Hello All: Discussion Group

Are we ready for this? Tomlinson has divided her Differentiated Classroom Guide into 10 chapters. If the following timeline is used, we should be able to cover the book before professional development days begin (August 25 th ) We will just be skimming the surface to get this all done, but I want to make the assignments manageable. Please make responses to postings as you would in a class discussion.

Timeline

 Study Guide:

Question Chapter 1: What is Differentiated Classroom?

Discuss what a differentiated classroom looks like at middle school grade level (or other) and strategies teachers have to address student learning needs. What problems do you see in implementing these?

Question Chapter 2: Examples

Discuss how differentiation is used in our classes, how do (or can) we use the eight hallmarks in our classes or school?

Question Chapter 3: Rethinking School Structure

Tomlinson provides background information for five issues dealing with brain research and human learning. Based on these issues, what goals do we have for our students as learners? Could these goals be reached through differentiation?

Question Chapter 4: Learning Environments

Tomlinson raises questions about teachers' images of themselves as leaders of instruction, and how this relates to differentiation. If you could observe yourself, what image of teaching would you see? How might this facilitate differentiation or make it more of a challenge to implement in the classroom?

Review the description of learning environments in pages 25–29, including Tomlinson's description of her colleague, Mary Ann Smith. What do you think some of the intangible factors might be in a classroom that reflects differentiation? What's the "hidden curriculum" that may not be stated explicitly but is present in this classroom nonetheless?

On pages 31–34, Tomlinson lists some principles for a healthy school environment. Before reading this material, jot down some attributes of such an environment, based on what you've read so far as well as your own experience. After reading the list, what additional attributes would you add to your list?

Chapter 5—Good Instruction as the Basis for Differentiated Teaching

Why is it so critical for teachers planning to differentiate to specify the outcomes or goals for student learning? What's gained by doing so? Lost by not doing so?

Review Figure 5.1, which gives examples of different levels of student learning. Think of one unit that you teach. What are its key facts, concepts, principles, attitudes, and skills?

Using the primary concept or unit you fleshed out in the example above, review Figure 5.2. What are some initial thoughts you have about how your concept or unit might fit into Figure 5.2? What are some of the content, process, and product dimensions?

Chapter 6—Teachers at Work Building Differentiated Classrooms

Scan the material on pages 49–53 to find the grade level you teach, or the one you're most interested in. Using the example, clarify what the author means by "differentiate what," "differentiate how," and "differentiate why."

Pages 54–60 include more extended examples of teachers applying principles of differentiation in their classroom. Carefully read the example that you find most interesting or relevant to your work. What are the kinds of decisions the teacher had to make to create and teach the unit?

Now think about an example from your own curriculum and classroom. How might you answer the "what, why, and how" questions?

Chapter 7—Instructional Strategies That Support Differentiation

Before reading the chapter, briefly skim the subheads to see what instructional strategies will be discussed (e.g. stations, agendas, complex instruction, etc.). Then choose one strategy to read and think about in more depth.

For your chosen strategy, think about the following issues:

• How does the strategy support differentiated approaches?
• What are some of the key facets of the strategy?
• Would the strategy fit within your "toolbox" of instructional techniques? Why or why not?
• How could you begin to use the instructional strategy within a differentiated unit?

Chapter 8—More Instructional Strategies to Support Differentiation

Repeat the Study Guide questions just listed for Chapter 7.

When you've completed this task for Chapter 8, think about how you might proceed to implement a strategy as part of a differentiated activity or unit in your classroom:

• Where can you find more information about the strategy used? (Note—some background material to get you started is available at the end of Chapter 8)
• On what basis will you select the unit or activity to be differentiated?
• What will be the learning outcomes for your students?
• What are the different aspects of students' readiness, skill levels, or interests that you'll be attending to?
• What are some other considerations or factors you need to consider to implement this activity or unit?

Chapter 9—How Do Teachers Make It All Work?

Read the five tips Tomlinson gives for "Getting Started" with Differentiation (pages 96–99). For each tip, jot down one or two things you could do to support differentiation in your classroom using that tip.

The section entitled "Settling In for the Long Haul" (pages 99–101) suggests making students partners in differentiation. How might you make the precepts and tools of differentiation an explicit part of your work with students, so that they view it as a natural part of learning the curriculum?

Before reading "Some Practical Considerations" and "Developing a Support System" (pages 101–107), reflect on what you've learned about differentiation so far in the book. What do you think are some of the practical challenges in implementing differentiated approaches? Where might you go for support in your differentiation effort? Make a short list in response to these questions.

Read the material on pages 101–107 and review your list. Are there challenges you still need help with? Sources of support you need to tap into? Where might you go to get additional information on these options?

Chapter 10—When Educational Leaders Seek Differentiated Classrooms

Review the recommendations for beginning to work with differentiation (pages 108–115). For some of these tips, map out some concrete steps you could take to make them doable in your situation.

What are some elements you'd use in a staff development program on differentiation?

Think about the characteristics of excellent teaching practice in light of what you've learned in this book about differentiated classrooms. What are some of these characteristics? How do they reflect some of the ideas and principles of differentiation? Compare your notes on these questions to the material in Figure 10.2.