Chapter 3 Reflection: Agree or disagree with the statement that differentiation is a
key feature of high-quality teaching. What implications does the
statement suggest for our schools?
Since I have always been an ESOL teacher D.I. has always been my method, because it makes perfect sense and it is the right way to apporach learning. If you have a certain audience doesn't it make sense to captialize on their strengths and empower them to reach farther? So, absolutely differentiation is the mark of high-quality teaching. Also, all the research that shows that this really works if implimented correctly. Yes, it takes lots of planning but when the system is in place it makes that much easier and effect. the end results win win situation for all, of for the students, our top priorty. As far as the schools system goes we need a united front from the district to every administrator to be on the same page. Training needs to be implimented and all the resources need to point in the same direction. If these doesn't happen and mix communications/feels get in the way the whole project fails. It isn't about the politics or the legislature it's about the future of this country, our most prized possession our kids. Efrem Figueredo
I agree.The implications for our schools are numerous and vast. First, it is going to require a brand new way of thinking about how we assess, teach and evaluate our students. It will mean that our teachers must begin to train themselves to better understand the different learning styles of each student. Itwill also mean that administrators will also have to train themselves to evaluate teachers differently.
In my opinion, I believe that differentiation is a key feature of high-quality teaching. As for our schools, all teachers and administrators should have a great understanding of differentiated instruction. Classrooms should be places where teachers pursue the best understandings of teaching and learning for the sake of his/her students. Teachers must become comfortable with differentiation in order to lead a differentiated classroom properly. Overall, all schools must understand that we need to attend to student differences. Recognizing and addressing this will achieve success.
I completely agree with the statement that differentiation is the key feature of high-quality teaching. Every student has different needs that need to be addressed in all subject areas. The biggest challenge with D.I. is to engage every teacher in it. There are many teachers who don't want to try anything new; they want to continue teaching the traditional way. Change isn't always easy! Administrators are, many times, resistant to new approahces to teaching. In my opinion, all teachers and, especially, administrators need to be trained in D.I. They need to understand the benefits of this approach and how this can help students perform better in district and state-mandated tests. We need to encourage a new teaching mentality in which students are treated like individuals in every class. Claudia Ocampo
I agree that differentiation is a key feature of high-quality teaching. This is going to change the set of skills that teachers will need to develop during teacher certification programs and during their careers. Since running a class from a differentiated instruction focus is such a paradigm shift from more traditional models, district PD's and teacher prep programs should address this more, so that new teachers will already be able to incorporate D.I. considerations into their budding teaching philosophies. It seems that there needs to be a much stronger, codified way to train teachers in this new trend. In theory, it sounds great, but in practice teachers are often put into a "sink or swim" circumstance. Many teachers will simply throw their hands up if they don't feel like they can effectively learn and get support in this direction of the evolving role of a teacher
I also agree with this statement. Children are not robots… they each have their own unique way of learning and their own rate of speed. Cookie cutter classrooms are and should be, long gone. DI is the wave of the future! Susan Castleman
I agree with the statement D. I. is a key feature of highly-quality teachers. This statement suggests that teachers and administrators will have to start thinking out side of the box. They will have to introduce technology into every lesson and provide more visual and hands on activities. With D. I. being used more it will change the way teachers are trained and more Professional Development course will need to be created on the district and school level. With the changing of time, everyone will have to be open to change and learning more. It will take everyone to come together as one to create and keep the learning environment D.I. ready.
I agree that differentiation is a key feature of high- quality teaching. I think this implies simply that teachers need to move away from seeing themselves as keepers and dispensers of knowledge and more towards organizers of learning opportunities. So enough with knowing all the answers, the focus should be more on listening to what your students have to say. With that being said, I believe more student success will be reached. Teachers need to take a back seat and allow more student centered activities.
I agree! A teacher in a DI classroom creates ways to learn that both capture interest in students which in turn leads to knowledge and understanding. At the end of the day, we want kids to learn, excel in the classroom, and grow intelectually. We accomplish these by motivating them, keeping them engaged and making learning meaningful. Schools need to accept that the DI classroom is flexible and energetic. Things may look a little chaotic at times....but there is a method to the madness!
I agree that differentiation is a key feature of high-quality teaching. The implications that this statement suggests for our schools include:
* teachers viewing themselves as organizers of learning activities rather than keepers and dispensers of knowledge
* teachers focusing on reading their students rather than knowing all the answers
*organizing classes for effective activities and exploration has to become the highest priority
* diferentiation mandates that teachers create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time
I agree with the statement that differentiation is a vital element of high-quality teaching. Teachers who become abreast with differentiated classrooms will begin to recognize that their role has tremendously transformed from a traditional teacher. Today’s learners’ roles have also evolved. As the roles revolutionize for both the teacher and student, new approaches must be effectively implemented. When teachers differentiate instruction, they move away from seeing themselves as sole distributors of knowledge and become part of a learning community. Establishing a class filled with effective activities and exploration becomes the chief priority of the teacher.
I agree with the statement that differentiation is a key feature of high quality teaching. Differentiation in the classroom gives teacher a chance to provide appropriate instruction to the students based on their needs. Teaching students based on their weaknesses and bringing them to mastery level is truly a key to success. Students differ as learners as stated in the book, so, we must instruct our students base on their learning ability. Once teachers differentiate in the classroom they will promote higher-quality teaching in the classroom. Teachers will then bring students to mastery level. They are many implications with differentiation in the classroom; one of them is the ability to have true differentiation in the classrooms. Secondly, teacher needs to understand differentiate instruction in order to better serve the students. They need to understand data and able to use the data to drive small group instruction in the classroom. Teachers need to be well equipped to be effective in the classroom. Teachers must conduct data chats with students and administration must conduct data chat with teachers to ensure that students need is being met. The schools needs to provide ongoing PD’S to ensure that teachers comfortable with small group instruction, because differentiate instruction could be a big change for teacher, especially those with classroom management issues.
I agree that differentiated instruction is a key feature of high-quality teaching. This feature is helping teachers to assist all of their student in a special and caring way. The schools or administration is beginning to realize that this method is most effective and recognizing that this practice is really inevitable if all of our students are expected to excel or make gains. Karen Smith
I agree with the statement that differentiation is a key feature of high quality teaching and learning. It implies that all schools who want to be successful in offering a high quality education for the students should adapt this feature. This best Practice should actually be enforced. It does provide an equal opportunity, when executed effectively based on research, for all learners to grasp the concepts and skills presented in a classroom.
I agree that the idea of differentiating instruction is a great approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums. The district Must Train and Development staff in DI, and should remain central to any attempts to address academic diversity as long as the students with varying needs continue to show us that one-size-fits-all is a poor fit for many. Pamela Robinson
I agree that differential instruction is a key feature of high quality teaching. The implication suggested the need for teachers to acknowledge the title best practice may not be a best practice if it does not address and endorse the need that works best for the individual learner. Differential instruction should be organized with a focus on curriculum structured with essential information, understanding, and skills. Observations and reflections on individuals, groups are vital to continuous programming. Differential instruction provides a setting where students always have a voice and must have input for provisions of their instruction. Barbara Harris
I agree with the statement that differentiation is the key to the future of high quality teaching. Teachers see themselves as organizers of learners. The statement suggest students will take a more active part in learning because they are self-motivated .when students are self-motivated this will increase learning and push students to go beyond their normal boundaries. Larry Williams
Mixed-ability classrooms that offer differentiated instruction make good sense for teachers, as well as students. A key feature of DI is that the teaher takes on the role of coach or mentor which gives students as much responsibility for learning as they can handle, and teach them to handle a little more. Teachers begin to make meaning out of important ideas instead of just covering information. A reasonable range of approaches to learning must be presented by the teacher to accommodate the learning styles of different students. Being able to diagnose student need and crafting learning experienes in response to diagnoses is one feature of high-quality teaching. Teachers as coaches attempt to provide clear goals for the team, also for individuals on the team. The ultimate goal is to have all members of the team develop a team spirit that will help all of it's members. Within DI groups, teachers can help students focus on key concepts and generalizations that will ensure that all learners gain powerful understanding that serve as building blocks for meaning and access to other knowledge. Students must be given the opportunity to demonstrate their understanding and skills using on a variety of ways. Audrey Bullock
I agree that differentiation is key to high quality teaching. I think that schools should focus more on training their professional on this practice. I was asked to implement differentiated instruction without having received formal instruction about it. It is now that I am grasping the basics of DI and I think it is something all teachers should be trained about because by just inferring the meaning of the term and do what we think DI is, in my case and in the case of many of the colleagues I have talked to, what we understood by DI is no closer to the real thing.
It is very beneficial to students that they have teaches who are according to the state and the district recruit, develop, and retain high-quality teachers to ensure that all children are provided with an adequate education. There are traits that indicates what is consist of a high quality teacher such as; he/she is a good learner about what is being taught, they have a high expectation for their students, they are constantly monitoring student problems and progress, a high quality teacher have accurate assessment of student work, and they provide an array of methods to learn and teach in a differentiating classroom of students who learn differently. Carolyn Collins
I agree that differentiation is a key feature of high-quality teaching. The implications are that a DI classroom differs from the traditional classroom in many ways, and many educators in the past were taught and trained in the latter method of teaching, so change will need to take place. In a DI classroom, the teacher becomes the mentor or coach instead of a dispenser of knowledge, and students own more of the responsibility for learning. Students will be given more opportunities to be successful in expanding their understanding. Educators focus on observing the students to create ways to learn how to capture the students’ attention and teachers will organize the class so the environment is conducive to learning effective skills and engages the students in every aspect of each activity. Therefore, teachers will need to learn skills to lead a DI classroom and see students in new ways. I liked the metaphor stated in the book: the teacher as Director of the Orchestra who pulls together a group of people who may not know each other or play the same instrument, but all work together to achieve a common goal. Maria Santiago-Parreno
I totally agree with the statement that differentiation is a key feature of high-quality teaching. This statement suggests that for high-quality teaching to be present, differentiating instruction must be occurring in the classroom. This is a change of thinking for teachers in how they manage the curriculum, time, and students. Teachers are used to being the one with all of the knowledge. They will now need to relinquish the traditional role of dispensing information and allow for discussion and a reasonable range of approaches to get to the same end product. As mentors or coaches, teachers will gradually need to release responsibility to students. Zina Berman
I agree with the statement that differentiation is a key feature of high-quality teaching. I like the term "Teacher as a coach"...A good coach has clear goals for the team, but also for every individual on the team. Practices will likely involve some common activities, but will also likely call each player to improve areas of weakness and polish areas of strength. The coach serves as a leader and motivates each player to give a strong effort in order to develop the skill. The coach makes adjustments with practices and develops strategies to ensure player participation. Tony Casas
On the surface, the statement is easy to agree with. “Differentiation is the key to high quality teaching.” If we work with the goal of giving every student something of value, then we cannot disagree with the statement. If we probe a little further and ask what is “high quality” teaching, and does it actually take real skills and knowledge into consideration, then we might have a problem. Take the two metaphors or analogies mentioned in the chapter, the teacher as coach or the teacher as musical conductor. Since I know a lot about these two subject areas, let me point out that in sports, athletes can achieve amazing things without having to read theories about plays, training, etc. Often they can rely only on seeing and imitating. They do not have to read or write. And we know that many professional athletes have limited language skills but extraordinary physical skills. But what happens if the athlete never becomes a professional? And what happens if he does succeed and is eventually given an obscene amount of money to play the game? Would differentiated instruction have left him unprepared for those challenges? What job will the non-pro get? What decisions would the pro make about his money and relationships? Has he learned enough to go out into a harsh winner take all world and navigate the complexities that a good education would have prepared him for? Something very similar could be said about the music analogy. When I was growing up in the fifties and sixties, many steelband-men (guys who beat those oil drums into musical instruments) could not read very well, far less read music. But boy many of them could play those instruments. Many even composed tunes for the instruments and arranged classical pieces, etc. So obviously, reading music was not necessary. Reading anything, period, was not a requirement. But this illiteracy certainly limited the opportunities of these musicians. All were not gifted enough to learn music by ear, and all were not gifted enough to become members of very successful bands. A teacher who might have focused only on giving these men (in the fifties and sixties, the bands were usually made up only of males) the opportunities to show their ability to learn tunes and play instruments had probably denied them the opportunity to go much further in their careers. They could not be teachers, conductors, theorists, critics, or music historians. I imagine that we can say the same thing about young men who swear that they need only know about the mechanics of plumbing, or the young lady who simply wants to know how to style hair. In their teens, they hardly know what is best for them. Maybe we have to stress the need for all students to push themselves so that they are never deficient in the skills necessary to live productive lives. So, yes, differentiated instruction is better than just ignoring the unenthusiastic student, but I am not sure that it can be done without convincing the student that he or she will always have an easier way to satisfy requirements that we face. I am not sure that the path of least resistance fulfills its promise.
I agree that differentiated instruction is a key feature of high-quality teaching because the learner and his/her needs becomes the driving force behind the planning, instruction, and assessment. In a classroom that embraces differentiated instruction, lessons are created and selected keeping all learners in mind, emphasizing critical and creative thinking, and maintaining a balance between student selected and teacher assigned tasks. Assessment is thought of as a “road map for your thinking and planning”, not as an end product. The implications for schools are varied and depend on the extent of teacher training and willingness to change. First, a climate for change must be embraced, training and professional learning must be addressed, collaboration of best practices must be shared, and reflection of lesson delivery and outcomes must be encouraged. This continuous learning cycle must be on-going and supported by administration and staff members.
