WE must consider just how we carry out the plans we've made so that they work for each of our students

INDIVIDUAL

understanding-based curriculum and differentiated instruction cannot be disentangled.

There are four overarching and interrelated questions within a teachers mind

1. Who are the students I teach?

2. What matters most for students to learn?

3. How must I teach to ensure that each students grows systematically toward attainment of the goal and moves beyond it when indicated?

4. How will I know who is successful and who is not yet successful with particular goals?

There are four

1. virtually all students should consistently experience curricula rooted in the important ideas of a discipline that requires them to make meaning of information and think at high levels.
--ensure all students have access to high-quality and meaning-focused curriculum
--"respectful teaching" in differentiation

2. Students need opportunities to learn the "basics" and opportunities to apply them in meaningful ways.
--It is imperative that teachers help students recognize that these fundamentals serve larger purposes
--But all students should be first and foremost "players in the real game" and they should always see the immediate connection between a sideline drill and the game.

3.There is a need for balance between student construction of meaning and teacher guidance.
--we agree that students must make meaning for themselves. it cannot be imposed on them.
--see figure 6.1 page 87 for the various roles of a teacher

4. Students need to know the learning goals of a unit or lesson and criteria for successfully demonstrating proficiency with the goals.
--three stages
share
present end goal
connect and reflect

How can you make a one-size fits all classroom?

There is no single answer to the multitude of questions that can arise.

A teacher who seeks answers to them is something like a jazz musician.

The teacher uses man elements and approaches, sometimes planned and sometimes improvisational, to convey the message of the melody

IT TAKES PRACTICE

Felxibility within which tools a teacher uses to address the needs of learners

--fig 6.2 pg 91-94
time
space
resources
student groupings
teaching strategies
learning strategies
teacher partnerships

When looking through all the different clusters of students it can seen daunting

but one should not create the individual classroom but rather, this way of thinking about the classroom that encourages teachers to continually develop reasoned and reasonable approaches that will be helpful in working as effectively and efficiently with more and more students over the span of our careers.

anticipatory planning

LOOK FOR PATTERNS

building ramps are not just from handicap

fig 6.3 pg 97 discusses the patterns of student need and strength might benefit several students in various ways

knowing that students will bring different interests with them to school and that I am a wise teacher if i think those interests to be enduring understandings in the curriculum

--interest centers or specialty groups

A goal of differentiated instruction is providing opportunity and support for the success of far more students than is possible in one-size-fits-all approaches to teaching and learning

management routines that support flexible teaching are a REQUIREMENT

without such routines it becomes quite difficult-if not impossible- to teach in a responsive or differentiate manner

although a differentiated classroom should support the sort of movement that comes with student-centeredness, it cannot support disorder

teachers who established 'orderly and enabling' learning environments were most likely to teach for meaning and understanding

fig 6.5 pg 102-105 provides categories useful in planning classroom management to support flexible and responsive teaching
-time
-noise
-movement
-space

many of use were taught in classrooms that did not exhibit the kinds of flexibility and responsive teaching that is used within a Differentiated classroom

so it is up to us to break the cycle and dismantle the bad habit of teaching with a flexible instruction style.

it requires persistent intent for teachers to break old teaching habits and replace them with routines that are flexible enough to support the success of many kinds of learners