FIAE+Chapter+1+Block+1

[|Synthesis FIAE C1 B1]

The first chapter of FIAE jumps right into differentiated instruction and how it can positively impact the classroom and society by incorporating acceptance of diversity, and appropriately sized goals for each individual learner. Opponents of DI see the opposite, which would have young adults needing assistance from other adults, and never reach full autonomy because they had always been supported during their development. FIAE defends that front by explaining that a crutch is a tool to propel a person to greatness when without it, they would be held captive by a disability or misunderstanding. The chapter offers an analogy to taking away a child’s glasses that is trying to read. Some teachers argue that this makes it harder for that student, but the other side of the argument has it being easier for that student because you give them an excuse to not read. The glasses are the analogy to scaffolding in a differentiated classroom. Differentiated instruction equips the learner with problem solving tools that will be used in real world applications. The chapter ends with a quote from a professional educator who explains that the responsibility for learning needs to be split between the student and the teacher. If the majority of a class does poorly, it is the teachers responsibility to adjust their style to accommodate the classrooms needs. I’m not sure if I agree that the military uses differentiated instruction, and if they do, I am not convinced it is in the way this book would like it to be. Other than that, I appreciated this chapter because it explained what DI was, and what its pros and cons were, so that we could be aware of them when we defend its use in our classroom. We will never need to defend its use, but the book pointed out that there will be dinosaur teachers that may or may not agree with this type of approach. I like the idea that my classroom could affect the student’s lives in terms of social acceptance of diversity just by my teaching style. I never really thought about it like that, but it gives me the warm and fuzzy.
 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || The first chapter of Fair Isn’t Always Equal explains the concept of “differentiated instruction” through providing simple examples that all students have seen or experienced in the classroom. It goes on to explain how these little alterations to the classroom can make a huge difference when it comes to accommodating the needs of various learners. An example that was provided said that by simply allowing students to discuss the homework they had done the night before, before going over the correct responses as a class, is practicing differentiated instruction. Allowing the students to work in groups will aid those who learn better in groups, while bringing the focus back to the board may be more beneficial to intrapersonal learners. Differentiated instruction is said to be essential to help students succeed. It is often confused with the idea of teaching individually to the students’ needs, which is incorrect. Rather, the idea is to blend a method of differentiating instruction that combines teaching approaches, which will reach the various learners. The chapter even relates differentiated instruction to real life scenarios, explaining that even the strictest of jobs have room for alteration in one way or another. || I agree that everyone has experienced differentiated instruction in ways they may not have even realized. Thinking back to my schooling, I can’t even recall how many times instructors differentiated instruction just for me—never mind the thirty other students in my classrooms. From giving extensions, to offering alternative assignments, teachers were really willing to accommodate my unique learning style. From my in-field experience, I must say, it doesn’t always seem so easy to differentiate instruction—yet it certainly seems worth the hassle. For example, my mentor had noticed a student had not been turning in work regularly. When she asked the student what was happening, he explained that he had not kept up with the assigned readings in the novel because he had difficulty reading. The teacher went out of her way to find him a copy of the book in audio form so that the student was able to catch up and complete his work. This is a great example of a teacher modifying her daily instruction to help a student succeed. Since then, the student has been far more involved in class discussions, benefiting the class as a whole, and demonstrating how differentiated instruction reaches everyone. ||
 * Boulter Elizabeth || This chapter is all about differentiated instruction. It’s mostly an introduction to it and asks the reader to recall their previous years of schooling. They ask you to recall whether or not a teacher has ever specialized instruction/class for you. It shows that whether you noticed or not, DI occurred. The basic logic of DI is summarized- DI is highly effective teaching! It also discusses the benefits of DI for students, saying, they become well-rounded, competent, self-aware learners. It also clarified that DI does not make school easier, therefore there should be no ramification for the student when they enter the real world. DI actually pushes kids and makes them learn, it does not just give them a way out if the lesson “does not work for them”. Learning is number 1 and DI allows us to effectively teach so learning happens. || This chapter was right on. It was very accurate in saying that DI is all around us and even if we didn’t notice it, it was there, in the seating chart, in group projects, or in alternate math problems. I agree that, when done correctly, DI has incredible benefits for students and no ramifications. I agree that DI provides focus, challenge, and opportunities for growth. Not only in the classroom, DI exists also in the real world in careers and using it early only benefits students. ||
 * Brown Ryanne || This chapter addresses the actual definition of differentiated instruction and where and how it is appropriate. The author assures the readers that it is not necessarily teaching to each individual, but instead working hard to further the class as a whole. Differentiated instruction is basically challenging each student at his or her own level to allow each student to gain more out of the material being taught. The chapter also discusses some negative views of these types of instruction such as parents. More examples are given throughout the chapter to prove the negative thoughts wrong and to separate the difference between undifferentiated and differentiated. || This chapter made the definition of differentiated instruction very well, which was incredibly helpful. From there however it continued to redefine over and over. I find the entire concept completely useful and sensible. Before this chapter I felt that it was more of an individualized instruction where I would need to accommodate every student differently. This idea seemed like a daunting task and a horrible mess of lesson plans; differentiated meaning what it does however, is a much more efficient way to complete the task of generating an overall understanding of the class. ||