I agree with the statement because DI is the key ingredient to high quality teaching and learning. It is the future! The statement in this chapter "The teacher as the coach" is captivating because that is what we provide "ongoing encouragement", and as educators we are always finding different strategies to meet the needs of all those students who depend on us to grow intellectually. Planning time is such an essential part of our day because our DI activities can only be of high quality,and highly captivating so that the end product is meaningful to all involved. As a coach or facilitator of learning we must continue to push and change as the needs change. We must encourage all students to take ownership of their learning and practice what they learn. It is an ongoing process that continues throughout life. Only when students are provided with the opportunity to grow individually will we see the fruit of our mentoring, and the students will then learn to help themselves and others.
I agree with the statement. What limits a teacher is the number of students in a class, the different levels of instruction. Differentiated instruction would work great if the teacher has an aide in the classroom.
This teacher agrees with the statement that differentiation is a key feature of high-quality teaching. Given that in every other industry, meeting individual needs is a sign of first rate service. Consider the retail industry. Personal shoppers gather information on their prime customers and shop and display only what interests their client. Go to some fast foods outlets and you can have it your way. Or, when visiting the doctor, they tend to you based on YOUR needs, not to the patient in the next examining room. Education should be no different. In fact, the author suggests that differentiating instruction gives teachers the opportunity to gain knowledge on what works best in diverse classrooms. The awareness of learning differences hones a teacher’s skill, deepens his or her pedagogy, and makes them better equipped to handle a variety of learning situations and students.
Let me start by asking this debatable and still not so understandable question…Do we really know that differentiation is a key feature of high-quality teaching? Do we really know what the teacher as director of orchestra mean? Do we really know what the teacher as a coach mean? Do we really know what the teacher as a jazz musician mean? If I am self-questioning it is just because it is also a reading strategy we teach students to put into practice at the reading process knocks at the door. Anyway, I do agree with these statements, but I am a bit scared to back up my understanding and my doubtful and modest opinion about it. I would also like to highlight that, even though, I am 95 % convinced about the role of teachers at DI, I might summarize this chapter by just saying: 1- You have to set class goals. 2- You have to monitor students’ progress and learning towards these goals. 3- You have to teach flexibly to help the students’ progress towards and beyond these goals. 4- You have to integrate ongoing assessment. Now, let me present some guidelines that suggest how teachers can really put into their teaching a highly qualify teaching approach. Same goals with different materials: Students should focus on the same lesson but with different materials. Same goals with different products: Students are exposed to the same essential goals but express their ideas in different forms and functions. Same goals with different applications: Students are asked to work on the same essential goals but are asked to find different applications in different areas. Same goals with different directions: Students purse the same goals but with directions and features based on their needs Different goals: Students work on different goals related to the same lesson to cover particular needs.
Answer: I am a hundred percent in favor of differentiated instruction in my everyday teaching instructions. Since I am teaching Chinese and have different levels in one big group, I have to be alert of their different learning abilities and how they approach a different language. It always makes sense to me that I implement different teaching strategies to different groups. Teaching in all kinds of differentiated instructions should be like a leading role to guide the students and be familiar with all the students in the group. We should coach the students to their goals for different teams and help these individuals to meet their special needs, either faster or slow learners. So, absolutely differentiation is the mark of high-quality teaching. In a differentiated classroom, I usually balance between students to select teacher –assigned tasks and teacher-made test to tailor their learning abilities and special needs. It takes lots of planning for different groups but when the system is in place, it makes that much easier and the efforts we put in will fruit at the end to result win win situation for all. It does provide an equal opportunity, when executed effectively based on research, for all learners to grasp the concepts and skills presented in a classroom by differentiated instruction. I hope the district and the schools will provide more training and model differentiated lessons so we can all have great benefits in teaching and learning, especially for all the students.
I agree with the statement that differentiation is a key feature of high quality teaching, because students enter the public school system with different educational background. Differentiation helps to reach all students at their needs. A high quality teacher embraces the ideal of providing appropriate level of learning. This implication suggests that our school system must provide professional development to maintain highly qualified teachers.
From dispensers of knowledge to organizers of learning we need to become an expert in reading students. An effective classroom should built a sense of community, one in which we all know each other and help each other. Differentiation is a key feature of high-quality teaching because it is the best way to help students reach their potential. Our schools should make it part of their regular meetings to share ideas on strategies and sample lessons. Classrooms have a variety of student levels, why not have a variety of activities as well. Francisco Castro
I agree with the statement that differentiation is the key feature of high-quality teaching. Every student has different needs, the teacher has to find what those needs are and address them. The challenge with D.I. is being able to read what the students sre lacking or need to improve.
T. Junious I do agree that differentiation is key, but it is not necessarily the key thing to do. I think that a teacher needs to use varied strategies or teaching methods.
I agree that DI should be a key to high-quality teaching.All students have different strengths and weaknesses. The implications for the schools should be to provide training for the teachers who may not have been trained at any point in their career, instead of trial and error. For experienced trained teachers,the schools should provide ongoing training to keep abreast of changes in DI research.
I agree that DI is an important feature in a high-quality learning environment. I think a big problem is that many teachers feel uncomfortable in a situation where different groups of students are working on different activities at the same time. There is definitely a rise in the background noise and movement. I feel that many teachers think this is not a controlled situation, and that if students are interacting with peers they are not learning. This takes time to get used to. More teacher training in DI is definitely needed. There are teachers who have no experience with it; however, once you get it to work, it is more enjoyable than standing in front of a class and lecturing.....for both students and teacher.
Differentiation certainly is a key feature of high-quality education. The implication for our schools is that teachers must be willing to be learners themselves and be willing to adjust their teaching methods to meet the needs of their students-i.e. The traditional teacher must be willing to differentiate learning in her classroom, although it may be a big adjustment on her part.
I don't really agree with the statement. As a teacher in Special Education, I believe in differentiated instruction because I know how successful it has been in my classroom. As a CSS, much of my support is to assist teachers with grouping, pulling materials, reviewing data and matching goals to DI but I don't feel comfortable with making such a strong and direct correlation to DI and high quality instruction. I think DI is a proven instructional strategy that when paired with the appropriate materials, scheduling and direction promotes academic success.
I agree that differentiation is essential of high quality teaching. This is not only a challenge for teachers but also for schools. I think that schools need teachers who have been trained in differentiated instruction. Also, I think that teachers need more planning time, at least until we get used to do differentiated instruction. Whole group instruction have been taking place in classrooms for many years as the main strategy to teach but it is true that during whole group instruction teachers cannot reach all students. In addition, schools need to have a variety of materials that teachers can use for a variety of students that have different backgrounds, learning profiles, and needs. Using time flexible is another issue that schools need to take in consideration because many times teachers need to follow a schedule. From my experience, teacher must follow the schedule, so flexible schedule is another implication for schools. Yarenis Delgado
I disagree that DI is a "key" feature of high-quality education teaching. I believe that our schools are moving in the right direction with the implementation of DI in the classroom.
I agree that "DI" is a key feature but not the key feature to high quality teaching. The key feature to quality teaching is a highly effective educator. I believe schools have become obsessed with "DI". Teachers have always incorporated DI in the classroom as part of the teaching day. We just never labeled it "DI". It has gotten to the point that many teachers fear the word because they are not comfortable or aware of the resources available to assist them in the classroom.
I agree that DI is a key feature of high -quality teaching. When we,as the teachers, are able to differentiated our students and to understand their individual needs; our classroom learning environment will grow in some significant ways and our role will differ from the role of the more traditional teachers. However, most of us , need to learn how to lead a differentiated classroom. We need to be clear on the key concepts and generalization or principles that give meaning and structure to the topic , chapter, unit, or lesson we are planning. We need to think of assessment as a road map for our thinking and planning. Our lessons for all students should emphasize critical and creative thinking. Our lessons for all students should be engaging. In our differentiated classroom should be a balance between student-selected and teacher-assigned tasks and working arrangement. As a coach or facilitator of learning we must continue to push and change as the needs change. We must encourage all students to take ownership of their learning and practice what they learn. It is an ongoing process that continues throughout life. Only when students are provided with the opportunity to grow individually ,we, as teachers, will be able to see the fruit of our mentoring, and the students will then, learn to help themselves and others.
I agree that DI is the key a feature of high- quality teaching, as teachers, we assess the student readiness and interprets student’s clues about interests and learning preferences. We need to create a variety ways student can gather information and ideas and find ways students can explore their ideas. Students need to ownership of learning process and be committed in doing so.
Differentiated instruction is a great teaching tool. I think however that in order for it to be a key to high-quality teaching it has to be done right, otherwise it can be a hindrance to learning. With schools moving more toward D.I. I think that schools should train all their teachers in this respect. As the chapter indicated this is a learned practice, and thus as teachers we must practice how to do D.I. properly. However, most schools only look into training what is considered the "core subjects", but expect all teachers to use D.I.
According to Tomlinson "no practice is truly best practice unless it works for the individual learner". I loved this statement!! She also uses different metaphors to define the role of teachers such as director of the orchestra, coach and jazz musician. The list could go on and on. What it means for our classrooms is a must higher standard for teachers. It is a lot more difficult to be an effective teacher now than a few years ago. Many teachers are still struggling with letting go the concept of teacher centered classrooms. We must strive ourselves to develop this di way of teaching.
I totally agree with what was explained to be the role and responsibilities of a teacher in a differentiated classroom. Differentiating instruction is hard work. It requires a lot of time, planning, data analysis, and mental/physical drive. I would really like to know what a teacher must do to keep from becoming burned out from all the demands of effectively implementing differentiated instruction? Needless to say, chapter three was a bit overwhelming for me.
Differentiation is certainly a key feature in high-quality teaching. The implications for most schools is that they train teachers and provide practical professional development to support the implementation of differentiated instruction. DI can be overwhelming for many teachers, so sharing best practices among teachers and developing observational classrooms will improve teaching and learning across the curriculum.
I agree with the statement that differentiated instruction is a key feature to high quality teaching. However, in order for it to be high quality teaching, one must first understand why its important to differentiate instruction. They must be willing to do all the tedious tasks consistently and with fidelity using the necessary data. Lastly effective DI can begin.
In this chapter it describes the teacher as a coach and the necessity of focusing on "reading students." I think that this is synonymous with being a high-quality teacher, because a teacher who knows their students and can adjust to their needs is a successful one.
I do agree that differentiated instruction is an important part of quality teaching. One major problem that I see is that a few teachers believe that by breaking the class into small groups they are doing D.I. In order for DI to be effective it requires hard work from the teacher since he/she needs to analyze the data and prepare the necessary material(s). Sharing best practices with our colleagues can facilitate the proper implementation of DI.
I agree that differentiation is the key to high feature teaching but first you have to learn how to, how really differentiation works and how to apply it correctly to the group of students you have you are never going to be able to teach the same to each period because every set of students will have their own make and the different level of instruction an methods to be used. I other words we have to learn our selves the different ways to approach the student population, find a way to make the learning engaging to capture their attention and have them want to learn.
I certainly agree with the statement that differenciation is the key to high quality teaching because it is the only tool a teacher has to effectively teach and assess the vast variety of learners. I also agree with what Mrs Tomlinson has to say in Chapter 3 about our role in differentiating. It will only be attained when we are clear on key concepts we are covering in our planning of a given lesson; moreover, assessment should be a road map for our thinking and planning; critical and creative thinking should be emphasized, and last but not least lessons for all students should be engaging.
Chapter 3: I agree that differentiation is a key feature to high quality teaching. The implications on the general education classrooms are greater because teachers have to rethink their approach when presenting new concepts in the instructional process. They will need to organize and refocus the curriculum on essential information, skills and the understanding the students are having of such information and skills.
I agree with the statement that differentiation is a key feature of high-quality teaching. At my school, Southwest Adult Ed, I only know what is happening in my classroom. I do not have the privilege to know what other teachers are doing since we're all part-time teachers. Sometimes it is assumed that adults who take classes at Adult Centers do not need differentiated instruction. They just come to get the basics and don't need extra ingredients added to their learning. I know that differentiated instruction works with Adults as well as younger students. Having taught ESOL, Citizenship, and GED to adult students, I know that they appreciated differentiated instruction. Everyone comes in with different learning styles and needs to have those learning styles addressed in each lesson. I don't claim to have reached every adult student that walked into my room, but I help the majority by applying differentiated instruction.
Chapter 3 Reflection: Agree or disagree with the statement that differentiation is a key feature of high-quality teaching. What implications does the statement suggest for our schools? I agree with the statement of differentiated instruction is a key feature of high quality teaching/instruction. Differentiating instruction helps you modify the content, the process and the product for all students in your classroom to learn efficiently the materials that need to be learned.
