Hello again, friends! I just finished chapter six in Carol Ann Tomlinson’s The Differentiated Classroom and I’m here to keep you all updated!
Last chapter discussed how teachers need to begin their planning for differentiating their classes and how important it is to remember exactly what students need to learn.
Chapter six is titled Teachers at Work Building Differentiated Classrooms and talks about how important it is for teachers to remember to differentiate what, differentiate how, and differentiate why.
Also included, which I personally found very relevant was a figure outlining the key principles of a differentiated classroom with some important points for educators to remember.
The rest of the chapter was laid out much like chapter one, which samples from real classrooms of differentiation in action.
I liked this chapter primarily for these samples as they gave me real, useable ideas for my own classroom. They were much like a jumping off point, if you will.
Thanks for reading, stay tuned for chapter seven! If you’d like more information about the book, here’s a link to it on Amazon.
Hello everyone! We’ve been reading Carol Ann Tomlinson’s The Differentiated Classroom for the past few weeks, and I just finished reading chapter five.
This chapter is titled Good Instruction as a Basis for Differentiated Teaching and I found it to be my favourite chapter thus far. It begins delving into the beginning stages of planning, and got me excited to start planning and changing future units.
The chapter begins with Tomlinson recalling a teacher asking for input on a differentiated lesson plan and Tomlinson asking “what do you want each student to come away with as a result of this activity?” This struck a note with me as I find it’s something teachers can easily forget about when we become overwhelmed with planning and find ourselves simply teaching something (novel, lesson, etc.) and then having the kids do a random activity.
The chapter then goes into detail about the levels of learning and how to ensure students are engaged in what’s being taught as well as properly understanding it. Once teachers know what exactly they want kids to get out of a unit or lesson, then they can begin differentiating in order to properly meet kids at their own skill and readiness level.
Also expressed in the chapter was the importance of clarity. The teacher should have a clear understanding of the curriculum and know exactly what they want their students to learn and how they are going to show that they’ve learned it. Further, students have the right to fully know and understand teacher expectations and be able to answer why they are learning and doing what they are.
I really enjoyed this chapter and felt it began inspiring me to begin more planning (my favourite part of my teaching job – I’m a weirdo, I know). If you’d like to purchase, the book, click here for the link on Amazon. Stay tuned for chapter six!
Hello again, friends! If you’ve been following along, you know I’ve been reading The Differentiated Classroom by Carol Ann Tomlinson.
I just finished chapter four, titled Learning Environments That Support Differentiated Instruction and found it rather inspiring. The chapter discusses teaching as a learning triangle in which the teacher, students, and content are all represented by a side; they all need one another in order to work properly.
I found the chapter particularly inspiring for those times when you just feel overwhelmed. It discusses what children need in their learning environment and how teachers can support them.
Additionally, the chapter details precisely the teacher’s role in a Differentiated Classroom and how to achieve it. I found this particularly helpful as a reminder of how to set up a classroom as well as to calm the nerves of teachers like myself who become stressed when we can’t be everywhere at once. After all, one of the most important skills we teach students is independence.
I found this chapter very enjoyable and helpful (much more so than chapter three). It’s nice to read about and remember what a happy, constructive classroom and remind ourselves that that does not look like quiet kids sitting in strict rows.
If you’d like to purchase The Differentiated Classroom, click here to find it on Amazon. Thanks for reading, stay posted for chapter five!
Chapter three in The Differentiated Classroom is titled Rethinking How We Do School – And For Whom. It was a little too common sense for me and didn’t provide me with the type of information I came to this book for: specific differentiation strategies I can use in my own classroom.
The chapter discusses the fact that school has changed substantially in the last 100 years, and so have students. While many different types of students did not attend public schools years ago (students from poor families worked, students from rich families went to boarding school, physically disabled students were homeschooled, etc.) significantly more attend today.
Students are all extremely different, and as such, all of their learning needs are different.
This chapter felt, to me, like a justification for why we need to differentiate. Nothing rubbed me the wrong way, I’m just already on board with differentiation so the entire chapter felt like a sales pitch for something I already own.
One point which did stick out to me was that children learn best with moderate challenge. If something is too easy, they’ll become bored and if something is too challenging, they’ll begin to lose hope and think they are “stupid”. The challenge as teachers is to find just the right point for where the child is at.
Here’s to hoping chapter four is a little juicier! If you’re interested in learning more about the book, here’s a link to it on Amazon.
I wrote about beginning The Differentiated Classroom a couple of weeks ago and being excited to be able to encorporate ideas from it into my own classroom.
The first chapter was an introduction to differentiation and also provided some real classroom examples of differentiation in practice, which I appreciated.
Chapter two is titled Elements of Differentiation and begins to introduce what a teacher must do in order to effectively differentiate his or her own classroom.
It discusses the importance of teaching only the essentials, especially to struggling learners, who may become confused with too many useless facts.
Also discussed is what the teacher can and should modify in the classroom and when. For example, if a student is becoming bored then something needs to be altered; the teacher can change the product outcome to suit a child’s interest or the process of learning to be driven in a different way.
Also important was the discussion of assessment and instruction. Being able to use formative assessment in order to guide our teaching practice is a hot-button topic these days, and not without reason. Assessment should be used to help the student and their learning, not to cause them anxiety or to eliminate any creativity from the teacher who has to “teach to the test”.
There was also a great figure about differentiating instruction which listed some great ways to differentiate (which I what I’m always looking for)! If you’re interested in more information about the book, here’s a link to it on Amazon.
Stay posted for chapter three!!
It’s been a long while since I’ve posted and I thought it only right to begin with a new book. I’ve just begun The Differentiated Classroom by Carol Ann Tomlinson (I’m obsessed with differentiation and various ways to implement it).
The book is nice and skinny with ten short chapters, so I’m excited to dive in and be able to start using the strategies right away.
Chapter one begins with a brief introduction to differentiation and the fact that it may not have necessarily been called or considered “differentiation” in the past, but effective teachers have been using the strategies for years and years.
Tomlinson then goes on to compare different classrooms at various grade levels to effectively illustrate the glaring difference between a classroom where a teacher effectively differentiates class work and one that does not.
In my classroom, I do my best to differentiate absolutely everything in all subject areas. Of course, this is not always easy to do as it requires a huge initial time commitment to set everything up.
Thankfully, over time it becomes easier to create new assignments and tasks which are differentiated for every student.
I’m hopeful that this book will provide me with more ways to differentiate and ideas for implementation in my own classroom. If you’re interested in purchasing the book, here’s a link for it on Amazon.
Stay posted for chapter two!
I like to try my hardest to combine Art with what we’re learning about in other subjects. It can sometimes be challenging, and other times not so much. Either way, the kids love making art, so integrating it with other subjects can really help them to remember certain important points.
This time around was one of those “not so much” times. We’re in the midst of our fossil unit and my students are loving all things dinosaur related. So, I decided I would combine Art and Social Studies and have the kids create their own dinosaurs!
First, I had them do a fill-in-the-blank write-up which described their dinosaur.
Then, the kids sketched their creations and painted them. The end results were all really great! Especially considering how difficult it can be for kids to paint.
Now we have a brand new bulletin board! I love getting to look at a brand new, super cute bulletin board!