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Abstract- Jordan
Chapter 1, titled "The Differentiated Instruction Mind-Set: Rationale and Definition," was all about introducing the reader to the concept of [|differentiated instruction]- what is is exactly, how it has been used in the classroom, and how we may have experienced differentiation ourselves.Not every student learns the same way or has the same exact ability. Due to this, teaching and learning alike cannot be done in a one-size-fits-all mentality. Wormeli presents differentiated instruction as being the key to "doing what's fair for students" and a tool that can be used "to maximize students' learning" (3). It is a way for students to have the learning experience and/or overall assessment be conducive to not only their level of understanding, but also their learning style. Wormeli explains not only the meaning of differentiated instruction, but also provides [|examples] of how we may have experienced DI throughout school. If our past teachers "rephrased a question, extended a deadline...gave a choice among assignments... or let [us] redo a test or project," differentiated instruction was utilized. DI is simply doing what can be done, as educators, to further the learning, success, and general understanding of our students.

Synthesis- Jordan
On theme that I found to be common throughout the following entries is the idea that students will not use differentiated instruction as a crutch in the future, as would be assumed. DI is a strategy used to give students the tools to adapt and succeed in a classroom that may be undifferentiated. Many of the entries agreed that this one chapter in __Fair Isn't Always Equal__ explained the basics of differentiated instruction better than our UbD/DI book has. I think this is due to the fact the Wormeli made the idea of DI more connected to us as future teachers; numerous examples of how we may have experienced differentiation not only in school, but also in the "real world" were given. The last idea that I found to be woven throughout many of the entries, was the fact that differentiation is something that we need to and want to use in our future classrooms if we want to have a positive impact on our students and make learning more enjoyable.

I found this chapter to be mostly about what differentiated practice means and how you can you involve it in your classroom. I thought it was important that this chapter also addressed another view of differentiated practice and that was that it is seen by a crutch by some. It then went on to give example and reasoning as to why it’s not a crutch but instead a tool. I will use this is my classroom in the many ways it can be integrated. I will “extend a deadline, provide a few extra examples, regroup the class according to students interest, or the way students best learn,” and so on.

Jen T.
Differentiated instruction happens, and has happened, in classrooms all over the country for many decades, but now we need to expand our approaches. It’s not enough to simply give a few students extra examples to help complete their homework, we need to also give the best examples we have, or the one-on-one help they need. We need to combine all of our best techniques to ensure that every child has the best possible education acquired while in school. It doesn’t mean giving them a free pass, we still need to challenge them, but we need to pull in more ideas and strategies that will enable us to impact the largest group possible. I have seen DI in my mentor’s classrooms and know it will be a huge part of my own because it is really the only way to teach one curriculum to every unique student we have.

Megan
I like that the book opened by addressing arguments against learning about DI. The most common one being “if we teach students individually and give them all this support then it will become a crutch.” And I have to admit when I first started to read about DI I had similar thoughts. But this first chapter put a pretty good argument saying if we teach kids from the beginning how they learn and what works best for them then they will be able to adapt class work to their own specific needs regardless of whether or not they teacher differentiates. It also helped that the book related DI to the real world saying things like in reality we focus on things that work for us and that’s where we tend to work. We don’t focus on our weaknesses as much. This chapter definitely opened my eye to the idea of teaching using DI. It’ll help me remember when I teach that I need to take responsibility for my student’s failures and success.

Rachel F.
We have read a lot about differentiated instruction from articles and from our UbD/DI book but I’ve learned more about differentiated instruction from this one chapter. One section of this chapter that definitely impacted me was about the controversy over whether or not differentiated instruction breeds dependent adults. At first you would think that students growing up with constant differentiated instruction would depend on it but this idea is completely wrong. These students are better equipped to handle and learn new material. When faced with challenges, they know their learning styles and themselves better allowing them to succeed. I loved the example of two students, one with glasses. By allowing the student to have the glasses, you are not giving him an unfair advantage rather you are allowing him to learn much more effectively. This chapter made me realize how important and influential differentiated learning is. It impacts my classroom in a way that will allow me to reach out to every single student. Not only will I teach a lesson but my students will be able to understand them.

Geoff
Chapter 1 of //Fair Isn’t Always Equal// appears to be a preemptive defense of differentiated instruction, almost as if Wormeli is trying to keep teachers from jumping off the bandwagon before it has even taken off. Worm eli presents an ideal differentiated math classroom and its characteristics; he asserts that DI is doing what is fair for all students, and that teachers are in the business of fairness, not equality. He dispels criticisms that DI is making learning easier for students, charging instead that DI is making learning appropriate and stimulating for every student. Wormeli, in a passage that could just as easily have been out of one of Barack Obama or John F. Kennedy’s political speeches, also asserts that DI can make teaching easier and more enjoyable, not harder and more stressful. Besides the message that differentiated instruction is good and right and we should all make a faithful effort to implement it in our classrooms, there is little else to take from this chapter. It is an introductory chapter, however, so I am sure that Wormeli will delve much deeper into differentiated instruction in future chapters.