I totally agree with the statement that differentiation is a key feature of high-quality teaching.I believe that the Teacher's Role should be directional than being (I do,I do,I do).I agree that the teacher should create a reasonable range of approaches to learning much of time ,so that most students find learning interesting.I agree that should be post the skill taught and Outiline of instructions for all students to interact with that board weekly.I also believe that Assessment is a measurment for them and for the teacher that will be helpful to improve those gap that need to be improved and polish areas of strength
Differentiated instruction, including the teacher as coach or mentor, constant ongoing assessment and clear key concepts and generalizations are all key features to an effective classroom. Tt is not always possible for teachers to adjust plans as there is always the "pacing guide, etc" and at times there is not always possible to all lessons emphasize critical and creative thinking or balance teacher assigned and student selected activities, while this is a great idea. I do believe that there needs to be a greated emphasis on differentiated instruction within the majorite of classrooms. It is not easy for many teachers to release their hold on "thier" classroom and "their" students.
I completely agree that differentiation is a key feature of high quality teaching; however, it requires extensive training and support in order to be done effectively. The chapter discusses the role of the teacher as a coach and what better way to approach the challenge of instruction than by guiding our team and including them in the strategies to win the game. By using differentiated instruction, our classrooms will be a non-thretening and engaging environment for our students. Isn't that what we all want? :)
Chapter 3 reflection- I agree that differentiation is a key feature of high-quality teaching. The implication that this suggest for our schools is that teachers are going to have to change their way of thinking. Teachers who have been teaching the same way for years and years are going to have to stop and ask themselves “how effective am I “? If we keep doing the same thing with the intent of gaining a different result that is considered as insanity. Yes, lesson planning will take longer in order to develop high quality, engaging lessons. For educators who don’t really understand DI, more training should be implemented. At the end of the day, we want to know that we are making a difference in the lives of the students we teach.
I agree . In order for our teachers to be successful in DI administration has to be on board. Their are many teachers that differentiate instruction and are penalized for not following departmental curriculum maps. By incorporating DI students and teachers benefit by increasing their skills,gaining an ability to identify how one learns, allows students to assess themselves using methods based on how they learn. Teachers realize that assessment should be varied an ongoing.
I agree with the statement that differentiation is the key feature of high quality teaching. It is the new way of thinking about how we assess, teach and evaluate our students. It is the key to high quality teaching. Teachers need to be aware of the different learning styles, the way kids learn. The importance of emphasizing critical and creative thinking and to make sure to provide support to students that are struggling.
One of the greatest pleasure and at the same time a tremendous challenge to veteran teachers is their reluctance to be seen as a coach in their classroom.To my understanding differentiated instruction does lie on this paradigm.Teachers are to take the lead in their classroom as a coach . In order words allow their students to take an active role in their learning and provide necessary correctionn as he or she sees fit.
I agree with the statement that differentiation is a key feature of high-quality teaching. If Anne Sullivan hadn’t stuck to it and finally used techniques and language Helen Keller could understand, Helen Keller may have never learned to communicate, nor reach the height of success she achieved in so many venues including: publishing multiple books, publishing her autobiography and campaigning for women’s rights as well as other labor rights; not to mention, becoming a role model for countless children with similar disabilities. Though her pupil, Helen Keller did not learn in the same manner and at the same pace as Anne Sullivan had probably been accustomed to, her resilience as a teacher, her failure to give up, her failure to accept defeat, her determination, and creativity as a teacher helped pave the way to success. Anne Sullivan and countless other nameless faces have been and continue to be the teachers whose hard work has been the catalyst that sparked numerous success stories. The implications that this statement suggests for our schools are that we must prepare and be ready to strive for success and be willing to make the effort; while “…students should be guided in assuming growing degree of responsibility as learners.”
School administrators and teachers need to efficiently respond to needs, deficiencies and learning styles of each particular student in their schools. It is something that goes beyond of what today defines student placemen in many schools: student being consider an ELL, grade level, or exceptionality. It demands a total compromise not only from the teacher but, from the administrators to provide teachers with the necessary training and qualified interventionist. It is also important to mention that students need to be reflective and willing to work toward specific goals and timelines.
I agree with statement that differentiation is a key feature of high-quality teaching. D.I. is one feature of high quality teaching, but it is key because it takes into consideration the various needs of the individual.
The statement is indicative of the need for a paradigm shift within our schools away from the old model of teaching with the teacher in the center of the classroom as a vessel pouring knowledge into students. The classic model rewards the passive learner, but neglects students who would thrive from more active means of learning, group work, collaboration, etc. From my own personal experience I have found that more and more students are becoming less focused in the classroom. Their seems to be a growing attention deficit within this generation of student. I personally attribute to the ease of access that our current technology delivers to students at their fingertips.
I agree that differentiation is a key feature of high quality teaching because once you approach the different students' needs, as teachers we are going to build on the students based on where they are. There are going to be some implications in our schools to change the way to assess the students so their needs can be addressed using research- based strategies.
The past school year, at least for me, confirms that differentiation is a key feature of high quality teaching that all educators need to get on board with. It is inevitable. Administrators are on board but I believe that most administrators are not certain of how it should be implemented hence leaving that to department chairs and other lead teachers to help their peers. Everyone will have to embrace and implement differentiated instruction across the board in all content areas. The continuous data from the interim assessments drives the need for D.I. for all level of learners. Our schools, I believe, are already implementing D.I. some more than others but there is evidence.
In this ever changing wheel of education of the 21st Century, high quality teachers should practice DI and school boards across the nation will require DI in order accommodate the New Face of 21 Century America . Our ever changing , diverse , high tech students mandate that teachers also think outside of the box and apply the COMMON CORE Standards to their own teaching styles. We must see ourselves more as Organizers of Learning Opportunities.. This SHOULD BE OUR HIGHES PRIORITY. We must self appoint ourselves as Coaches or Mentors. Even though we have not be trained to look at education in this light, we need to remember that all lessons must work for the INDIVIDUAL LEARNER. My teachings can change in order to accommodate the diversity so unique to Miami- Dade County. Being Highly qualified requires schools retrain teachers through PD's in DI. I feel it makes good sense and it requires a paradigm shift.
Charter 3 : Reflection : Yes, I agree with statement that differentiation is the key of high quality teaching , because teachers organizers of learning opportunities for each students. Teachers automatically know how to lead a classroom that responds to the daunting reality of learner variance. I I suggest mixed ability into the classroom.
I believe DI is the key to high quality education. What that means for my school now is switching the view of the teacher's role. A teacher should not be looked at as a sole provider of knowledge. Under DI, the teachers need to be looked at as organizers of learning opportunities, coaches, and mentors. Students need to be given as much responsibility for their learning. This does not mean the teachers sit back and observe. The students can not succeed unless the teacher possesses clear goals, uses assessment to guide their thinking and planning, develop lessons for all students that emphasize critical and creative thinking, and are engaging for students to feel responsible for their learning. There needs to be a balance of student selected and teacher assigned tasks. The other hug implication for me as a reading coach is to provide necessary professional development for the teachers, new to the profession or current teachers at my school. We can not forget teachers need scaffolding as much as our students do. Not just a workshop to begin the year, but coaching and modeling throughout the year. DI is a work in progress, administration can not expect the teachers to grasp the concept right away and be masters of the craft. Administration needs to scaffold the teachers just as we expect the teachers to scaffold the students. I will make myself available to the teachers as much as possible during the process of establishing DI effectively and efficiently in the classroom.
I definitely agree that differentiation is a key feature in high quality teaching. As Chapter 3 states, instead of thinking us as teachers, we are coaches or motivators. Approaching students in that role instead a being a traditional "teacher", students seem to respond better and there is more motivation for the students to want to learn. Being clear, using all forms of assessments, having your lessons emphasize critical and creative thinking, and having your students engaged are all critical to having great D.I. in the classroom. The implication suggests that all classes, from reading to math to science etc., should be implementing D.I. in their classes as well.
Chapter 3 Reflection: Agree or disagree with the statement that differentiation is a key feature of high-quality teaching. What implications does the statement suggest for our schools? I strongly believe that differentiation is a key feature in high-quality teaching. Providing students with different ways of learning in the same classroom in order to provide a better learning experience is a good thing when done correctly. A teacher must learn to think in an entirely new different way. The teacher becomes the students biggest cheerleader, he/she must erase certain stereotypes, look for a wide range of materials that they can use in order to focus and reflect on the students as individuals and a whole. Making the classroom feel like a community, in which students should not be afraid to ask questions and learn is key. Some Miami Dade County Schools are already implemented this Differentiated instruction in the classroom and it is highly effective.
I agree with the statement that differentiation is a key future of high quality teaching. Once the teacher identifies an approaches and base lessons, activities, materials, and timing, based on the level of understanding they are. There are going to be implications at our schools in the way that teachers should change the way to teach and assess students development using appropriate strategies.
I agree with the statement that differentiation is the key to high-quality teaching. However, it depends a lot on the teaching environment and in each classroom it may look different depending on the teacher and their style of facilitating and directing the learning environment. Some key elements that should be evident in a classroom are creating ways to learn that both capture the students attention that lead to understanding while emphasizing critical and creative thinking. The teacher as a director, coach and musician.
I agree with the statement that differentiated instruction is a key feature of high-quality teaching. The suggesting implication for our schools are higher and stronger growth patterns will be seen in our student population as teachers truly grasps the dynamics of DI and by into it. As we find ourselves releasing that old way of thinking - Teachers must control to a position of teachers must facilitate and mentor...we will pave a NEW "Yellow Brick Road" to learning for our students. We must by into the idea of providing our students with "learning experience" opposed to teaching/instructing lesson concepts. Experience by definition means: knowledge or practical wisdom gained from what one has observed, encountered, or undergone. What a difference that would be for our students-to have a learning encounter. For me, D I opens up a whole new world for both students and teachers.
Chapter 3: The statement that differentiation is the key feature for high-quality teaching suggest that we have to implement new strategies in our schools, so we can meet the different needs of our students. We have to see what fit better for the students we are dealing with according to their level of readiness and interests. We as teacher have to organize the class for effective activities, We have the role for motivating and coaching the students in the process of acquiring what they need to master. Teachers can also assess the students readiness by using different means. We have to develop a variety of ways so the students gather information and ideas and explore ideas. We also present different ways so the students can express and expand understanding. When we become familiar with differentiation we are teaching for success, because we are able to move the students. The teacher plays the role of the coach, with clear goals for the team (students), but also for every individual in the classroom taking into consideration their needs, as well as their weakness and strength. To make differentiation possible the teacher should follow general guidelines, be clear on the key concepts and generalization that give meaning to the topic we are planning, think of assessment as a road map for thinking and planning, emphasize critical and creative thinking and have a balance between students, a teacher assigned tasks and working arrangements.
I agree with the statement that differentiation is a key feature of high quality teaching. When teachers move away from the traditional way of teaching to differentiating instruction they are moving from keepers to organizers of learning opportunities. Teachers must coach students in the process of learning by assessing students readiness through different means, understand students preferences, provide students with different ways to gather information, coach students in owning their ideas, and provide different channels for students to express and expand their understanding. It is absolutely wonderful when true quality differentiation happens in our classrooms.
In a classroom in which the teacher is differentiating instruction, the teacher is allowing the student to explore the material on their own. When you explore and even teach it to other's you get a deeper understanding for the concepts being taught. With that being stated, I agree with the statement that D.I. leads to higher quality teaching. This type of teaching changing the teacher's role with in the classroom. The teacher gets moved from being the only one with the knowledge who is dictating it to the student's, to being a coach. I felt like this comparison was valid. As a coach, you look at your player to see their strengths and weakness so you know how to help them become better players as well as what position they would best be suitable for on your team. The teacher in D.I. does the same thing. The use their assessments to see what the student knows and doesn't know (strength and weakness) to guide their instructions on. The teacher must come up with ways to teach or reteach the material and activities that would help the students become stronger in their weak areas.
I agree completely that differentiation is a key feature of high-quality teaching. I know this because I have seen it's high-quality effects on student achievement every year of my teaching career. I also have experienced the joy of teaching because differentiation keeps me thinking and learning alongside my students in order to meet their needs and help them develop their own love of learning. The "Teacher as Coach" was always my classroom theme because my end goal was to build student responsibility for learning. It was always fun to watch my 1st and 2nd grade students develop into self-led leaders with their learning. Differentiation ensured we all had fun learning with a targeted focus in mind which ensured we all succeeded.
I would have to agree that diifferentiation is a feature of high quality teaching. I think it is most profound when teachers empower each and every learner under their instruction by providing them with different avenues to arrive at the same learning outcome. Teachers must view themselves more as "organizers of learning opportunities" and less as "keepers and dispensers of knowledge". By presenting the learning material in away that addresses each students' learning needs sufficiently, differentiation achieves this goal. Teachers must be equipped to and are tasked with the responsibility of knowing their learners. In order to address the needs of their students adequetly, teachers must first assess readiness, define student interests and cater to their preferences, develop a variation of way for students to gather information and explore their own ideas, and provide flexibility in the ways students can demonstrate comprehension. This implies that in order for our teachers to be effective and provide our students with a quality education, they must first have a firm handle on what what their role in a differentiated classroom is.
I totally agree that differentiation is a KEY feature of high quality teaching. As an ESOL teacher, I believe that this statement implies that as educators we need to implement DI in our classrooms in order to maximize our student full potential. Differentiation promotes a sense of empowerment for the students because they feel they have a choice in the assignments and they all should be matched with tasks compatible with their learner profile. This also builds self-esteem for the students which in turn always has successful results.
