Differentiation Reading Response

Fulfilling the Promise of the Differentiated Classroom, by Carol Ann Tomlinson, Ch 5-6

I was really drawn to the authors description of her two classes, math and German. This affirms what I've been starting to believe since I began the UVU teacher ed program-The teacher makes all the difference.

So much of this chapter is what we've been learning in our other classes, from Social studies methods to Math methods. Important, focused, engaging, demanding and scaffolded. Some of these I feel like I can accomplish easily. Work that is demanding AND scaffolded I don't feel like I have the knowledge or skills yet. The end of the chapter says that we can't focus our efforts on the whole class if we want to be differentiators, we have to focus on individuals. This is what I wrote in the margin when I finished the Chapter:

I can teach in general ways I believe children learn best, by using a variety of methods and models , including movement, integrating art, using children's literature, designing authentic tasks and assessments, using group processes, creating a class community, BUT I don't have a clear idea of how to scaffold for individuals.

The more I explore and learn the more I'm not sure how to do what I know is best. I know it may take several years for my teaching to start to be truly differentiated. I know I will always be almost there, always decreasing the distance between where I am as a differentiating teacher and where I want to be: always striving, never arriving. However, I feel empowered by what I am learning and know that giving it my best shot, though far from what I aspire, will reach students. Will touch, empower, validate, and help them become more.

Then I reach Chapter 6. The scenarios in chapter six made me feel like I have a better grasp of how to scaffold! I haven't quite left the point where I know what it looks like but I can't yet create it. I can look at the scenarios in the book and see how the different tasks support different readiness and are all important and challenging. I still feel a little fuzzy about how I will accomplish it. But overall I feel a lot more comfortable having a go at it.

I love the things from the toolbox. They are great examples of scaffolding and differentiating for readiness and interest. But the coolest thing is the can be scaffolding tools for my task of becoming a differentiating teacher.