Karin
This chapter really explained the methods of differentiated instruction to me – much better than our book on differentiated instruction. From this chapter, I learned that little things fall under the category of “differentiated instruction” – things that our teachers have been doing for years; just by taking time to check on a student’s progress or explaining a concept to make it clear for a certain student, a teacher is using differentiated instruction. It was also important to note that differentiated instruction in assessment is not meant to be done on a regular basis. A teacher should try his or her best, and use differentiated assessment when it best suits the students; it is a very discretionary issue. This will have a great impact on my classroom because assessment is part of gauging the learning process, and not all students thrive under the same testing conditions. Learning this has also relieved a great amount of stress; before reading this chapter, I was under the impression that I would be required to administer a different type of assessment for each one of my students, or I would have to draft a different type of teaching method for each one of my students, every day. Now I know that it is the little things that make for differentiated instruction, and using this method will not only help my students in the classroom, but it will also help me.

Courtney
This chapter is just an introduction to what differentiated instruction is, but it is a really great introduction. I wish we would have read this before jumping into UbD and DI, because it really explained differentiated instruction very well. It begins by explaining how the brain is always evolving and changing, so therefore teaching methods need to be updated around the advances in the world. Teaching methods need to be based around each and every students different brain and how they learn. A child wearing glasses was a simple example of what differentiated instruction is. It is not cheating to let a child to read the board without his glasses on, if the child needs to wear glasses to see just as everyone else then his glasses are a tool used to differentiate his learning. I never really thought of something as simple as that, but it is so true. Also the book states, "yes, the real world is differentiated" (7). Mechanics, the military, and doctors need to use differentiated techniques and procedures to get each individual job done, just as teachers need to teach in individualistic ways depending on the students needs and capabilities.

Jen P.
I learned that I am a fan of the “do-over.” I also learned that a teacher should always support her students. I encountered this in real life when I surveyed some of my students. What I found was that many of them felt they had no support at all. From this chapter, I also learned that motivation is very important. In my classroom, I will work hard to motivate my students. I also want to be very supportive. My students have some big dreams and many students need support in their day to day lives. I want to be there for my students.

Sara
The differentiated classroom is a classroom that allows and provides and opportunity for every learner to flourish. It provides the students with the tools to learn and master the material. Differentiating instruction is not about coddling the student but rather allowing them to learn in an environment in which they feel they can succeed. In many instances the undifferentiated classroom is the easy classroom because students can coast alone and slip under the radar, as the teaching is the teacher’s way allowing for no student responsibility. I really hope that I am able to have a differentiated classroom because I really want my students to succeed and have a sense of self-satisfaction and accomplishment. I want to give them tools without doing the work for them. I really want to be an encouraging teacher who allows students to shine in their own lights.

Jordan
This chapter described in depth the idea of using differentiated instruction in the classroom. I think that, after reading this chapter, I understand DI better than I did before. Wormeli explains it as being something that not only gives the students a more effective way to learn, but also gives them the tools to challenge themselves and be able to handle other classes that may not be differentiated. Giving students the resources they need to maximize learning can only help them in the long-run. After a class using DI, the student will know what tools make learning easier and can use them in a non-DI class. I also liked that numerous examples of how differentiated instruction can be used were given. It helped me to understand more by being able to read how DI has been used in various classrooms.

Stephanie L.
It's nice to finally read a book that breaks DI down into much simpler terms. I never realized how many different ways one can differentially instruct! There are so many small things that can be done in the classroom that could greatly affect one or more of the students. It may be a lot of work, changing things around depending on the student, but the long-term effects make it worthwhile. However, there are some people who believe that DI can also have a negative effect on students. Too much of it can teach the students that things will always be made easier for them. Some people believe that students need to adapt themselves to the lessons in order to succeed, not the other way around. I think that's crazy. Not everyone learns the same way and therefore not everyone should be taught the same way-it's that simple!

John T.
In the first chapter, Rick Wormeli wastes no time in praising the virtues of differentiated instruction. After reading fairly dry descriptions of DI in our UbD/DI book, Wormeli's long list of examples for DI are what made this chapter easier for me to grasp. A common concern that may not have been addressed in UbD/DI was whether or not instructing students using DI during certain grade years would make them dependent on the aid that DI offers in the following years. Wormeli says no, and I agree. Not only does this method of instruction allow students to more quickly hone their learning style, but the lessons that they will have learned about themselves during the years spent with DI will most often carry over into the rest of their lives. Wormeli makes a great point with the analogy of the student with the glasses later in the chapter. Essentially he says that without DI, the student may potentially find ways to lose interest in a subject, whereas a student using DI is given the means to find that same subject personally engaging. This kind of approach speaks to me and my style of teaching, where a main goal is to make sure that every student has the opportunity to make the material mean something to them.

Tracey Hollingsworth
Chapter 1 – Differentiated Instruction Mindset: Rational and Definition

Differentiated Instruction is not about changing everything for every student. It is about giving each student the right tools to succeed when they need it. I especially liked the “glasses” metaphor on page 5 where Wormeli provides a great example to explain the title of his book. I agree that the real world is differentiated in the sense that we do not spend time working in our weak areas. We as education students, choose concentrations based what areas we like and excel in. Differentiated Instruction is found in many forms in the real world and in the classroom. When used correctly it can be a great tool.

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