I agree with the statement that differentiation is a key feature of high-quality teaching. The implications are numerous for our schools a major shift must occur on 2 levels in order to provide our students with quality education. The greatest shift that will have to take place is with the teachers. It will be very hard for those who have been teaching for a long time to remove themselves from the role of "knowledge keepers" and become facilitators or coaches. Many teachers do not like to be pushed out of their comfort zone of how they teach and learning how to teach based on having learned their students learning styles. They have to learn to adapt the delivery of the knowledge based on that and allow students to take responsibility for their learning.. Administrators will also have to be trained on how to evaluate the teachers, no longer relying on the old paradigm of what to look for when they visit the classrooms. If we can accomplish this then we will be able to provide our students with high quality education
DI is definitely a key feature on high quality teaching. The implication for our schools is a win-win situation for both the teachers and students. As teachers, DI demonstrates that you care about the growth of your students. You meet them where they are and build upon it. For students, it empowers them. They are to be active learners and engage in their learning. They can no longer stay passive and wait for their teachers to spoon feed them. They are to explore their avenues and ask questions. They have to work in collaboration with their classmates and become active participants in their learning.
Ana M. I agree that differentiation is a key feature of high-quality teaching for the simple reason that every student has different needs. Our classrooms are and will continue be heterogeneous places with large class sizes. The main challenge in the classroom is how the teacher is able to cater simultaneously to all the different needs in one class. Differentiated instruction is not an easy task to implement, but yes experienced, created and motivated teachers are doing it as we see it in the movie “Brooklyn Castle” (chess teacher). As teachers, we differentiate by task, expectation or by accepting different levels of success. As teachers, we expect everyone to succeed by giving higher levels of support or extra challenge for those who need it, so that all of our students can access the learning.
Yes, I agree and believe that differentiation is a key feature of high-quality teaching. If any States/Districts need to help teachers in developing high-quality skills to teach students, they need to infuse D.I. as one of the requirement to have a teaching certificate. Most of the teachers have the skills they need to teach students but when it comes to apply these skills, some of the teachers are upside down in their classrooms. Professional Developments are excellent ways to improve teachers’ skills, but codifying D. I as one of the requirements for the upcoming teachers can be rewarding by making the job easier and smoother to be done.
Teachers who differentiate instruction act more as mentor and give students responsibility for learning to their capacity and teach them to handle more. Differentiation makes teachers realize that no practice is the best practice unless it works for the individual student. It challenges teachers to create work for their students that match their learning profile. The implications suggest that more schools should walk away from the traditional style of teaching and adopt differentiated instruction since it is a key feature of high quality teaching. To accomplish this goal, schools would have to provide more professional development on differentiation to help teachers develop skills to provide effective DI in their classroom. Furthermore, schools would have to think of assessment as a road map for thinking and planning rather than a test. They would have to consider that everything a student does is a form of assessment. Finally schools would have to ensure that they support teachers to build a strong sense of community in their classroom so that all students can learn in their own way, have choices and feel in control.
Chapter 3. Reflection: Agree or disagree with the statement that differentiation is a key feature of high-quality teaching. What implications does the statement suggest for our schools? I agree that Differentiation is a key feature of high-quality teaching because teachers create a reasonable range of approaches to learning so that students find learning a fit much of the time. Teachers are responsible for students' learning. Therefore, they need to expose students to different ways of learning. The teacher acts as a coach: giving directions, motivations, guiding, and making sure students are allowed to produce several assignments according to their needs and interests. One implication that this statement suggest for our schools may be to adapt new strategies and methodology to support DI in order for teachers to use best practices. Assessments also play an important role in order to provide a high-quality teaching for all students.
I agree with the statement that differentiation is a key feature of high quality teaching. The implications suggested for our schools to help all learners make connections between the topics being taught, making students learning environment more memorable; useful; and engaging. Must allow one to coach students into the process of learning by assessing student’s readiness through different means, understanding students preferences, provide students with different ways to process information, coach students in owning their ideas, and provide different networks for students to express and expand their understanding.
The teacher’s role in a differentiated classroom is what really caught my attention in this chapter, and makes me feel that it’s so important to understand that role. From my experience, many teachers do not understand what their role should be when implementing DI. This chapter states that: “When teachers differentiate instruction, they move away from seeing themselves as keepers and dispensers of knowledge and move toward seeing themselves as organizers of learning opportunities.” (Tomlinson, 2001) This quote really sums it up for me. The teacher needs to plan a lot in order to provide students with the learning opportunities that can be provided throughout the curriculum.
High-quality teaching cannot take place without differentiate instruction. We as educators have a primary goal which is to meet student’s needs. To do so “organizing a class for effective activity and exploration become the highest priority”. After reading and analyzing “Best-Practice Teaching Linked with Differentiation” I have enough reasons to support my agreement with the statement related to differentiation and high-quality instruction .I also share the opinion that the teacher is the director of the orchestra who helps musicians make music, but does not make music himself. Lessons that foster critical and creative thinking, that are designed to reach different level of comprehension ,that promote cooperative learning and different level of products ,are the ones that make possible better results and impact student’s learning backgrounds forever.
Chapter 3 I completely agree that differentiation is the key to high teaching, but first you have to learn how to differentiate works and how to apply it correctly to the group of students. Many of the times when I start DI what works for one group or period does not work for the next set of students am going to work with. You are never going to be able to teach the same to each period because every set of students will have their own and the different level of instruction and methods to be used. We have to learn different ways to approach the student population and find a way to make the learning engaging to capture their attention and have them want to learn the material being taught. Vivian Marzall
Differentiated is definitely a key to high-quality teaching because we are able to teach ALL students that come into our classrooms through differentiation. Differentiation allows me to meet the needs of all my students. I agree with what Vivian stated, what works for one group or period will not work with another group or period. This means that in order to provide that high quality education, we must plan for the different learners. While planning there is so much to think about: scaffolding, gradual release, higher order thinking questions, creativity, engagement. The list goes on and on, but when thinking of these components within differentiations it lends itself to high-quality teaching.
I definitely agree that differentiated instruction is a key feature of high quality teaching. Not only can an educator deliver a lesson, but he/she could also be a coach or mentor helping out and addressing the students' needs to a positive learning environment. Besides, a good teacher is always skillful in applying best practices which are conducive to positive outcomes. Within those best practices, an effective instructor always engage the students' interests and emphasize on activities that will empower students' critical and creative thinking.
I completely agree that differentiation is a key feature of high-quality teaching. Although it takes a lot of work to have a well functioning differentiated classroom, teachers who master it create many learning opportunities for their students. Teachers who differentiate focus on their role as coach or mentor and grow in their ability. Rather than just "covering information" these teachers focus on making meaning out of important ideas. These teachers also development skills like diagnosing student needs, organizing and focusing on curriculum and sharing responsibilities for teaching and learning with students.
From my perspective, characteristics of high-quality teaching include having clear and concise objectives, planning with the end in mind as it relates to assessments, and ensuring that lessons are engaging. With that said, these are all key characteristics of differentiation, therefore, they naturally go hand-in-hand and schools should embrace differentiation in their buildings because it directly aligns with high-quality teaching. As mentioned in the text, “lessons for all students should emphasize critical and creative thinking.” In order for this to actually occur, some form of differentiation needs to occur to actually help those students who need more scaffolding in order to actually answer those critical thinking questions or complete those creative assignments.
Differentiated instruction is most certainly a vital and necessary component in the classroom. We as teachers are met with a particularly challenging task and that is to meet the needs of the wide range of students that come into our classroom. By this I mean students come with different backgrounds, learning styles, predispositions and abilities to say the least. The implication is we a professionals have to prepare for these challenges and they begin with changing the way we look at teaching. The teacher as Director of the Orchestra, as a coach, as a jazz musician, Pg. 19., creating lessons that emphasize critical thinking and creative skills as well as engaging. Pg.20
Differentiated Instruction is a completely essential feature in high quality teaching. Every effective teacher knows that each student learns in their own way, and its up to them to find out that certain way. In order for teachers to know how to reach each student, numerous formal and informal assessments should be taking place in the classroom. It would be time consuming and exhausting to the teacher to tailor DI for each student, therefore it is wise to group students in a way that works for most. DI allows students to feel comfortable learning in their own way. Elda
I agree with differentiated instruction being an essential feature of high quality teaching as mentioned in Chapter 3. The teacher is the driver of this bus. We need to hook our students with their interests. In the chapter it refers to the teacher being the director of the orchestra where they all work together contributing individually and coming together. Assessments are the guide to develop individual guides for each student depending their strengths and weaknesses. This is like the directions given to help us guide to our ultimate location. Yusiley Troya
I agree differentiation is a key feature of high quality instruction and it has serious implications for our schools. Many of our state's low performing elementary schools have incorporated DI into their master schedules for reading and math blocks. This ensures that DI is actually being done in every classroom. According to the Florida Department of Education 2015–2016 School Grades Report, 74% of the schools graded an "F" in 2015 improved their scores in 2016. Tomlinson suggests that in order for DI to even be possible, teachers need to be clear on the key concepts and generalizations that give meaning and structure to the topic. Common planning is something that occurs with teachers and the instructional leader to map out learning goals for each lesson. Tomlinson also notes that assessment is a roadmap for thinking and planning, the lessons are engaging and emphasize critical thinking. As a reading coach in one of these schools, these are the things that I believe have help improve the performance of students and the school.
I agree with this statement, and I love this strategy. Differentiated Instruction definitely is a key feature on high quality teaching. This changes the teachers’ role in the classroom. They are substituting away from the traditional way of teaching to differentiating instruction. They are moving from keepers to organizers of learning opportunities. We also present different ways, so the students can express and expand understanding. We can see us more as organizers of the learning process. It should be our main priority. We must self-appoint ourselves as coaches as a mentors. Absolutely Differentiated Instruction is the way to teach the same content at varying levels based on student’s readiness. That is means what goes on in the classroom so that student have multiple options for taking in information, making sense of ideas and expressing what they learn. On the other hand, it means than one size fits all teaching, is planning for the unpredictability of a classroom, it is respectful teaching. The school must offer secure, support, and comfortable environment for the teachers to work with small group instruction. For this reason differentiated instruction could be a big adjustment for teachers, specifically those with classroom management issues. Maria Gonzalez
I do agree with the statement that differentiation is a key feature of high quality teaching. As educators, we need to implement Differentiated Instruction in our classrooms in order to meet the needs of our students. Differentiated Instruction promotes learning by giving the students a choice in assignments and/or tasks that are compatible with their learning profiles. This will allow students to build self-esteem which promotes students' learning. I do believe students in differentiated classrooms should engage in activities with appropriate materials and/or resources to promote learning.
Role of the teacher in a Differentiated Instruction classroom is to know the students and how they learn best. The teacher role is of a coach or mentor. the teacher looks at students’ readiness, interests and learning profile; then established flexible groupings to give the students different sources of attaining information and give them varied opportunities to show what they have learned.
I agree that differentiation is a key feature of high-quality teaching. A teacher's role in a differentiated instruction classroom is to act as a coach or mentor in order to give students responsibility for their learning. Teachers who are leading a differentiated classroom are expected to have the skills to organize and focus curriculum on essential skills, using time effectively, organizing materials and space and many other required skills.
Teachers who are differentiating in their classroom effectively have clear understanding of key concepts, think of an assessment as a way to map out a student's academic plan, and create critical and creative differentiated lessons. Remember that all students should be engaged during differentiated instruction in order to achieve mastery.
I agree with the statement that differentiated instruction is a key feature to high quality teaching. I believe the first step to effective differentiation instruction is to get to know your students. Differentiation is not just to separate the class into various groups; I have learned that to differentiate is to give students choices to acquire and present the information learned as well as responsibility for their own learning. Overall, as educators we need to understand that to differentiate requires a paradigm shift and learn how to stay away from a teaching "mold" . Differentiation requires a teacher to develop many ways for students to explore, expand and present the understanding of their own ideas.
I agree with the statement that differentiation is a key feature of high-quality teaching. It forces our teachers to focus on all students and not just some learners. In the past, teachers taught only whole group and that left many learners behind. With di, teachers are required to develop different ways to reach every learner in the classroom.
This suggests that our schools will be more effective places for students and they will learn more effectively, based their readiness, interests and learning profiles.
Since I have always been an ESOL teacher D.I. has always been my method, because it makes perfect sense and it is the right way to apporach learning. If you have a certain audience doesn't it make sense to captialize on their strengths and empower them to reach farther? So, absolutely differentiation is the mark of high-quality teaching. Also, all the research that shows that this really works if implimented correctly. Yes, it takes lots of planning but when the system is in place it makes that much easier and effect. the end results win win situation for all, of for the students, our top priorty. As far as the schools system goes we need a united front from the district to every administrator to be on the same page. Training needs to be implimented and all the resources need to point in the same direction. If these doesn't happen and mix communications/feels get in the way the whole project fails. It isn't about the politics or the legislature it's about the future of this country, our most prized possession our kids. Efrem Figueredo
ReplyDeleteSorry was typing too fast and late sorry for some of the mistakes...a bit careless...Efrem Figueredo
DeleteI agree.The implications for our schools are numerous and vast. First, it is going to require a brand new way of thinking about how we assess, teach and evaluate our students. It will mean that our teachers must begin to train themselves to better understand the different learning styles of each student. Itwill also mean that administrators will also have to train themselves to evaluate teachers differently.
