Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Fogarty & Pete Chapter 2 and Tomlinson & Imbeau Chapter 2
Transcript of Fogarty & Pete Chapter 2 and Tomlinson & Imbeau Chapter 2
Group 2 (Amy, Ashlee, Crystal, and Ginean)
Differentiation began as a strategy to reach gifted education students, but it became a pull-out process and teachers saw that these students were not necessarily making connections to the regular classroom curriculum. Tomlinson's research eventually recognized the benefits of serving all levels of students through appropriate differentiated instruction (Fogarty and Pete 30-31).
Tomlinson: 6 Beliefs
PLCs can come to their own definition of differentiation for their classrooms by utilizing brainstorming techniques and finding synonyms and writing analogies to help determine and clarify their understanding of differentiation.The teachers can write descriptions of what differentiation would look like in their classrooms to give concrete examples to abstract ideas (Fogarty and Pete, 2011, 33-34).
Fogarty, R., & Pete, B. (2011). Chapter 2: All About
Differentiation. In Supporting differentiated instruction: A professional learning communities approach. Bloomington, IN: Solution Tree Press.
Tomlinson, C., & Imbeau, M. (2010). Chapter 2:
Teaching What You Believe. In Leading and managing a differentiated classroom. Alexandria, Va.: ASCD.
Differentiated instruction is key in meeting student needs. It ultimately aids in the students overall success in the classroom as it relates to their academic growth and achievement. The process of implementing differentiated instruction is an evolving process. As a result the teacher can continuously build on the strategy in terms of what differentiated instruction looks like in their classroom in relation to implementation of the strategy.
The three elements of differentiated learning feature the aspects of change, challenge, and choice
(Fogarty and Pete 36).
Data can drive us to make differentiation important, but as a school system, we all have to be on the same page and that is where the miss communication comes along.
You have to look at the "needs" that students have, the environment in which they grew up in, and how it affects their daily performance in school.
Critical points to remember
in building differentiation strategies:
PLC teams are a valuable assest that allow teachers to collaborate and participate in professional development to discuss what is being seen in classes and to share ideas about how to best reach our students.
There are many common terms that are used to describe differentiation such as specialized, explicit, scaffold, flexible, and relevance (Fogarty and Pete 34).
Belief 4: Most students can learn most things that are essential to a given area of study: A belief in the capacity of virtually all students to learn essential content causes teachers to ask questions such as: How do I understand the mind-set of each of my students in order to ensure that they understand their capacity to impact their own success? (Tomlinson & Imbeau, 2010).
Belief 5: Each student should have equity of access to excellent learning opportunities: A belief in equity of access to excellent learning opportunities leads teachers to ask questions such as: To what degrees does the curriculum seem relevant to and engage each student in my class? (Tomlinson & Imbeau, 2010).
Belief 6: A central goal of teaching is to maximize the capacity of each learner: A belief in the importance of maximizing the capacity of each learner leads teachers to ask questions such as: What is this student’s next step in learning essential content today? (Tomlinson & Imbeau, 2010).
As an instructional leader/educator it is always important to ensure that students are receiving instruction at an instructional level or style that is beneficial for them. As a result this is why teachers should differentiate their instruction. After this task has been achieved it becomes second hand nature to provide differentiated instruction on a daily and consistent basis in all that you do. In chapter 2, there are 6 beliefs associated with differentiated instruction.
Belief 1: Every student is worthy of dignity and respect: A belief in the worth and dignity of each student leads teachers to ask questions such as: How can I gain an understanding of the particular talents, strengths, and needs of this student? (Tomlinson and Imbeau, 2010).
Belief 2: Diversity is both inevitable and positive: A belief in diversity as both normal and positive leads teachers to ask questions such as: How do I contribute to my students’ awareness of their core similarities and their individuality? (Tomlinson and Imbeau, 2010).
Belief 3: The classroom should mirror the kind of society in which we want our students to live and lead: The belief that classrooms should mirror the world in which we hope our students can live and lead causes teachers to ask questions such as: How do I come to understand my students’ diverse backgrounds and needs so that I can draw on them and build on them effectively? (Tomlinson & Imbeau, 2010).
Leading and Managing a Differentiated Class
The philosophy of leading and managing a differentiated classroom is focusing on student-centered environment. "Our best hope for classrooms that work effectively for each student is to cultivate teachers who care deeply about teaching and the young people they teach.....and who understand that they will become self-actualized professionals (to the degree that they are both able) who pave the way for their students to also become self-actualized."
(Tomlinson & Ibeau, 2010).
What part does the student play in the classroom? Abraham Maslow developed the Hierarchy of Needs that essentially explained that basic human needs gets the attention before higher-level needs (which is where state and districts want classroom teaching and learning to be).
Applying Philosophy in the Classroom:
What part does the teacher play in the classroom? The teacher needs to consistently communicate to the students in 5 ways:
An invitation needs to be made to let the students know they are in a welcoming learning environment.
The students need to know that the teacher is making an investment in their education (and the students need to make the same investment).
The teacher will emphasize that persistence plays a major role in their success in the classroom. Don't give up if you don't initially understand a concept.
Applying Philosophy in the Classroom continued...:
Variety in the content demonstrates the availability of the limitless opportunities provided to those who take their learning seriously.
The teacher (along with the students) must reflect daily on the process of teaching and learning and if that daily goal was reached and if adjustments need to be made.
(Tomlinson & Imbeau, 2010).