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Abstract
Chapter one of //Fair Isn’t Always Equal// gives a nice overview on what the rest of the book is about. This chapter addresses one main idea which is differentiation. Wormeli starts off by talking about what differentiated instruction is. You can’t really talk about much else without knowing what it is first. He then begins to talk about different ways in which teachers can [|differentiate their classes]. He gives several different and useful examples. Wormeli then ends the chapter by discussing how differentiation affects students that are in the classroom. After all we differentiate for their benefit.

Synthesis
There are several themes which everyone seemed to pick up on while reading this chapter. People agreed that in this chapter, Wormeli did a nice job of answering “what is [|Differentiation]?” Everyone gave an example of how they could differentiate in their own classrooms. Almost every example was different but standing by someone’s desk to keep them focused, and restating the question in a different way were two popular examples. A lot of people agreed that the information in this chapter is very similar to the information presented in the //UbD/DI// book. I’ll admit I was one of those people. There was really only one main point in this chapter though and everyone commented on it. We all agreed that differentiation was not making work easier for some students and not for others; it is doing what is fair for students so they can learn. We become teachers so we can help students learn and that is what differentiation is. It is helping students succeed.

Amanda Fitzpatrick
After reading this chapter, any question that I once had about what exactly differentiated instruction has been completely removed (because I still had some clarifying questions, I like complete details). This chapter gave me some ideas on how I could differentiate my classroom, because before reading this chapter I think I had different ideas on what differentiating really was-- because really, it's about helping all students succeed, no matter how one has to change single points in the lesson plan to do so. There are so many little ways that a teacher can tweak the way they teach so that they are accommodating every learner. Something as simple as standing closer to the students who are more apt to not pay attention will help them succeed in the long run, for they are forced to pay attention. One important aspect of differentiated teaching is to understand that changing the teaching style to accommodate each learner will not in fact hinder them, such as some may think (and I did as well after reading the first part of the chapter) but in fact allow them to become better learners, and be interested in learning my content better. Instead of crippling them as learners, changing how one teaches to help each student will actually help them, as they will know how they learn best, and therefore can help themselves in their other classes to assure they succeed, which I understand now.

Sarah McGinley
Fair Isn’t Always Equal Chapter 1: The Differentiated Instruction Mind-set: Rationale and Definition 1/28/10

Differentiated instruction means a teacher had to change his/her lesson strategy in order to meet a student’s needs. This could mean assigning a different kind of activity or assignment, to a specific student or group of students, based on how the student is struggling to keep up with the rest of the class. Teachers do not have to stick with one type of teaching technique in order to complete a lesson. A better approach to teaching would be mixing the types of learning styles. For example, I would like to use group work along with individual work in my lesson plans in order to get students involved with other students. In some cases “two heads are better than one”. Differentiated instruction does not mean that teachers are treating certain students special in a way that they are accelerating in their studies because of the student’s work is easier than everyone else’s. This just means that the teacher is leveling out the playing field, so to speak. The teacher has to do what is fair for the students, which is one technique I will try to utilize in my classroom. This makes learning more effective for students in the long run, especially for students who struggle to keep up with others.

Alicia Kenison
Wormeli defined differentiation as doing what is fair for the students. It is whatever works to advance students and seems to be a highly effective way to teach. I want to take some of his advice and use it wisely in my classroom. My mother works in a special education room with a fourteen year old who has a mind-set of a five-year-old, when other students are learning geometry, she is happy enough when he can decipher a square from a circle. She differentiates, but he still learns. It is important that learning is still taking place and that teachers avoid pure “busy work” because it’s easier. We should not rely on what is easy. Through Wormeli, I learned that it is not what we teach our students that matters, instead, it is what they learn. We must offer them the tools to learn efficiently and in a way that is comfortable for them. Teaching in an accommodating atmosphere emphasizes focus. We must use our power in a useful manner, instead of just teaching, differentiate!

