FIAE+Chapter+1+Block+2



> ===Evgeni Bouzakine=== > Abstract- > Chapter one of Rick Wormeli’s //Fair Isn’t Always Equal // introduces the idea of differentiated instruction and some great examples that can be used in the classroom with it. This chapter focused on explaining what differentiated instruction is. Differentiated instruction involves providing students with different way of acquiring content; to make sense of ideas presented in the classroom, a way to learn effectively regardless of every student’s intelligence. It is okay to give some extra help to some of the students rather than all of them. Most likely not all the students will need some kind of extra help. It is important to focus on the fairness of education. This is to make sure everyone of your students has a fair chance at learning. This quote says it all, “what we teach is irrelevant. It’s what our students learn after their time with us that matters,” (pg. 8). We fail as teachers when even some of the students do not learn the content. The teacher must make it easy for all of the students to grasp all the content. It is much easier to equip your students with the proper tools so they can use their abilities to succeed in the classroom. Incorporating all of the intelligences for all of your students will be the real challenge. [|Using this link] I found a check list where that can be used for personal use. > Synthesis Reflection- > Most of the class agrees with differentiated instruction and will include it in some form in their classroom. Most talked about how differentiated instruction will not be a crutch for their classroom. Everyone expressed how practical differentiated instruction is for the teach classroom. We were all open to the idea because it offered students [|fairness and quality education.] > > > toc

Johnny Buys
Chapter 1: The Differentiated Instruction Mind-set: Rational and Definition

Rick Wormeli in his book, //Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom// establishes a defense for and the logic behind Differentiated Instruction. He argues that there are two hindrances in recent research that potentially make incorporating Differentiated Instruction into the classroom. First, he argues that, “cognitive theory and neuroscience are very dynamic fields and what we quote as fact this year may be proven otherwise next year” (2). Secondly, he recognizes the difficult balance of getting the “modern classroom to reflect what has been distilled from research” (2). Wormeli combats this by encouraging teachers to focus early on “differentiation principles and structures such as scaffolding, tiering, respectful tasks, flexible grouping, learner profiles, readiness, and anchor lesson,” but to recognize “strategic application of cognitive principles” too (3). Following this methodology encourages teachers to see the differentiation occurring while providing maximum benefits for students as well. Wormeli also argues against a negative approach toward Differentiation as a crutch. What teachers actually do in differentiation is provide the crutch to recognize “trends and patterns” of effectiveness and then apply them to later problem solving techniques (5). This dynamic also gives students the opportunity to be appropriately challenged. With a focus on learning, Wormeli states, “[teachers] experience students learning as a direct result of their decisions, and those students are learning at a level otherwise not achievable through non-differentiated practices” (9). Teacher and student ownership creates an environment of effective meaning and motivation.

Christina L Quach
Chapter 1 discusses why it is important to use differentiated instruction and what it actually means. It gives a clear definition of differentiated instruction and then discusses examples of it. Another important message from this chapter was that giving extra aid to some students and not all of them isn’t exactly equal but it is fair because not all of the students need the extra aid. It also discusses the importance of keeping students challenged and allowing them to have options, but to avoid steering students towards needing constant direction in differentiating. Examples in the text reminded me of a professor that I have that is excellent about rewording problems and questions to get me to understand. The book also mentioned that teachers should also strive to use differentiated instruction in a way that does not cause them to rely on you. This is another thing that I really respect and appreciate from my professor. He will not come out and tell me the answer. There once was a time when I did not care, and I just wanted to know the answer. When he continues to reword things for me to find the answer on my own, it forces me to answer it on my own. By answering it on my own I have a better understanding of what he is teaching me than I would have if he had just told me the answer. This chapter will be helpful when I am teaching because I had not exactly thought about giving some students extra aids rather than others. The way the book put it, it makes sense. Students cannot be properly challenged if they are using things that they do not really need, and it is not fair to not allow students the aids that they need.

Leanne Fasulo
//Fair Isn’t Always Equal// is an education book written by Rick Wormeli. His opening chapter his first chapter explains differentiated instruction, and stresses the importance of it. To many fair is a concept where everyone receives the same treatment, but in the classroom this can be quite the opposite. Fair is allowing students to get what they need whether it is tools, or extra attention to succeed. A teacher who practices differentiated instruction gives the students the opportunity to be accountable for their learning and not have an excuse to fail. It is important to note, “differentiation is done when needed, not all the time” (4). Differentiating should also be used in the classroom, because in the real world it is used all the time. People are allowed to consult their coworkers and read instruction manuals to get their job done in the workforce. Students should be able to have everything that they need to learn and grow. This chapter was probably the best introduction I have read so far that captured the importance of differentiated instruction. It was easy to understand, and related to not only the classroom, but the real world too. I learned that using this method I would be setting up my students for success and not giving them an easy way out. Students need to feel that their teachers are doing their part of the responsibility for them to uphold their share.