 * DePue Margaux || Chapter One of Fair Isn’t Always Equal deals with differentiated Instruction in the classroom. It presents two issues dealing with the learning mind- that we as educators are still learning about the development of the human mind, trying to keep up with all of the new discoveries and information that might aid the students we teach in the classroom, as well as how to show what we have learned about the developing mind in our classrooms. The chapter’s definition of differentiated instruction is doing what is fair for students. There are two arguments presented in this chapter about differentiated instruction: one stating that it creates more understanding and well-developed members of society and another that states how differentiated instruction is more of a crutch that students depend on. Differentiated Instruction is a positive concept and teachers should be more aware of how to differentiate lessons for their students. Even though adjustments made to lessons may not seem equal, they are fair in the sense that students have fair opportunities to learn the same material. || There were some positive points and negative points dealing with differentiated instruction in this chapter. It is vital that teachers differentiate instruction so that all students can understand the same ideas and concepts, and the way in which the author wanted his readers to recall ways in which our own teachers differentiated lessons for us was very effective. It made me think of specific ways in which to vary instruction for my own future students. Some of the examples given were not the best, however. The Military is probably one of the worst examples of differentiated instruction imaginable. The book uses a time difference in a soldier’s ability to assemble a rifle as an example (some need 5 times to learn, some need 9). Though there are differences in time limits on assignments in differentiated instruction, this is a poor example since all soldiers are still learning to assemble their equipment in the same way, and if they cannot, they need to spend more time doing the same task in the same manner until they do understand. Isn’t that the opposite of the purpose of Differentiated Instruction? ||
 * Dunne Kaisha || This chapter introduces Differentiated Instruction and how to apply it in your classroom. Differentiated instruction is about trying different teaching methods and giving students the tools and help that they need to succeed. We prepare them for anything and aid them in finding their way of learning; what works for them. It’s not individualized instruction, it’s more like whatever works for the student, even though time to time that does happen. This is a highly effective teaching method and is a teacher doing what is fair to students by offering various options and new methods. || I believe that this is a great teaching method. A teacher can really use this to use all the MI’s and find out the best teaching path for their students. I feel like teachers should open up on the first day with the fact that they will be trying a lot of different methods and styles of teaching and for the students to give feedback as to how things are going and if they are ‘understanding’ the work. This is a good way to get in all the methods and to be able to apply to each student. ||
 * Hudson Kimberly || This chapter is about the different perspectives on differentiated instruction. The most daunting problem is how to teach in the way that the brain works. The definition of differentiated instruction is doing what is fair for students. It’s a collection of the best practices that are supposed to enhance a student’s learning and to give them the tools to handle anything that is thrown at them, that is not differentiated. In general, the students who have teachers that use differentiated instruction learn well and understand themselves as learners. Differentiated instruction also allows teachers to provide a challenge that allows their students to thrive. ||
 * I think this is amazingly true. I have been in classrooms where the teachers used differentiated instruction and those were always the classes that I like the best because I was not bored. The teachers challenged me and caused me to think. It was also great that I could usually explain everything that I learned after class, which showed even more that I understood the concepts that the teachers were teaching. I think that if this type of instruction was used more often schools would be so much more effective. ||

This chapter of __Fair Isn’t Always Equal__ is an introduction to differentiated instruction (DI). It first asks readers to think back to their own school experiences to see if they have experienced DI already. The definition is given, and basically states that although DI is about doing what is fair for students, each student needs a little something that is different to make something fair. It doesn’t make learning easier, it just gives each student a platform that is just as challenging; although in a different spot than someone else. The biggest concept is not to make a “one-size-fits-all” learning experience, but to make a unique experience for each student in order to help them learn better. This chapter gave me a lot of insight into DI and showed me that I already have a grasp on it. I realized that I have used it in my mentor classroom, not necessarily from experience or practice, but because it seemed right. I feel that this chapter was a good introduction into the concept and has good examples that we can find in everyday life. I feel that with use in the classroom, each student can be given a solid platform from which to jump off of in hopes of grasping their full potential. Differentiated instruction is using many different ways to teach to many different students. A teacher must adapt the lesson for the students and if one of them doesn’t understand, a good teacher will change it into terms that the student will understand. This is //the// most effective way to teach. In a differentiated classroom, the students feel more confident and understanding of the lessons and are more willing to learn. Differentiated teaching is not a crutch at all, because teachers know best how their students learn and can give that student the push he/she needs for comprehension. || I liked all the examples that the book gave, it showed that differentiated teaching works and works well, like the doctor example, how they might have to improvise or do something totally different. Differentiated teaching can do so much for students and the more I read about the more I wish that I had those teachers in school that taught that way. I would have gotten so much more out of school, it’s too bad. I also like the simple format of the book; it is easy to read and understand and again, provides many examples for good comprehension. ||