ReplyDeleteIn my opinion, I believe that differentiation is a key feature of high-quality teaching. As for our schools, all teachers and administrators should have a great understanding of differentiated instruction. Classrooms should be places where teachers pursue the best understandings of teaching and learning for the sake of his/her students. Teachers must become comfortable with differentiation in order to lead a differentiated classroom properly. Overall, all schools must understand that we need to attend to student differences. Recognizing and addressing this will achieve success.
ReplyDelete-Jessica Collado
I completely agree with the statement that differentiation is the key feature of high-quality teaching. Every student has different needs that need to be addressed in all subject areas. The biggest challenge with D.I. is to engage every teacher in it. There are many teachers who don't want to try anything new; they want to continue teaching the traditional way. Change isn't always easy! Administrators are, many times, resistant to new approahces to teaching. In my opinion, all teachers and, especially, administrators need to be trained in D.I. They need to understand the benefits of this approach and how this can help students perform better in district and state-mandated tests. We need to encourage a new teaching mentality in which students are treated like individuals in every class.
ReplyDeleteClaudia Ocampo
I agree that differentiation is a key feature of high-quality teaching. This is going to change the set of skills that teachers will need to develop during teacher certification programs and during their careers. Since running a class from a differentiated instruction focus is such a paradigm shift from more traditional models, district PD's and teacher prep programs should address this more, so that new teachers will already be able to incorporate D.I. considerations into their budding teaching philosophies. It seems that there needs to be a much stronger, codified way to train teachers in this new trend. In theory, it sounds great, but in practice teachers are often put into a "sink or swim" circumstance. Many teachers will simply throw their hands up if they don't feel like they can effectively learn and get support in this direction of the evolving role of a teacher
ReplyDeleteI also agree with this statement. Children are not robots… they each have their own unique way of learning and their own rate of speed. Cookie cutter classrooms are and should be, long gone. DI is the wave of the future!
ReplyDeleteSusan Castleman
I agree with the statement D. I. is a key feature of highly-quality teachers. This statement suggests that teachers and administrators will have to start thinking out side of the box. They will have to introduce technology into every lesson and provide more visual and hands on activities. With D. I. being used more it will change the way teachers are trained and more Professional Development course will need to be created on the district and school level. With the changing of time, everyone will have to be open to change and learning more. It will take everyone to come together as one to create and keep the learning environment D.I. ready.
ReplyDeleteMerrissa Bailey
I agree that differentiation is a key feature of high- quality teaching. I think this implies simply that teachers need to move away from seeing themselves as keepers and dispensers of knowledge and more towards organizers of learning opportunities. So enough with knowing all the answers, the focus should be more on listening to what your students have to say. With that being said, I believe more student success will be reached. Teachers need to take a back seat and allow more student centered activities.
ReplyDelete-BLANCA GONZALEZ
I agree! A teacher in a DI classroom creates ways to learn that both capture interest in students which in turn leads to knowledge and understanding. At the end of the day, we want kids to learn, excel in the classroom, and grow intelectually. We accomplish these by motivating them, keeping them engaged and making learning meaningful. Schools need to accept that the DI classroom is flexible and energetic. Things may look a little chaotic at times....but there is a method to the madness!
ReplyDeleteI agree that differentiation is a key feature of high-quality teaching. The implications that this statement suggests for our schools include:
ReplyDelete* teachers viewing themselves as organizers of learning activities rather than keepers and dispensers of knowledge
* teachers focusing on reading their students rather than knowing all the answers
*organizing classes for effective activities and exploration has to become the highest priority
* diferentiation mandates that teachers create a reasonable range of approaches to learning much of the time, so that most students find learning a fit much of the time
I agree with the statement that differentiation is a vital element of high-quality teaching. Teachers who become abreast with differentiated classrooms will begin to recognize that their role has tremendously transformed from a traditional teacher. Today’s learners’ roles have also evolved. As the roles revolutionize for both the teacher and student, new approaches must be effectively implemented. When teachers differentiate instruction, they move away from seeing themselves as sole distributors of knowledge and become part of a learning community. Establishing a class filled with effective activities and exploration becomes the chief priority of the teacher.
ReplyDeletePatreece Perry-Pelt
I agree with the statement that differentiation is a key feature of high quality teaching. Differentiation in the classroom gives teacher a chance to provide appropriate instruction to the students based on their needs. Teaching students based on their weaknesses and bringing them to mastery level is truly a key to success. Students differ as learners as stated in the book, so, we must instruct our students base on their learning ability. Once teachers differentiate in the classroom they will promote higher-quality teaching in the classroom. Teachers will then bring students to mastery level. They are many implications with differentiation in the classroom; one of them is the ability to have true differentiation in the classrooms. Secondly, teacher needs to understand differentiate instruction in order to better serve the students. They need to understand data and able to use the data to drive small group instruction in the classroom. Teachers need to be well equipped to be effective in the classroom. Teachers must conduct data chats with students and administration must conduct data chat with teachers to ensure that students need is being met. The schools needs to provide ongoing PD’S to ensure that teachers comfortable with small group instruction, because differentiate instruction could be a big change for teacher, especially those with classroom management issues.
ReplyDeleteI agree that differentiated instruction is a key feature of high-quality teaching. This feature is helping teachers to assist all of their student in a special and caring way. The schools or administration is beginning to realize that this method is most effective and recognizing that this practice is really inevitable if all of our students are expected to excel or make gains. Karen Smith
ReplyDeleteI agree with the statement that differentiation is a key feature of high quality teaching and learning. It implies that all schools who want to be successful in offering a high quality education for the students should adapt this feature. This best Practice should actually be enforced. It does provide an equal opportunity, when executed effectively based on research, for all learners to grasp the concepts and skills presented in a classroom.
ReplyDeleteI agree that the idea of differentiating instruction is a great approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums. The district Must Train and Development staff in DI, and should remain central to any attempts to address academic diversity as long as the students with varying needs continue to show us that one-size-fits-all is a poor fit for many.
ReplyDeletePamela Robinson
I agree that differential instruction is a key feature of high quality teaching. The implication suggested the need for teachers to acknowledge the title best practice may not be a best practice if it does not address and endorse the need that works best for the individual learner. Differential instruction should be organized with a focus on curriculum structured with essential information, understanding, and skills. Observations and reflections on individuals, groups are vital to continuous programming. Differential instruction provides a setting where students always have a voice and must have input for provisions of their instruction.
ReplyDeleteBarbara Harris
I agree with the statement that differentiation is the key to the future of high quality teaching. Teachers see themselves as organizers of learners. The statement suggest students will take a more active part in learning because they are self-motivated .when students are self-motivated this will increase learning and push students to go beyond their normal boundaries.
ReplyDeleteLarry Williams
Mixed-ability classrooms that offer differentiated instruction make good sense for teachers, as well as students. A key feature of DI is that the teaher takes on the role of coach or mentor which gives students as much responsibility for learning as they can handle, and teach them to handle a little more. Teachers begin to make meaning out of important ideas instead of just covering information. A reasonable range of approaches to learning must be presented by the teacher to accommodate the learning styles of different students. Being able to diagnose student need and crafting learning experienes in response to diagnoses is one feature of high-quality teaching. Teachers as coaches attempt to provide clear goals for the team, also for individuals on the team. The ultimate goal is to have all members of the team develop a team spirit that will help all of it's members. Within DI groups, teachers can help students focus on key concepts and generalizations that will ensure that all learners gain powerful understanding that serve as building blocks for meaning and access to other knowledge. Students must be given the opportunity to demonstrate their understanding and skills using on a variety of ways.
ReplyDeleteAudrey Bullock
I agree that differentiation is key to high quality teaching. I think that schools should focus more on training their professional on this practice. I was asked to implement differentiated instruction without having received formal instruction about it. It is now that I am grasping the basics of DI and I think it is something all teachers should be trained about because by just inferring the meaning of the term and do what we think DI is, in my case and in the case of many of the colleagues I have talked to, what we understood by DI is no closer to the real thing.
ReplyDeleteIt is very beneficial to students that they have teaches who are according to the state and the district recruit, develop, and retain high-quality teachers to ensure that all children are provided with an adequate education. There are traits that indicates what is consist of a high quality teacher such as; he/she is a good learner about what is being taught, they have a high expectation for their students, they are constantly monitoring student problems and progress, a high quality teacher have accurate assessment of student work, and they provide an array of methods to learn and teach in a differentiating classroom of students who learn differently.
DeleteCarolyn Collins
I agree that differentiation is a key feature of high-quality teaching. The implications are that a DI classroom differs from the traditional classroom in many ways, and many educators in the past were taught and trained in the latter method of teaching, so change will need to take place. In a DI classroom, the teacher becomes the mentor or coach instead of a dispenser of knowledge, and students own more of the responsibility for learning. Students will be given more opportunities to be successful in expanding their understanding. Educators focus on observing the students to create ways to learn how to capture the students’ attention and teachers will organize the class so the environment is conducive to learning effective skills and engages the students in every aspect of each activity. Therefore, teachers will need to learn skills to lead a DI classroom and see students in new ways. I liked the metaphor stated in the book: the teacher as Director of the Orchestra who pulls together a group of people who may not know each other or play the same instrument, but all work together to achieve a common goal.
ReplyDeleteMaria Santiago-Parreno
I totally agree with the statement that differentiation is a key feature of high-quality teaching. This statement suggests that for high-quality teaching to be present, differentiating instruction must be occurring in the classroom. This is a change of thinking for teachers in how they manage the curriculum, time, and students. Teachers are used to being the one with all of the knowledge. They will now need to relinquish the traditional role of dispensing information and allow for discussion and a reasonable range of approaches to get to the same end product. As mentors or coaches, teachers will gradually need to release responsibility to students.
ReplyDeleteZina Berman
I agree with the statement that differentiation is a key feature of high-quality teaching. I like the term "Teacher as a coach"...A good coach has clear goals for the team, but also for every individual on the team. Practices will likely involve some common activities, but will also likely call each player to improve areas of weakness and polish areas of strength. The coach serves as a leader and motivates each player to give a strong effort in order to develop the skill. The coach makes adjustments with practices and develops strategies to ensure player participation. Tony Casas
ReplyDeleteOn the surface, the statement is easy to agree with. “Differentiation is the key to high quality teaching.” If we work with the goal of giving every student something of value, then we cannot disagree with the statement. If we probe a little further and ask what is “high quality” teaching, and does it actually take real skills and knowledge into consideration, then we might have a problem.
ReplyDeleteTake the two metaphors or analogies mentioned in the chapter, the teacher as coach or the teacher as musical conductor. Since I know a lot about these two subject areas, let me point out that in sports, athletes can achieve amazing things without having to read theories about plays, training, etc. Often they can rely only on seeing and imitating. They do not have to read or write. And we know that many professional athletes have limited language skills but extraordinary physical skills. But what happens if the athlete never becomes a professional? And what happens if he does succeed and is eventually given an obscene amount of money to play the game? Would differentiated instruction have left him unprepared for those challenges? What job will the non-pro get? What decisions would the pro make about his money and relationships? Has he learned enough to go out into a harsh winner take all world and navigate the complexities that a good education would have prepared him for?
Something very similar could be said about the music analogy. When I was growing up in the fifties and sixties, many steelband-men (guys who beat those oil drums into musical instruments) could not read very well, far less read music. But boy many of them could play those instruments. Many even composed tunes for the instruments and arranged classical pieces, etc. So obviously, reading music was not necessary. Reading anything, period, was not a requirement. But this illiteracy certainly limited the opportunities of these musicians. All were not gifted enough to learn music by ear, and all were not gifted enough to become members of very successful bands. A teacher who might have focused only on giving these men (in the fifties and sixties, the bands were usually made up only of males) the opportunities to show their ability to learn tunes and play instruments had probably denied them the opportunity to go much further in their careers. They could not be teachers, conductors, theorists, critics, or music historians.
I imagine that we can say the same thing about young men who swear that they need only know about the mechanics of plumbing, or the young lady who simply wants to know how to style hair. In their teens, they hardly know what is best for them. Maybe we have to stress the need for all students to push themselves so that they are never deficient in the skills necessary to live productive lives.
So, yes, differentiated instruction is better than just ignoring the unenthusiastic student, but I am not sure that it can be done without convincing the student that he or she will always have an easier way to satisfy requirements that we face. I am not sure that the path of least resistance fulfills its promise.
Tony H.
I agree that differentiated instruction is a key feature of high-quality teaching because the learner and his/her needs becomes the driving force behind the planning, instruction, and assessment. In a classroom that embraces differentiated instruction, lessons are created and selected keeping all learners in mind, emphasizing critical and creative thinking, and maintaining a balance between student selected and teacher assigned tasks. Assessment is thought of as a “road map for your thinking and planning”, not as an end product.
DeleteThe implications for schools are varied and depend on the extent of teacher training and willingness to change. First, a climate for change must be embraced, training and professional learning must be addressed, collaboration of best practices must be shared, and reflection of lesson delivery and outcomes must be encouraged. This continuous learning cycle must be on-going and supported by administration and staff members.
I agree with the statement because DI is the key ingredient to high quality teaching and learning. It is the future! The statement in this chapter "The teacher as the coach" is captivating because that is what we provide "ongoing encouragement", and as educators we are always finding different strategies to meet the needs of all those students who depend on us to grow intellectually. Planning time is such an essential part of our day because our DI activities can only be of high quality,and highly captivating so that the end product is meaningful to all involved. As a coach or facilitator of learning we must continue to push and change as the needs change. We must encourage all students to take ownership of their learning and practice what they learn. It is an ongoing process that continues throughout life. Only when students are provided with the opportunity to grow individually will we see the fruit of our mentoring, and the students will then learn to help themselves and others.