Kelsea Trefethen
This first chapter from FIAE was essentially all about how to really use differentiated teaching in the classroom. It answered a few questions I had as far as negative effects of differentiation. I was concerned that if a student became dependant on differentiated learning it would hinder their ability later on. The book made it clear that while that is a legitimate concern it is preventable. A really cool concept I gathered from the book was teaching students to use different multiple intelligences through differentiation. For instance if a student learns best kinesthetically, I could design a way to help him learn to learn a different way through a kinesthetic lesson. Not only does differentiation allow students to learn the ways they do best, it prepares them with tools to learn in ways they are not comfortable with. This has a lot to do with student success in the future without differentiation. The book stated that some parents and teachers think differentiation limits student ability and just makes learning easier. This is not true. Differentiation is not about changing a teaching technique so that it is less challenging for a student, it is about changing a teaching technique so it is a challenge students are comfortable with and excited about. If anything differentiation presents more challenging work. If a student likes a certain type of assignment or project they will be more inspired to push themselves and explore all possibilities. Vice versa, if a student does not enjoy a particular activity they will meet the basic requirements just to get it done. This chapter stated, “differentiation is doing what’s fair for students.” I could not agree more with that. It only makes sense for students to have an equal opportunity to learn be taught in the ways they learn best. I am excited for the challenge of using differentiation in my classroom.

Tyler Oren
The first chapter //of Fair isn’t Always Equal// opens with a discussion and definition of differentiated instruction, the mind-set of differentiated instruction and the benefit for the students, and teacher in teaching in a differentiated classroom. The author, Rick Wormeli offers the reader with many different scenarios describing examples and uses of differentiated instruction, from something as simple as allowing students with vision or hearing problems to wear glasses to sit closer to the front of the class, to highly sophisticated instruction that targets specific individuals with a specific learning style. The book is true to its title early on and explains differential instruction’s role in a fair classroom, and that may not always look like each student getting the same thing. It does however remind us that fair isn’t equal, fair means that every student gets what they need to succeed and bring out their full potential, a revelation that could easily change the face of education if only it were embraced more widely. Rick Wormeli also takes a section of the chapter to dispel any assertions that //fair// differentiated instruction acts as a crutch for students and does not make room for them to grow and learn. Wormeli creates a completely contrary assertion that supports his claim very strongly, he argues that because differentiated instruction teaches mastery, understanding, and application students will be able to take what they have learned in a differentiated classroom and apply it to another class or real world problem because of their deep understanding gained from the differentiated class.

Richie Johnson
The first sentence of the book is a good one- it serves as a sufficient way to hook the reader, as well as to begin the process of exploration of differentiated instruction. Thinking back, as Rick Wormeli suggests, I was able to quickly pick out many specific instances in which teachers I have had practiced differentiated instruction. One particular reoccurring instance I thought of was that of the teacher having me move myself and my desk to the front of the class, and in some cases, right beside their desk. At the time, I understood this to be a direct result of my unfocused and distracting nature, and thought it to be a punishment. I did not recognize, however, that they were doing such a thing for my own benefit (as well as the benefit of the other students). The definition of “differentiated instruction” is interesting. At first glance I was thinking that the whole thing is silly and not very innovative- every teacher ought to be practicing such already, and many do. However, after reading further I began to realize that there is a lot to it. The whole idea of adapting accordingly to each student makes a lot of sense, but, in my experience, has been the part of the theory that I have seen less of. In fact, there are a few teachers out of the many I have had that I believe to have really adapted their teaching for each individual student to the best of their ability to suit the student’s needs. These teachers are the ones I have always remembered, and the ones that are the most influential, I think. I hope that I can take the practice of differentiated instruction and apply it appropriately in my future classroom to the best of my ability, and that in doing so I will positively affect many students.