 * Korn Shauna || This chapter talks about the different kinds of Differentiated Instruction that a person may have seen in the classroom before. The type of Differentiated Instruction that was talked about was things that were common, but not necessarily something people would be quick to label as Differentiated Instruction. The chapter then goes into how today we have more research that deals with the testing of the brain. This allows scientists to find certain patterns or the commonalities in the brains neurological system. This chapter also talks about what the definition of Differentiated Instruction and how it is geared towards the students. It talks about giving students the tools for them to use how they will and pointing them into the right direction. Differentiated Instruction is not damaging to a student if it is not followed up on or for example if it was taken in 7th grade but wasn’t in 8th. This will not make the student fail or be put back; having Differentiated Instruction is just a tool that is very helpful if used, but will not make a student fail a class if they don’t have it, it’s a backup || I thought that this chapter was interesting because I understood that it was really important for a teacher to incorporate Differentiated Instruction into their classroom. I was surprised to find that there would be no real negative affects if one student were to go from one classroom having it and then not in another. I suppose though that’s the great thing about it, it’s a real benefit for the students if you have it in your classroom, but its not going to hurt them in anyway if they go somewhere else and use it. I think that the more learn about our brains and our way learning the more teachers are going to be able to really pin point each persons learning abilities and how to reach them through Differentiated Instruction. ||
 * LaRose Rebecca ||  ||
 * Murphy Amber || This chapter talks about both the positive and negative views of differentiated instruction. Each and every student has a different learning style and sometimes it is crucial for the teacher to adapt the assignment to fit the student. Differentiated instruction is doing what’s fair for students; this may require doing different things for different students to allow everyone the opportunity to succeed. It is crucial for the assessment to be fair for each and every child. Sometimes what is fair isn’t always equal, however a goal as a teacher includes reaching each and every student and giving them appropriate opportunities. It is crucial for teachers to adapt and support their students in the classroom in different ways to different students. || I believe that this chapter helps to understand the concept behind differentiated instruction. I now know that it is extremely important to assist certain students in different areas and that all students have strengths and weaknesses. Teachers need to have differentiated instruction, but it is also crucial for everyday jobs to have differentiated instruction. I believe that this helps people to understand the concept behind differentiated instruction and that it increases the support for differentiated instruction. Changing assignments or projects slightly can increase the success rate in students which helps to boost self esteem and creates a positive idea around learning. ||
 * Nieuwkerk Hannah ||
 * Scheffler Erich || This chapter was introduced differentiated instruction. The chapter started off giving example of differentiated instruction, and then defined the term as “doing what’s fair for students.” The chapter then goes on to talk about how differentiated instruction is sometimes viewed as a bad thing, and like a crutch. But the author argues that differentiated instruction is not a crutch or bad thing, that it is quite the opposite, that it is an immense help to the students. He argues that teachers need to teach students differently because not every students learns the same. || I agreed with everything this chapter had to say. I think differentiated instruction is fantastic, and I’ll use it in my classroom when I’m a teacher. Obviously, no two students learn alike, and it wouldn’t be smart for a teacher to teach every student the same way. ||
 * Simoneau Andrea || This chapter addresses the myth that differentiated instruction simply means that learning will be made easier for students, and will cripple them in later life when they learn the world will not differentiate for them. It argues the point that the world too is differentiated. It argues that differentiation provides focus, and gets the teacher actively involved in the student's learning processes. Learning is not to be made easier, just taught in a slightly different way. || I agree with the sentiment that differentiation does not necessarily cripple a student's ability to function in the real world I was surprised at some of the examples of differentiation given as proof that the world is differentiated. The military was the most surprising; one would think they are rigid and inflexible. The book points out that the new recruits need different times in rifle assembly, that some focus on what the trainer says vs reading the manual, and many other examples. ||
 * Stevens Newcomb || This chapter dwelled in the idea of teaching differentiated instruction to students in a classroom: this means teaching to individual students rather than a faceless crowd. Differentiation has been used before in older classrooms by giving homework extensions, re-administering tests, and even giving students glasses to see the board with. The world is differentiated everywhere from hospitals to the military. Differentiated instruction can also teach a student how to learn for themselves and succeed at their own pace. Putting a teacher in this differentiated mind set allows them to let the students work for themselves because their needs are being taught to. Differentiated instruction is the focal point of technology use in the classroom as well: it can be used to help a student that would normally struggle compared to the average student. || I think that differentiated instruction is perhaps the driving force of the reform of education that I am seeing. I the education is going to the student, it would only make sense to teach to every student’s needs so they may work to their potential. The educational system has taught generically for a long time and there are students that need a change to become the best student that they can be. If the teacher wants to make the student work at their optimal level, then teach to the needs of the student. It would be a crime to deny the world the geniuses it needs due to faulty, generalized education. ||