ReplyDeleteI agree with the statement. What limits a teacher is the number of students in a class, the different levels of instruction. Differentiated instruction would work great if the teacher has an aide in the classroom.
ReplyDeleteThis teacher agrees with the statement that differentiation is a key feature of high-quality teaching. Given that in every other industry, meeting individual needs is a sign of first rate service. Consider the retail industry. Personal shoppers gather information on their prime customers and shop and display only what interests their client. Go to some fast foods outlets and you can have it your way. Or, when visiting the doctor, they tend to you based on YOUR needs, not to the patient in the next examining room. Education should be no different. In fact, the author suggests that differentiating instruction gives teachers the opportunity to gain knowledge on what works best in diverse classrooms. The awareness of learning differences hones a teacher’s skill, deepens his or her pedagogy, and makes them better equipped to handle a variety of learning situations and students.
ReplyDeleteLet me start by asking this debatable and still not so understandable question…Do we really know that differentiation is a key feature of high-quality teaching? Do we really know what the teacher as director of orchestra mean? Do we really know what the teacher as a coach mean? Do we really know what the teacher as a jazz musician mean? If I am self-questioning it is just because it is also a reading strategy we teach students to put into practice at the reading process knocks at the door.
ReplyDeleteAnyway, I do agree with these statements, but I am a bit scared to back up my understanding and my doubtful and modest opinion about it. I would also like to highlight that, even though, I am 95 % convinced about the role of teachers at DI, I might summarize this chapter by just saying:
1- You have to set class goals.
2- You have to monitor students’ progress and learning towards these goals.
3- You have to teach flexibly to help the students’ progress towards and beyond these goals.
4- You have to integrate ongoing assessment.
Now, let me present some guidelines that suggest how teachers can really put into their teaching a highly qualify teaching approach.
Same goals with different materials: Students should focus on the same lesson but with different materials.
Same goals with different products: Students are exposed to the same essential goals but express their ideas in different forms and functions.
Same goals with different applications: Students are asked to work on the same essential goals but are asked to find different applications in different areas.
Same goals with different directions: Students purse the same goals but with directions and features based on their needs
Different goals: Students work on different goals related to the same lesson to cover particular needs.
Mr. De La Paz
Answer: I am a hundred percent in favor of differentiated instruction in my everyday teaching instructions. Since I am teaching Chinese and have different levels in one big group, I have to be alert of their different learning abilities and how they approach a different language. It always makes sense to me that I implement different teaching strategies to different groups. Teaching in all kinds of differentiated instructions should be like a leading role to guide the students and be familiar with all the students in the group. We should coach the students to their goals for different teams and help these individuals to meet their special needs, either faster or slow learners. So, absolutely differentiation is the mark of high-quality teaching. In a differentiated classroom, I usually balance between students to select teacher –assigned tasks and teacher-made test to tailor their learning abilities and special needs. It takes lots of planning for different groups but when the system is in place, it makes that much easier and the efforts we put in will fruit at the end to result win win situation for all. It does provide an equal opportunity, when executed effectively based on research, for all learners to grasp the concepts and skills presented in a classroom by differentiated instruction.
ReplyDeleteI hope the district and the schools will provide more training and model differentiated lessons so we can all have great benefits in teaching and learning, especially for all the students.
Yunyan Chen
I agree with the statement that differentiation is a key feature of high quality teaching, because students enter the public school system with different educational background. Differentiation helps to reach all students at their needs. A high quality teacher embraces the ideal of providing appropriate level of learning. This implication suggests that our school system must provide professional development to maintain highly qualified teachers.
DeleteFrom dispensers of knowledge to organizers of learning we need to become an expert in reading students. An effective classroom should built a sense of community, one in which we all know each other and help each other. Differentiation is a key feature of high-quality teaching because it is the best way to help students reach their potential. Our schools should make it part of their regular meetings to share ideas on strategies and sample lessons. Classrooms have a variety of student levels, why not have a variety of activities as well. Francisco Castro
ReplyDeleteI agree with the statement that differentiation is the key feature of high-quality teaching. Every student has different needs, the teacher has to find what those needs are and address them. The challenge with D.I. is being able to read what the students sre lacking or need to improve.
ReplyDeleteT. Junious
ReplyDeleteI do agree that differentiation is key, but it is not necessarily the key thing to do. I think that a teacher needs to use varied strategies or teaching methods.
I agree that DI should be a key to high-quality teaching.All students have different strengths and weaknesses. The implications for the schools should be to provide training for the teachers who may not have been trained at any point in their career, instead of trial and error. For experienced trained teachers,the schools should provide ongoing training to keep abreast of changes in DI research.
ReplyDeleteI agree that DI is an important feature in a high-quality learning environment. I think a big problem is that many teachers feel uncomfortable in a situation where different groups of students are working on different activities at the same time. There is definitely a rise in the background noise and movement. I feel that many teachers think this is not a controlled situation, and that if students are interacting with peers they are not learning. This takes time to get used to. More teacher training in DI is definitely needed. There are teachers who have no experience with it; however, once you get it to work, it is more enjoyable than standing in front of a class and lecturing.....for both students and teacher.
ReplyDeleteDifferentiation certainly is a key feature of high-quality education. The implication for our schools is that teachers must be willing to be learners themselves and be willing to adjust their teaching methods to meet the needs of their students-i.e. The traditional teacher must be willing to differentiate learning in her classroom, although it may be a big adjustment on her part.
ReplyDeleteI don't really agree with the statement. As a teacher in Special Education, I believe in differentiated instruction because I know how successful it has been in my classroom. As a CSS, much of my support is to assist teachers with grouping, pulling materials, reviewing data and matching goals to DI but I don't feel comfortable with making such a strong and direct correlation to DI and high quality instruction. I think DI is a proven instructional strategy that when paired with the appropriate materials, scheduling and direction promotes academic success.
ReplyDeleteI agree that differentiation is essential of high quality teaching. This is not only a challenge for teachers but also for schools. I think that schools need teachers who have been trained in differentiated instruction. Also, I think that teachers need more planning time, at least until we get used to do differentiated instruction. Whole group instruction have been taking place in classrooms for many years as the main strategy to teach but it is true that during whole group instruction teachers cannot reach all students. In addition, schools need to have a variety of materials that teachers can use for a variety of students that have different backgrounds, learning profiles, and needs. Using time flexible is another issue that schools need to take in consideration because many times teachers need to follow a schedule. From my experience, teacher must follow the schedule, so flexible schedule is another implication for schools.
ReplyDeleteYarenis Delgado
I disagree that DI is a "key" feature of high-quality education teaching. I believe that our schools are moving in the right direction with the implementation of DI in the classroom.
ReplyDeleteI agree that "DI" is a key feature but not the key feature to high quality teaching. The key feature to quality teaching is a highly effective educator. I believe schools have become obsessed with "DI". Teachers have always incorporated DI in the classroom as part of the teaching day. We just never labeled it "DI". It has gotten to the point that many teachers fear the word because they are not comfortable or aware of the resources available to assist them in the classroom.
ReplyDeleteI agree that DI is a key feature of high -quality teaching. When we,as the teachers, are able to differentiated our students and to understand their individual needs; our classroom learning environment will grow in some significant ways and our role will differ from the role of the more traditional teachers. However, most of us , need to learn how to lead a differentiated classroom. We need to be clear on the key concepts and generalization or principles that give meaning and structure to the topic , chapter, unit, or lesson we are planning. We need to think of assessment as a road map for our thinking and planning. Our lessons for all students should emphasize critical and creative thinking. Our lessons for all students should be engaging. In our differentiated classroom should be a balance between student-selected and teacher-assigned tasks and working arrangement. As a coach or facilitator of learning we must continue to push and change as the needs change. We must encourage all students to take ownership of their learning and practice what they learn. It is an ongoing process that continues throughout life. Only when students are provided with the opportunity to grow individually ,we, as teachers, will be able to see the fruit of our mentoring, and the students will then, learn to help themselves and others.
ReplyDeleteI agree that DI is the key a feature of high- quality teaching, as teachers, we assess the student readiness and interprets student’s clues about interests and learning preferences. We need to create a variety ways student can gather information and ideas and find ways students can explore their ideas. Students need to ownership of learning process and be committed in doing so.
ReplyDeleteDifferentiated instruction is a great teaching tool. I think however that in order for it to be a key to high-quality teaching it has to be done right, otherwise it can be a hindrance to learning. With schools moving more toward D.I. I think that schools should train all their teachers in this respect. As the chapter indicated this is a learned practice, and thus as teachers we must practice how to do D.I. properly. However, most schools only look into training what is considered the "core subjects", but expect all teachers to use D.I.
ReplyDeletetestig
ReplyDeleteAccording to Tomlinson "no practice is truly best practice unless it works for the individual learner". I loved this statement!! She also uses different metaphors to define the role of teachers such as director of the orchestra, coach and jazz musician. The list could go on and on. What it means for our classrooms is a must higher standard for teachers. It is a lot more difficult to be an effective teacher now than a few years ago. Many teachers are still struggling with letting go the concept of teacher centered classrooms. We must strive ourselves to develop this di way of teaching.
ReplyDeleteano
ReplyDeleteI totally agree with what was explained to be the role and responsibilities of a teacher in a differentiated classroom. Differentiating instruction is hard work. It requires a lot of time, planning, data analysis, and mental/physical drive. I would really like to know what a teacher must do to keep from becoming burned out from all the demands of effectively implementing differentiated instruction? Needless to say, chapter three was a bit overwhelming for me.
ReplyDeleteDifferentiation is certainly a key feature in high-quality teaching. The implications for most schools is that they train teachers and provide practical professional development to support the implementation of differentiated instruction. DI can be overwhelming for many teachers, so sharing best practices among teachers and developing observational classrooms will improve teaching and learning across the curriculum.
ReplyDeleteI agree with the statement that differentiated instruction is a key feature to high quality teaching. However, in order for it to be high quality teaching, one must first understand why its important to differentiate instruction. They must be willing to do all the tedious tasks consistently and with fidelity using the necessary data. Lastly effective DI can begin.
ReplyDeleteIn this chapter it describes the teacher as a coach and the necessity of focusing on "reading students." I think that this is synonymous with being a high-quality teacher, because a teacher who knows their students and can adjust to their needs is a successful one.
ReplyDeleteI do agree that differentiated instruction is an important part of quality teaching. One major problem that I see is that a few teachers believe that by breaking the class into small groups they are doing D.I. In order for DI to be effective it requires hard work from the teacher since he/she needs to analyze the data and prepare the necessary material(s). Sharing best practices with our colleagues can facilitate the proper implementation of DI.
ReplyDeleteI agree that differentiation is the key to high feature teaching but first you have to learn how to, how really differentiation works and how to apply it correctly to the group of students you have you are never going to be able to teach the same to each period because every set of students will have their own make and the different level of instruction an methods to be used. I other words we have to learn our selves the different ways to approach the student population, find a way to make the learning engaging to capture their attention and have them want to learn.
ReplyDeleteI certainly agree with the statement that differenciation is the key to high quality teaching because it is the only tool a teacher has to effectively teach and assess the vast variety of learners. I also agree with what Mrs Tomlinson has to say in Chapter 3 about our role in differentiating. It will only be attained when we are clear on key concepts we are covering in our planning of a given lesson; moreover, assessment should be a road map for our thinking and planning; critical and creative thinking should be emphasized, and last but not least lessons for all students should be engaging.
ReplyDeleteChapter 3: I agree that differentiation is a key feature to high quality teaching. The implications on the general education classrooms are greater because teachers have to rethink their approach when presenting new concepts in the instructional process. They will need to organize and refocus the curriculum on essential information, skills and the understanding the students are having of such information and skills.
ReplyDeleteI agree with the statement that differentiation is a key feature of high-quality teaching. At my school, Southwest Adult Ed, I only know what is happening in my classroom. I do not have the privilege to know what other teachers are doing since we're all part-time teachers. Sometimes it is assumed that adults who take classes at Adult Centers do not need differentiated instruction. They just come to get the basics and don't need extra ingredients added to their learning. I know that differentiated instruction works with Adults as well as younger students. Having taught ESOL, Citizenship, and GED to adult students, I know that they appreciated differentiated instruction. Everyone comes in with different learning styles and needs to have those learning styles addressed in each lesson. I don't claim to have reached every adult student that walked into my room, but I help the majority by applying differentiated instruction.
ReplyDeleteChapter 3 Reflection: Agree or disagree with the statement that differentiation is a key feature of high-quality teaching. What implications does the statement suggest for our schools? I agree with the statement of differentiated instruction is a key feature of high quality teaching/instruction. Differentiating instruction helps you modify the content, the process and the product for all students in your classroom to learn efficiently the materials that need to be learned.