Kyle Kuvaja
Rick Wormeli, in the first chapter of __Fair Isn’t Always Equal__, begins by giving examples of differentiated instruction to help develop a deeper understanding of its meaning. Identifying and meeting student needs is dependent on understanding the human brain. Wormeli addresses that our advancement in neuroscience has progressed greatly in the last twenty years, but still has two problems: what is known about the brain is still being tested and it is not fully known how the classroom should reflect newfound knowledge about it. The author now takes the time to define differentiated instruction as: “doing what’s fair for students” (3). In other classes we have discussed differentiated instruction as meeting the needs of most, if not all, students in the classroom. Some people believe that students may become too dependent on others to differentiate, but Wormeli counters this by stating that it is the teacher’s job to ensure students remain challenged. Other people doubt that students can adjust going from a differentiated classroom, into a classroom that is not differentiated. Wormeli believes that the student who received differentiated instruction would have greater understanding of their own learning than the student who had not received differentiated instruction. Not only are some classrooms differentiated, but the world itself is differentiated. My initial reaction of __Fair Isn’t Always Equal__ is that I am left with a great feeling about differentiated instruction. The chapter described developments in education in relation to further understanding of the human brain. Being a science major, I feel that Wormeli’s writing holds more credibility. Reaching out to students in ways that are fair does not seem like an unreasonable request. Towards the end of the chapter I read that, “most teachers who dive into differentiation’s mind-set and practices feel liberated, not burdened” (8). That sentence impacted me more than any other in the chapter because I know that feeling.

Kalib Moore
I found FIAE Chapter 1 to be a review of some of the main points of differentiated instruction seen in chapters 1-5 of UbD/DI. The quote I found to best represent this chapter is found on page 6, "If we don't provide the glasses to the student who needs them, the grade he earns on the test in not accurate." (Wormeli, 6) I found this quote summarized this chapter well because it is a good analogy for differentiated instruction. As teachers, we need to be able to provide students with the tools to become successful learners. By allowing them to use their strengths to solve problems, students are much more likely to be successful in the classroom. (Wormeli, 7) In my future classroom, I am going to take the time to plan my lessons according to different students strengths and learning styles. If students feel more comfortable working in small groups or alone, I plan on taking the time to plan a lesson in which they can work with a partner or small group to figure out the answers to the previous nights homework. If other students feel comfortable working as a whole-class, I will make sure to incorporate time for the whole class to meet as a group to make sure that everyone is on the same page. I hope to challenge my students at the right level for their learning abilities to make their education as efficient as possible. I want to make sure that my students are learning the most they can possibly learn in my classroom.

Evgeni Bouzakine
I sensed the first chapter of //Fair Isn’t Always Equal //repeated the message of what we have already covered in UbD/DI book. I however did like the numerous examples of Differentiated Instruction the classroom. It gave me ideas on how to go over answer in the classroom. The chapter also asked us about our experiences in our middle or high school. I can not think of a teacher that took advantage of the whole class period and used Differentiated Instruction in class. I found an interesting quote “what we teach is irrelevant. It’s what our students learn after their time with us that matters. (pg. 8)” This stuck out at me like a sour thumb. If all of your students leave the class and do not grasp the content, something is wrong. The teacher must not be making it easy for all the students to understand the topic. This is where I think diff erentiated instruction comes into play. Finding the right balance between individual and the all the students overall will be the challenge. As a teacher I want to focus on differentiated practices in the classroom. The chapter also focuses on acceptance of differentiated practices. I want to provide the tools and the proper methods so the student can succeed in my classroom.

** Cyril Lunt **
Having recovered from my boredom induced coma brought about by //UbD + DI//, I found myself pleasantly surprised by how engaging the first chapter of //Fair Isn't Always Equal//, by Rick Wormeli, was. In it, he starts the book by actually explaining what differentiated instruction is, something that //UbD + DI// should take notes on. He also did it in a way any normal, rational person could understand.

Differentiated Instruction, as defined by the book, is when a teacher changes the classroom learning or assessing style to fit the needs of a student or group of students. He uses the example of extending a deadline, allowing redoes and giving students leeway in choices for projects. The chapter goes on to fully explain why differentiated instruction is not only a better way to teach, but is already around in other professions, like surgeons, soldiers, and more. Essentially, we should apply what makes sense to our education system.

Brittany Blackman
Chapter one introduces differentiated instruction. It starts out talking about how teachers have actually always used differentiated instruction, even though it wasn’t called that then. Every student could probably think of at least once when his or her teacher had done something that would be considered differentiated instruction. The only difference is, that it is always being expanded and made better. I liked the analogy saying that if a teacher from a long time ago came into the classroom, they should feel confused. They would be asking questions about what you are doing and why, because everything had changed so much. That is the way schools should be, always adapting and growing.

There was something in the book that I didn’t really agree with. They said that if we used differentiated instruction in the classroom from grades k-12, then children would be independent, tolerant of others, and willing to take risks. I don’t understand how these two things correlate. You would think that if they always received differentiated instruction, they would never learn what it is like to learn from a different learning style. They wouldn’t understand why an auditory learner couldn’t learn by watching, if they were a visual learner. They also wouldn’t be willing to take risks, because they never had to leave their comfort zone.