Differentiation Reading Response

Fulfilling the Promise of the Differentiated Classroom, by Carol Ann Tomlinson, p.g. 120-162

From my Ch. 6 response:
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.

I really like the graphic organizers. I especially like p.g. 124, Developing Clarity About Learning Goals. Some of my classmates and I were observing that sometimes it seems as if what's on the test is a mystery or a secret. I love that the students can see exactly what the goals are.

I love menus. I love how students have choices. I like that the deserts are things that kids will want to do. In the example the deserts are writing activities. Students who choose these can work on them in writers workshop if they don't have during science. I like how the side dishes have such a variety of ways for students to "consume" information: with a friend, on the computer, watching, and reading. I like that the responses for the side dishes are simple- only what will fit on an index card, but very specific.

I'm not sure I understand complex instruction all the way, but I like how everyone in the group is responsible for understanding all of the tasks, but they divide up the tasks and work on the tasks that best utilize their strengths. Then they have to make sure that everyone understands it.

As a student and a parent I love rubrics. As a teacher I like how they let you ensure that your task is aligned with your objective. I also like how they help you narrow in on what to grade of projects and keep you from grading based on your "favorite."

I like how the contracts guide a teacher in developing differentiated tasks, Think dots provide variety and multiple entry journals provide structure and guidance for student responses.

I'm so glad I have the toolbox as a resource.