Week 2: Define Differentiation?

1) Carol Tomlinson mentions "definitions" or partial definitions of differentiation in chapter one. What makes sense to you, in attempting to define differentiation?

Answer:
I believe that the easiest and most complete definition of differentiation can be summed up by the statement on page 2 when it says, "Differentiated teaching is responsive teaching." I really liked this chapter and enjoyed the stories and examples that it gave to help me understand the definition of differentiation. Several times throughout the chapter, the book said something like, "in a differentiated classroom, the teacher ...". Through these examples, it outlined important steps a teacher needs to consider when trying to use differentiation in her classroom planning.

2b) There are two powerful insights on page 12 of Fulfilling the Promise -- powerful to me, anyway. Are there any statements, quotes or insights that "speak" to YOU, from chapter one and/or chapter two? Explain.

Answer:
This question is a hard one to narrow down to just one quote or insight that "speaks" to me. I was really enlighted to the idea of differentiation by reading this chapter and discussing it in class. I enjoyed the activity in class that reviewed the Hallmarks of a Differentiated Classroom. What a great reminder it was that not all classrooms are a "one-size-fits-all instruction", and that we need to have "goals of achieving best-fit and maximum growth for each learner" in the classroom. (page 6) I hope that I can remember and implement as many of these hallmarks as possible and remember that "effective differentiation rests upon purposeful planning for student variance, with improvisation as needed." (page 9)

I also enjoyed reading the section that reminded us about the importance of remembering WHO, WHERE, WHAT, and HOW we teach. "If any one of these elements is diminished, learning is diminished as well." (page 3). That's the purpose for differentiation!