Scott Bowden
This chapter was similar to a lot of the concepts brought up in the UbD book. It talked about how differentiated instruction can impact the students in a class. I learned that differentiation, however, doesn't necessarily make things unfair for certain students and more fair for others, but allows me to work with my students and teach them how they need to be taught. It is just as fair for me to change the problem set for one set of people as it is for another because it allows me to target the individuals and work with their needs and challenge them easily. I never considered differentiated instruction in this way before. I always thought that some teachers were making life easier for other students, not realizing that what is easy for me might not be so for others. This chapter allowed me to see that as students learn differently, I need to make them work to an appropriate level for them, not what is appropriate for the best student (or worst student) in the class.

Jason Malbon
Differentiated instruction doesn’t mean you are reinventing the wheel continually. Simple things such as rephrasing a question or grouping students I together in specific ways are examples of differentiating instruction. Asking clarifying questions during instruction is a good way to gauge who is following along and who needs support. This should be an on-going constant. My teaching method will focus on what is fair to students. Providing graphic organizers of the lesson or giving constant feedback in journal entries is a good way to keep a finger on the pulse of student needs. The major question or concern is “how do I ensure instruction is equally challenging but different for certain students when need be?” You don’t want to provide challenging work for some students and busy work for struggling students. One particular passage in the book surprised me when the author states: “Nobody cares what we teach, not our principals our superintendents, or our legislative bodies.” The author goes on to indicate it is the learning that matters. I hope that goes for those districts demanding instruction be taught from a chosen textbook in chronological fashion.

Sarah Robinson
In chapter one I learned that using differentiated instruction in the classroom is an amazing tool to help all students learn in the classroom. This chapter has reinforced my belief that a teacher’s success depends on their student’s success. In this chapter it has taught me that as a teacher I want to make sure I give all my students time to think, so no students feels pressure. This chapter has impacted me in the way that I now understand that differentiated instruction is about teachers doing what is fair for their students. I have learned that it means doing very different things for each student because each student learns differently. This chapter has made the very good point that having students realize that they all learn differently is a very good thing because it allows them to all feel equal. This allows students to realize their strengths in learning that they can carry with them for the rest of their lives. Using differentiated instruction from the beginning allows students to feel like individuals and respect themselves as learners. This chapter has impacted my classroom in the way that I want to use examples of differentiated instruction in the real world in my classroom just like this book did. This will allow students to connect their different learning styles to their futures and what they want to do with their lives. Differentiated instruction is something that can advance students learning in multiple ways because it accommodates to all sorts of students.

Diana Quinlan
To me chapter one of //Fair Isn’t Always Equal// seemed to be saying the same things as our //UBD/DI// book. I did learn some new information though. With in the first few pages I learned some techniques to keep students engaged. I could simply do this by standing next to them while they do there work. This is something so basic yet I did not think of it before. I also leaned that “what we teach is irrelevant. It’s what our students learn after their time with us that matters” (Wormeli, 8). No one has ever explained teaching to me that way. The one thing I do know is I do not want to be one of those old fifties style teachers. I want to be a new and engaging teacher who is able to differentiate for my students when necessary. I say “when necessary” because it is not beneficial to the student to have some one differentiating for them all the time. This can result in the student becoming dependent on others in an undifferentiated world. Basically this would be setting that student up to fail in life. I want to give my students the right type of challenges so that they are learning, but I also want to give them tools to help them succeed in undifferentiated situations as well.

Eric Cole
I think the big thing that I took out of this chapter what differentiated learning can accomplish in the classroom. A lot of the things in this chapter we already read about in our Ubd/DI book, but while that book talks about a lot of the technical elements of DI, this book talks about the human element, and how Differentiated Instruction can help mold our students into better people. People who have learned through differentiated instruction are more confident in themselves because they understand their own limits and strengths. They can use this knowledge to help themselves learn in the future. More importantly though, people who learn through differentiated instruction are more welcoming of other people’s weaknesses. Too often in school’s kids are made fun of because they got a bad grade, or they don’t understand something. Classmates see this as the child being stupid. People who learn under differentiated instruction know that the child isn’t stupid, he just doesn’t learn as well under the current method. A differentiated instruction classroom is a much more open, and welcoming place, and it is a great environment to learn in.