ReplyDeleteI totally agree with the statement that differentiation is a key feature of high-quality teaching.I believe that the Teacher's Role should be directional than being (I do,I do,I do).I agree that the teacher should create a reasonable range of approaches to learning much of time ,so that most students find learning interesting.I agree that should be post the skill taught and Outiline of instructions for all students to interact with that board weekly.I also believe that Assessment is a measurment for them and for the teacher that will be helpful to improve those gap that need to be improved and polish areas of strength
ReplyDeleteDifferentiated instruction, including the teacher as coach or mentor, constant ongoing assessment and clear key concepts and generalizations are all key features to an effective classroom. Tt is not always possible for teachers to adjust plans as there is always the "pacing guide, etc" and at times there is not always possible to all lessons emphasize critical and creative thinking or balance teacher assigned and student selected activities, while this is a great idea. I do believe that there needs to be a greated emphasis on differentiated instruction within the majorite of classrooms. It is not easy for many teachers to release their hold on "thier" classroom and "their" students.
ReplyDeleteI completely agree that differentiation is a key feature of high quality teaching; however, it requires extensive training and support in order to be done effectively. The chapter discusses the role of the teacher as a coach and what better way to approach the challenge of instruction than by guiding our team and including them in the strategies to win the game. By using differentiated instruction, our classrooms will be a non-thretening and engaging environment for our students. Isn't that what we all want? :)
ReplyDeleteChapter 3 reflection- I agree that differentiation is a key feature of high-quality teaching. The implication that this suggest for our schools is that teachers are going to have to change their way of thinking. Teachers who have been teaching the same way for years and years are going to have to stop and ask themselves “how effective am I “? If we keep doing the same thing with the intent of gaining a different result that is considered as insanity. Yes, lesson planning will take longer in order to develop high quality, engaging lessons. For educators who don’t really understand DI, more training should be implemented. At the end of the day, we want to know that we are making a difference in the lives of the students we teach.
ReplyDeleteI agree . In order for our teachers to be successful in DI administration has to be on board. Their are many teachers that differentiate instruction and are penalized for not following departmental curriculum maps. By incorporating DI students and teachers benefit by increasing their skills,gaining an ability to identify how one learns, allows students to assess themselves using methods based on how they learn. Teachers realize that assessment should be varied an ongoing.
ReplyDeleteI agree with the statement that differentiation is the key feature of high quality teaching. It is the new way of thinking about how we assess, teach and evaluate our students. It is the key to high quality teaching. Teachers need to be aware of the different learning styles, the way kids learn. The importance of emphasizing critical and creative thinking and to make sure to provide support to students that are struggling.
ReplyDeleteOne of the greatest pleasure and at the same time a tremendous challenge to veteran teachers is their reluctance to be seen as a coach in their classroom.To my understanding differentiated instruction does lie on this paradigm.Teachers are to take the lead in their classroom as a coach . In order words allow their students to take an active role in their learning and provide necessary correctionn as he or she sees fit.
ReplyDeleteI agree with the statement that differentiation is a key feature of high-quality teaching.
ReplyDeleteIf Anne Sullivan hadn’t stuck to it and finally used techniques and language Helen Keller could understand, Helen Keller may have never learned to communicate, nor reach the height of success she achieved in so many venues including: publishing multiple books, publishing her autobiography and campaigning for women’s rights as well as other labor rights; not to mention, becoming a role model for countless children with similar disabilities.
Though her pupil, Helen Keller did not learn in the same manner and at the same pace as Anne Sullivan had probably been accustomed to, her resilience as a teacher, her failure to give up, her failure to accept defeat, her determination, and creativity as a teacher helped pave the way to success. Anne Sullivan and countless other nameless faces have been and continue to be the teachers whose hard work has been the catalyst that sparked numerous success stories.
The implications that this statement suggests for our schools are that we must prepare and be ready to strive for success and be willing to make the effort; while “…students should be guided in assuming growing degree of responsibility as learners.”
School administrators and teachers need to efficiently respond to needs, deficiencies and learning styles of each particular student in their schools. It is something that goes beyond of what today defines student placemen in many schools: student being consider an ELL, grade level, or exceptionality.
ReplyDeleteIt demands a total compromise not only from the teacher but, from the administrators to provide teachers with the necessary training and qualified interventionist.
It is also important to mention that students need to be reflective and willing to work toward specific goals and timelines.
I agree with statement that differentiation is a key feature of high-quality teaching. D.I. is one feature of high quality teaching, but it is key because it takes into consideration the various needs of the individual.
ReplyDeleteThe statement is indicative of the need for a paradigm shift within our schools away from the old model of teaching with the teacher in the center of the classroom as a vessel pouring knowledge into students. The classic model rewards the passive learner, but neglects students who would thrive from more active means of learning, group work, collaboration, etc. From my own personal experience I have found that more and more students are becoming less focused in the classroom. Their seems to be a growing attention deficit within this generation of student. I personally attribute to the ease of access that our current technology delivers to students at their fingertips.
I agree that differentiation is a key feature of high quality teaching because once you approach the different students' needs, as teachers we are going to build on the students based on where they are. There are going to be some implications in our schools to change the way to assess the students so their needs can be addressed using research- based strategies.
ReplyDeleteThe past school year, at least for me, confirms that differentiation is a key feature of high quality teaching that all educators need to get on board with. It is inevitable. Administrators are on board but I believe that most administrators are not certain of how it should be implemented hence leaving that to department chairs and other lead teachers to help their peers. Everyone will have to embrace and implement differentiated instruction across the board in all content areas. The continuous data from the interim assessments drives the need for D.I. for all level of learners. Our schools, I believe, are already implementing D.I. some more than others but there is evidence.
ReplyDeleteIn this ever changing wheel of education of the 21st Century, high quality teachers should practice DI and school boards across the nation will require DI in order accommodate the New Face of 21 Century America . Our ever changing , diverse , high tech students mandate that teachers also think outside of the box and apply the COMMON CORE Standards to their own teaching styles. We must see ourselves more as Organizers of Learning Opportunities.. This SHOULD BE OUR HIGHES PRIORITY. We must self appoint ourselves as Coaches or Mentors. Even though we have not be trained to look at education in this light, we need to remember that all lessons must work for the INDIVIDUAL LEARNER. My teachings can change in order to accommodate the diversity so unique to Miami- Dade County. Being Highly qualified requires schools retrain teachers through PD's in DI. I feel it makes good sense and it requires a paradigm shift.
ReplyDeleteCharter 3 : Reflection : Yes, I agree with statement that differentiation is the key of high quality teaching , because teachers organizers of learning opportunities for each students. Teachers automatically know how to lead a classroom that responds to the daunting reality of learner variance. I I suggest mixed ability into the classroom.
ReplyDeleteI believe DI is the key to high quality education. What that means for my school now is switching the view of the teacher's role. A teacher should not be looked at as a sole provider of knowledge. Under DI, the teachers need to be looked at as organizers of learning opportunities, coaches, and mentors. Students need to be given as much responsibility for their learning. This does not mean the teachers sit back and observe. The students can not succeed unless the teacher possesses clear goals, uses assessment to guide their thinking and planning, develop lessons for all students that emphasize critical and creative thinking, and are engaging for students to feel responsible for their learning. There needs to be a balance of student selected and teacher assigned tasks. The other hug implication for me as a reading coach is to provide necessary professional development for the teachers, new to the profession or current teachers at my school. We can not forget teachers need scaffolding as much as our students do. Not just a workshop to begin the year, but coaching and modeling throughout the year. DI is a work in progress, administration can not expect the teachers to grasp the concept right away and be masters of the craft. Administration needs to scaffold the teachers just as we expect the teachers to scaffold the students. I will make myself available to the teachers as much as possible during the process of establishing DI effectively and efficiently in the classroom.
ReplyDeleteI definitely agree that differentiation is a key feature in high quality teaching. As Chapter 3 states, instead of thinking us as teachers, we are coaches or motivators. Approaching students in that role instead a being a traditional "teacher", students seem to respond better and there is more motivation for the students to want to learn. Being clear, using all forms of assessments, having your lessons emphasize critical and creative thinking, and having your students engaged are all critical to having great D.I. in the classroom. The implication suggests that all classes, from reading to math to science etc., should be implementing D.I. in their classes as well.
ReplyDeleteChapter 3 Reflection: Agree or disagree with the statement that differentiation is a key feature of high-quality teaching. What implications does the statement suggest for our schools?
ReplyDeleteI strongly believe that differentiation is a key feature in high-quality teaching. Providing students with different ways of learning in the same classroom in order to provide a better learning experience is a good thing when done correctly. A teacher must learn to think in an entirely new different way. The teacher becomes the students biggest cheerleader, he/she must erase certain stereotypes, look for a wide range of materials that they can use in order to focus and reflect on the students as individuals and a whole. Making the classroom feel like a community, in which students should not be afraid to ask questions and learn is key. Some Miami Dade County Schools are already implemented this Differentiated instruction in the classroom and it is highly effective.
I agree with the statement that differentiation is a key future of high quality teaching. Once the teacher identifies an approaches and base lessons, activities, materials, and timing, based on the level of understanding they are.
ReplyDeleteThere are going to be implications at our schools in the way that teachers should change the way to teach and assess students development using appropriate strategies.
I agree with the statement that differentiation is the key to high-quality teaching. However, it depends a lot on the teaching environment and in each classroom it may look different depending on the teacher and their style of facilitating and directing the learning environment. Some key elements that should be evident in a classroom are creating ways to learn that both capture the students attention that lead to understanding while emphasizing critical and creative thinking. The teacher as a director, coach and musician.
ReplyDeleteI agree with the statement that differentiated instruction is a key feature of high-quality teaching. The suggesting implication for our schools are higher and stronger growth patterns will be seen in our student population as teachers truly grasps the dynamics of DI and by into it. As we find ourselves releasing that old way of thinking - Teachers must control to a position of teachers must facilitate and mentor...we will pave a NEW "Yellow Brick Road" to learning for our students. We must by into the idea of providing our students with "learning experience" opposed to teaching/instructing lesson concepts. Experience by definition means: knowledge or practical wisdom gained from what one has observed, encountered, or undergone. What a difference that would be for our students-to have a learning encounter. For me, D I opens up a whole new world for both students and teachers.
ReplyDeleteChapter 3: The statement that differentiation is the key feature for high-quality teaching suggest that we have to implement new strategies in our schools, so we can meet the different needs of our students. We have to see what fit better for the students we are dealing with according to their level of readiness and interests. We as teacher have to organize the class for effective activities, We have the role for motivating and coaching the students in the process of acquiring what they need to master. Teachers can also assess the students readiness by using different means. We have to develop a variety of ways so the students gather information and ideas and explore ideas. We also present different ways so the students can express and expand understanding. When we become familiar with differentiation we are teaching for success, because we are able to move the students. The teacher plays the role of the coach, with clear goals for the team (students), but also for every individual in the classroom taking into consideration their needs, as well as their weakness and strength. To make differentiation possible the teacher should follow general guidelines, be clear on the key concepts and generalization that give meaning to the topic we are planning, think of assessment as a road map for thinking and planning, emphasize critical and creative thinking and have a balance between students, a teacher assigned tasks and working arrangements.
ReplyDeleteI agree with the statement that differentiation is a key feature of high quality teaching. When teachers move away from the traditional way of teaching to differentiating instruction they are moving from keepers to organizers of learning opportunities. Teachers must coach students in the process of learning by assessing students readiness through different means, understand students preferences, provide students with different ways to gather information, coach students in owning their ideas, and provide different channels for students to express and expand their understanding. It is absolutely wonderful when true quality differentiation happens in our classrooms.
ReplyDeleteIn a classroom in which the teacher is differentiating instruction, the teacher is allowing the student to explore the material on their own. When you explore and even teach it to other's you get a deeper understanding for the concepts being taught. With that being stated, I agree with the statement that D.I. leads to higher quality teaching. This type of teaching changing the teacher's role with in the classroom. The teacher gets moved from being the only one with the knowledge who is dictating it to the student's, to being a coach. I felt like this comparison was valid. As a coach, you look at your player to see their strengths and weakness so you know how to help them become better players as well as what position they would best be suitable for on your team. The teacher in D.I. does the same thing. The use their assessments to see what the student knows and doesn't know (strength and weakness) to guide their instructions on. The teacher must come up with ways to teach or reteach the material and activities that would help the students become stronger in their weak areas.
ReplyDeleteI agree completely that differentiation is a key feature of high-quality teaching. I know this because I have seen it's high-quality effects on student achievement every year of my teaching career. I also have experienced the joy of teaching because differentiation keeps me thinking and learning alongside my students in order to meet their needs and help them develop their own love of learning. The "Teacher as Coach" was always my classroom theme because my end goal was to build student responsibility for learning. It was always fun to watch my 1st and 2nd grade students develop into self-led leaders with their learning. Differentiation ensured we all had fun learning with a targeted focus in mind which ensured we all succeeded.
ReplyDeleteI would have to agree that diifferentiation is a feature of high quality teaching. I think it is most profound when teachers empower each and every learner under their instruction by providing them with different avenues to arrive at the same learning outcome. Teachers must view themselves more as "organizers of learning opportunities" and less as "keepers and dispensers of knowledge". By presenting the learning material in away that addresses each students' learning needs sufficiently, differentiation achieves this goal. Teachers must be equipped to and are tasked with the responsibility of knowing their learners. In order to address the needs of their students adequetly, teachers must first assess readiness, define student interests and cater to their preferences, develop a variation of way for students to gather information and explore their own ideas, and provide flexibility in the ways students can demonstrate comprehension. This implies that in order for our teachers to be effective and provide our students with a quality education, they must first have a firm handle on what what their role in a differentiated classroom is.
