have differentiated classrooms.  It listed five main reasons.  

1. Aid learners who are behind.

2. Aid learners who are ahead.

3. Aid ESL learners.

4. Aid individual learners by addressing their unique learning preferences.

5. Aid "lost student" learners.

The author summarized the philosophy of differentiation by proposing that "what we bring to school as learners matters in how we learn."  I love this thought.  It sums up the reason for a differentiated classroom in such a precise and accurate manner.  

This chapter also focused on the Who and What of teaching. It reiterated time and time again that a differentiated teacher is a teacher that knows, responds, and plans for and to their students.  It explained that mismatched "experience and perspective between many teachers and their students may result in classrooms that are ill suited to the needs of larger groups of learners."  I appreciated the fact that Tomlinson included "bright" students among groups in need of differential treatment.  So often "bright" students are ignored.  I agree with the notion that all students should be "expected to progress at least a year's worth in an academic year."

Once again our reading focused on student traits that should be addressed and corresponding classroom elements that should be utilized in a differentiated classroom.  The four student traits are...readiness, interest, learning profile, and affect.  The four classroom elements are...content, process, product, and learning environment.  The student trait of content mentioned that teachers don't always need to vary what they are teaching but rather how students encounter the information.  That rang true for me.  I understand that often content may need to be tailered towards individual students, but appreciated the reminder that it isn't always what you teach but how you teach it that makes a difference for individual students.  

On page 6 of chapter one it linked student traits and classroom elements. I can't help but quote directly from the text. "In differentiated classrooms, teachers continually assess student readiness, interest, learning profile, and affect.  Teachers then use what they learn to modify content, process, product, and the learning environment..."  Yes, Yes, Yes!!!  This makes sense to me.

I could go on and on about the metaphors.  But in order to shorten this posting, let me just say that I loved the notion that school is to enable a child to become what they might be, by involving them in their own individual metamorphosis.  How cool is that.  Each child has the potential to transform themselves.  The end goal is important, but the knowledge that they can control and contribute to their transformation is equally important.  

Chapter 2 focused on students needs and the important role they play in a differentiated classroom.  It explained why and how a child needs certain basic needs met before they are capable of learning.  It focused on five critical needs that a student must have met in order to become a successful learner.  

1. Affirmation (Knowing they are worthy and worth it.)

2. Contribution (Knowing they are a necessary member of the class and their presence makes a difference.)

3. Power (Understanding how to successfully play their role in the classroom and receive the support they need.)

4. Purpose (Knowing that their are valid reasons to learn what is being taught.)

5. Challenge (Understanding that dreams can become reality and taking accountability for their success. We can do hard things!)

Of the five I was captured by the idea that students need to be challenged.  I think my new favorite quote is "We are invigorated by challenge, strengthened by working toward it, and ennobled by attaining it."   Invigorated, strengthened, ennobled.  How can I not help but to be inspired.  I cannot wait to challenge myself as well as my students! 

Towards the end of this chapter I was reminded that their is no harm in failing, the only harm is in not trying.  As a parent I have learned that as often as I succeed with my children I also fail.  What matters is not whether I fail, but whether I learn from my mistakes and consistently attempt to implement what I have learned.  Each new school day  and school year will provide me with opportunities to learn and grow.  Creating a differentiated classroom will not be a learning experience.  I have no illusion that it will be easy, but I am certain it will be worth it!