Mike Lawson
The Differentiated Instruction Mind-set: Rationale and Definition

In the first chapter of Rick Wormeli’s Fair isn’t Always Equal Wormeli asks us to recall any differentiated practice that our former teachers used in class. It took me a while to think about it, until I read down a couple sentences that is. Looking back I can see a lot of times where my teacher used differentiated practices. I also think about how much better that made my school experience. Using differentiated practice not only makes students more comfortable in the classroom, but also helps them learn the material. I also didn’t put field trips in the differentiated practices category. In my high school we rarely went on field trips. I will definitely be applying for a decent amount of field trips for my classes. I also really liked how Wormeli connected differentiated practice with other professions. My favorite part of the chapter was a quote by Dr. Haim Ginott, “I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.” As a future teacher I strive to be the better of all of these. I would hate to be thought of as a tool of torture.

Jared Merrifield
Chapter 1: The Differentiated Instruction Mindset: Rationale and Definition

I really enjoyed this chapter, especially the introduction. It gave me a much better idea of what “differentiated instruction” is all about. To perform it, a teacher must be patient, fair, understanding, approachable, and knowledgeable, and I hope to be all those things once my teaching career takes off (I’m already working on it!). It especially helped when differentiated instruction was briefly told from the students’ point of view: “They see classmates as being at different points on the same journey, and differences from their own point on the journey are not seen as weak – just different” (Wormeli 4). Again, I am glad that Wormeli took the time to explain why standardized tests are not forms of differentiated assessment… I sense a trend, and I am liking it! I also enjoyed the metaphor of the nearsighted student who had his glasses taken from him; this established the concept of fairness and equal opportunity in the classroom. It also reveals that, sometimes, a low grade is not an indicator of incompetency, but rather one of limited or inappropriate resources. These methods of differentiated instruction are also relatable to the multiple intelligences: everybody has a different preferred style of learning, and it is up to the teacher to satisfy their needs.

Susanna Cooper
In this chapter I liked the point stating that differentiated instruction is only needed when necessary. Teachers need to use DI only when the student needs it. If the student is struggling in one unit and DI is implemented, but then the student excels in the next unit, then that student doesn’t need DI for the next unit. I also liked the point that if all teachers k-12 used and implemented DI, students would be confident in their own abilities instead of feeling like they are stupid or less smart than a classmate. The students should be willing to takes risks. Especially since DI is not suppose to make things “easier” for the students. I really agree with this statement. The whole point of DI is for teachers to adjust their teachings and lessons to accommodate to the students who are at different learning levels. What is challenging for one student may be easier for another. I really want to have my classroom a place where I don’t make “easy” lessons for those students that struggle, instead I hope to do as the book is suggesting and find ways to present the lesson information at a level that is just right for that student to take on the challenge and learn the information. One of my favorite examples in this chapter was the reference to real life jobs. All cars can’t be fixed the same way, and surgeons need to be able to change their technique or plan in mid surgery if things go wrong. Only teaching one way to all students doesn’t allow them to see different ways at learning, understanding, and implementing the same types of material. I think this is very important to do as a teacher in my own classroom because if students can be exposed to DI early on, they can use it more efficiently in their real life experiences later on in life.

Jared Boghosian
I learned a few simple ways to differentiate such as rephrasing a complicated question or giving someone or the whole class an extension on a project or paper. These are simple and effective ways to differentiate that sound familiar and useful to me. If I have students in the class who are advanced in their understanding of the current topic I like the idea of using them as assistants to help other students in small groups. Differentiation is using a collection of teaching tactics that have been proven to work (or that you think will work) to maximize the learning for all students. Sometimes this may lead to individualized learning but it is all for the sake of advancing the knowledge of the students. An important note I took is that educators should not be differentiating all the time only when needed. Educators should commit to the students and want to have a strong hand in a students' success, if not they essentially fail as an educator.