ReplyDeleteI totally agree that differentiation is a KEY feature of high quality teaching. As an ESOL teacher, I believe that this statement implies that as educators we need to implement DI in our classrooms in order to maximize our student full potential. Differentiation promotes a sense of empowerment for the students because they feel they have a choice in the assignments and they all should be matched with tasks compatible with their learner profile. This also builds self-esteem for the students which in turn always has successful results.
ReplyDeleteI agree with the statement that differentiation is a key feature of high-quality teaching. The implications are numerous for our schools a major shift must occur on 2 levels in order to provide our students with quality education. The greatest shift that will have to take place is with the teachers. It will be very hard for those who have been teaching for a long time to remove themselves from the role of "knowledge keepers" and become facilitators or coaches. Many teachers do not like to be pushed out of their comfort zone of how they teach and learning how to teach based on having learned their students learning styles. They have to learn to adapt the delivery of the knowledge based on that and allow students to take responsibility for their learning..
ReplyDeleteAdministrators will also have to be trained on how to evaluate the teachers, no longer relying on the old paradigm of what to look for when they visit the classrooms. If we can accomplish this then we will be able to provide our students with high quality education
DI is definitely a key feature on high quality teaching. The implication for our schools is a win-win situation for both the teachers and students. As teachers, DI demonstrates that you care about the growth of your students. You meet them where they are and build upon it. For students, it empowers them. They are to be active learners and engage in their learning. They can no longer stay passive and wait for their teachers to spoon feed them. They are to explore their avenues and ask questions. They have to work in collaboration with their classmates and become active participants in their learning.
ReplyDeleteAna M.
ReplyDeleteI agree that differentiation is a key feature of high-quality teaching for the simple reason that every student has different needs. Our classrooms are and will continue be heterogeneous places with large class sizes. The main challenge in the classroom is how the teacher is able to cater simultaneously to all the different needs in one class. Differentiated instruction is not an easy task to implement, but yes experienced, created and motivated teachers are doing it as we see it in the movie “Brooklyn Castle” (chess teacher). As teachers, we differentiate by task, expectation or by accepting different levels of success. As teachers, we expect everyone to succeed by giving higher levels of support or extra challenge for those who need it, so that all of our students can access the learning.
Yes, I agree and believe that differentiation is a key feature of high-quality teaching. If any States/Districts need to help teachers in developing high-quality skills to teach students, they need to infuse D.I. as one of the requirement to have a teaching certificate. Most of the teachers have the skills they need to teach students but when it comes to apply these skills, some of the teachers are upside down in their classrooms. Professional Developments are excellent ways to improve teachers’ skills, but codifying D. I as one of the requirements for the upcoming teachers can be rewarding by making the job easier and smoother to be done.
ReplyDeleteTeachers who differentiate instruction act more as mentor and give students responsibility for learning to their capacity and teach them to handle more. Differentiation makes teachers realize that no practice is the best practice unless it works for the individual student. It challenges teachers to create work for their students that match their learning profile.
ReplyDeleteThe implications suggest that more schools should walk away from the traditional style of teaching and adopt differentiated instruction since it is a key feature of high quality teaching. To accomplish this goal, schools would have to provide more professional development on differentiation to help teachers develop skills to provide effective DI in their classroom. Furthermore, schools would have to think of assessment as a road map for thinking and planning rather than a test. They would have to consider that everything a student does is a form of assessment. Finally schools would have to ensure that they support teachers to build a strong sense of community in their classroom so that all students can learn in their own way, have choices and feel in control.
Chapter 3. Reflection: Agree or disagree with the statement that differentiation is a key feature of high-quality teaching. What implications does the statement suggest for our schools?
ReplyDeleteI agree that Differentiation is a key feature of high-quality teaching because teachers create a reasonable range of approaches to learning so that students find learning a fit much of the time. Teachers are responsible for students' learning. Therefore, they need to expose students to different ways of learning. The teacher acts as a coach: giving directions, motivations, guiding, and making sure students are allowed to produce several assignments according to their needs and interests. One implication that this statement suggest for our schools may be to adapt new strategies and methodology to support DI in order for teachers to use best practices. Assessments also play an important role in order to provide a high-quality teaching for all students.
I agree with the statement that differentiation is a key feature of high quality teaching. The implications suggested for our schools to help all learners make connections between the topics being taught, making students learning environment more memorable; useful; and engaging. Must allow one to coach students into the process of learning by assessing student’s readiness through different means, understanding students preferences, provide students with different ways to process information, coach students in owning their ideas, and provide different networks for students to express and expand their understanding.
ReplyDeleteThe teacher’s role in a differentiated classroom is what really caught my attention in this chapter, and makes me feel that it’s so important to understand that role. From my experience, many teachers do not understand what their role should be when implementing DI.
ReplyDeleteThis chapter states that: “When teachers differentiate instruction, they move away from seeing themselves as keepers and dispensers of knowledge and move toward seeing themselves as organizers of learning opportunities.” (Tomlinson, 2001)
This quote really sums it up for me. The teacher needs to plan a lot in order to provide students with the learning opportunities that can be provided throughout the curriculum.
High-quality teaching cannot take place without differentiate instruction. We as educators have a primary goal which is to meet student’s needs. To do so “organizing a class for effective activity and exploration become the highest priority”. After reading and analyzing “Best-Practice Teaching Linked with Differentiation” I have enough reasons to support my agreement with the statement related to differentiation and high-quality instruction .I also share the opinion that the teacher is the director of the orchestra who helps musicians make music, but does not make music himself.
ReplyDeleteLessons that foster critical and creative thinking, that are designed to reach different level of comprehension ,that promote cooperative learning and different level of products ,are the ones that make possible better results and impact student’s learning backgrounds forever.
Chapter 3
ReplyDeleteI completely agree that differentiation is the key to high teaching, but first you have to learn how to differentiate works and how to apply it correctly to the group of students. Many of the times when I start DI what works for one group or period does not work for the next set of students am going to work with. You are never going to be able to teach the same to each period because every set of students will have their own and the different level of instruction and methods to be used. We have to learn different ways to approach the student population and find a way to make the learning engaging to capture their attention and have them want to learn the material being taught.
Vivian Marzall
Differentiated is definitely a key to high-quality teaching because we are able to teach ALL students that come into our classrooms through differentiation. Differentiation allows me to meet the needs of all my students. I agree with what Vivian stated, what works for one group or period will not work with another group or period. This means that in order to provide that high quality education, we must plan for the different learners. While planning there is so much to think about: scaffolding, gradual release, higher order thinking questions, creativity, engagement. The list goes on and on, but when thinking of these components within differentiations it lends itself to high-quality teaching.
ReplyDeleteI definitely agree that differentiated instruction is a key feature of high quality teaching. Not only can an educator deliver a lesson, but he/she could also be a coach or mentor helping out and addressing the students' needs to a positive learning environment. Besides, a good teacher is always skillful in applying best practices which are conducive to positive outcomes. Within those best practices, an effective instructor always engage the students' interests and emphasize on activities that will empower students' critical and creative thinking.
ReplyDeleteI completely agree that differentiation is a key feature of high-quality teaching. Although it takes a lot of work to have a well functioning differentiated classroom, teachers who master it create many learning opportunities for their students. Teachers who differentiate focus on their role as coach or mentor and grow in their ability. Rather than just "covering information" these teachers focus on making meaning out of important ideas. These teachers also development skills like diagnosing student needs, organizing and focusing on curriculum and sharing responsibilities for teaching and learning with students.
ReplyDeleteFrom my perspective, characteristics of high-quality teaching include having clear and concise objectives, planning with the end in mind as it relates to assessments, and ensuring that lessons are engaging. With that said, these are all key characteristics of differentiation, therefore, they naturally go hand-in-hand and schools should embrace differentiation in their buildings because it directly aligns with high-quality teaching. As mentioned in the text, “lessons for all students should emphasize critical and creative thinking.” In order for this to actually occur, some form of differentiation needs to occur to actually help those students who need more scaffolding in order to actually answer those critical thinking questions or complete those creative assignments.
ReplyDeleteDifferentiated instruction is most certainly a vital and necessary component in the classroom. We as teachers are met with a particularly challenging task and that is to meet the needs of the wide range of students that come into our classroom. By this I mean students come with different backgrounds, learning styles, predispositions and abilities to say the least. The implication is we a professionals have to prepare for these challenges and they begin with changing the way we look at teaching. The teacher as Director of the Orchestra, as a coach, as a jazz musician, Pg. 19., creating lessons that emphasize critical thinking and creative skills as well as engaging. Pg.20
ReplyDeleteDifferentiated Instruction is a completely essential feature in high quality teaching. Every effective teacher knows that each student learns in their own way, and its up to them to find out that certain way. In order for teachers to know how to reach each student, numerous formal and informal assessments should be taking place in the classroom. It would be time consuming and exhausting to the teacher to tailor DI for each student, therefore it is wise to group students in a way that works for most. DI allows students to feel comfortable learning in their own way.
ReplyDeleteElda
I agree with differentiated instruction being an essential feature of high quality teaching as mentioned in Chapter 3. The teacher is the driver of this bus. We need to hook our students with their interests. In the chapter it refers to the teacher being the director of the orchestra where they all work together contributing individually and coming together. Assessments are the guide to develop individual guides for each student depending their strengths and weaknesses. This is like the directions given to help us guide to our ultimate location. Yusiley Troya
ReplyDeleteI agree differentiation is a key feature of high quality instruction and it has serious implications for our schools. Many of our state's low performing elementary schools have incorporated DI into their master schedules for reading and math blocks. This ensures that DI is actually being done in every classroom. According to the Florida Department of Education 2015–2016 School Grades Report, 74% of the schools graded an "F" in 2015 improved their scores in 2016. Tomlinson suggests that in order for DI to even be possible, teachers need to be clear on the key concepts and generalizations that give meaning and structure to the topic. Common planning is something that occurs with teachers and the instructional leader to map out learning goals for each lesson. Tomlinson also notes that assessment is a roadmap for thinking and planning, the lessons are engaging and emphasize critical thinking. As a reading coach in one of these schools, these are the things that I believe have help improve the performance of students and the school.
ReplyDeleteI agree with this statement, and I love this strategy. Differentiated Instruction definitely is a key feature on high quality teaching. This changes the teachers’ role in the classroom. They are substituting away from the traditional way of teaching to differentiating instruction. They are moving from keepers to organizers of learning opportunities. We also present different ways, so the students can express and expand understanding. We can see us more as organizers of the learning process. It should be our main priority. We must self-appoint ourselves as coaches as a mentors.
ReplyDeleteAbsolutely Differentiated Instruction is the way to teach the same content at varying levels based on student’s readiness. That is means what goes on in the classroom so that student have multiple options for taking in information, making sense of ideas and expressing what they learn. On the other hand, it means than one size fits all teaching, is planning for the unpredictability of a classroom, it is respectful teaching. The school must offer secure, support, and comfortable environment for the teachers to work with small group instruction. For this reason differentiated instruction could be a big adjustment for teachers, specifically those with classroom management issues.
Maria Gonzalez
I do agree with the statement that differentiation is a key feature of high quality teaching. As educators, we need to implement Differentiated Instruction in our classrooms in order to meet the needs of our students. Differentiated Instruction promotes learning by giving the students a choice in assignments and/or tasks that are compatible with their learning profiles. This will allow students to build self-esteem which promotes students' learning. I do believe students in differentiated classrooms should engage in activities with appropriate materials and/or resources to promote learning.
ReplyDeleteRole of the teacher in a Differentiated Instruction classroom is to know the students and how they learn best. The teacher role is of a coach or mentor.
ReplyDeletethe teacher looks at students’ readiness, interests and learning profile; then established flexible groupings to give the students different sources of attaining information and give them varied opportunities to show what they have learned.
I agree that differentiation is a key feature of high-quality teaching. A teacher's role in a differentiated instruction classroom is to act as a coach or mentor in order to give students responsibility for their learning. Teachers who are leading a differentiated classroom are expected to have the skills to organize and focus curriculum on essential skills, using time effectively, organizing materials and space and many other required skills.
ReplyDeleteTeachers who are differentiating in their classroom effectively have clear understanding of key concepts, think of an assessment as a way to map out a student's academic plan, and create critical and creative differentiated lessons. Remember that all students should be engaged during differentiated instruction in order to achieve mastery.
I agree with the statement that differentiated instruction is a key feature to high quality teaching. I believe the first step to effective differentiation instruction is to get to know your students. Differentiation is not just to separate the class into various groups; I have learned that to differentiate is to give students choices to acquire and present the information learned as well as responsibility for their own learning. Overall, as educators we need to understand that to differentiate requires a paradigm shift and learn how to stay away from a teaching "mold" . Differentiation requires a teacher to develop many ways for students to explore, expand and present the understanding of their own ideas.
ReplyDeleteI agree with the statement that differentiation is a key feature of high-quality teaching. It forces our teachers to focus on all students and not just some learners. In the past, teachers taught only whole group and that left many learners behind. With di, teachers are required to develop different ways to reach every learner in the classroom.
ReplyDeleteThis suggests that our schools will be more effective places for students and they will learn more effectively, based their readiness, interests and learning profiles.