Differentiation In The Classroom Quotes

She means," Nate said, turning away from the books, "That David has gone full weird." "He was always that way<' Janelle said in a low voice. "Yeah, but now he's completed his journey. Our little caterpillar has turned into a freaky butterfly." "Tell her about the screaming," Janelle said. "Because I can't." "The screaming? Stevie repeated. "The other morning he started something called 'screaming meditation'," Nate said. "Guess what happens in screaming meditation? Did you guess screaming? For fifteen minutes? Because that's what happens in screaming meditation. Fifteen. Minutes. Outside. At five in the morning. Do you know what happens when someone screams outside for fifteen minutes at five in the morning at a remote location in the mountains, especially after a . . ." The implied dot dot dot was "student dies in a terrible accident or maybe murder and another one goes missing." "When security got to him he claimed it was his new religion and that it is something he needs to do every morning now as a way to talk to the sun." So this is what Edward King had been referring to. "Sometimes," Nate went on, tapping the books into place so that the spines lined up perfectly, "he sleeps on the roof. Or somewhere else. Sometimes the green." "Naked," Janelle added. "He sleeps on the green naked." "Or in classrooms," Nate said. "Someone said they went into differential equations and he was asleep in the corner of the room under a Pokémon comforter." "Your boy has not been well," Janelle said.

I didn't know then that I hated school, only that school hated me, so much so that I bent my brown body into a bow to appease it. I broke out in hives, in teachers because I couldn't yet differentiate my love of learning from the hatred of a white supremacist educational system.

Acknowledging that students learn on different timetables, and that they differ widely in their ability to think abstractly or understand complex ideas, is no different than acknowledging that students at any given age aren't all the same height. It is not a statement of worth but of reality.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

Carol Ann Tomlinson is the educator who first pushed us to think about the range of learners in our classroom, shift our thinking around assessment, and differentiate our instruction.

important it is for students to have a clear picture of the teacher’s learning goals and of how they mesh with their personal goals.

Differentiated instruction theory reinforces the importance of effective classroom management and reminds teachers of meeting the challenges of effective organizational and instructional practices. Engagement is a vital component of effective classroom management, organization, and instruction. Therefore teachers are encouraged to offer choices of tools, adjust the level of difficulty of the material, and provide varying levels of scaffolding to gain and maintain learner attention during the instructional episode.

Prompts (for High School Teachers Who Write Poetry)" Dante Di Stefano Write about walking into the building as a new teacher. Write yourself hopeful. Write a row of empty desks. Write the face of a student you’ve almost forgotten; he’s worn a Derek Jeter jersey all year. Do not conjecture about the adults he goes home to, or the place he calls home. Write about how he came to you for help each October morning his sophomore year. Write about teaching Othello to him; write Wherein of antres vast and deserts idle, rough quarries, rocks and hills whose heads touch heaven. Write about reading his obituary five years after he graduated. Write a poem containing the words “common” “core,” “differentiate,” and “overdose.” Write the names of the ones you will never forget: “Jenna,” “Tiberious,” “Heaven,” “Megan,” “Tanya,” “Kingsley” “Ashley,” “David.” Write Mari with “Nobody’s Baby” tattooed in cursive on her neck, spitting sixteen bars in the backrow, as little white Mike beatboxed “Candy Shop” and the whole class exploded. Write about Zuly and Nely, sisters from Guatemala, upon whom a thousand strange new English words rained down on like hail each period, and who wrote the story of their long journey on la bestia through Mexico, for you, in handwriting made heavy by the aquís and ayers ached in their knuckles, hidden by their smiles. Write an ode to loose-leaf. Write elegies on the nub nose of a pink eraser. Carve your devotion from a no. 2 pencil. Write the uncounted hours you spent fretting about the ones who cursed you out for keeping order, who slammed classroom doors, who screamed “you are not my father,” whose pain unraveled and broke you, whose pain you knew. Write how all this added up to a life. -- Dante Di Stefano. Originally published in Poem-a-Day on May 4, 2019, by the Academy of American Poets.

I didn't know then that I hated school, only that school hated me, so much so that I bent my brown body into a bow to appease it. I broke out in hives, in tears, because I couldn't yet differentiate my love of learning from the hatred of a white supremacist educational system.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

What We Know Versus What We Do

Attention is not in itself such an automatic process as you might presume. To make it work, it has to be activated, and if not, the opportunity to learn slips past.

His message grew more urgent. “It is now our responsibility and yours, young students, to tell others they must remember so that it will never again be possible for police to come into our classrooms as hunters,” he said. “French police came to hunt down French girls, classmates of women who are with us tonight. Be vigilant so that it never happens again. Because anything is possible, always, always. You students must transmit the message to your generation that you must not discriminate, that you must not differentiate, that there can be no killing for religion or skin color.

Dewey (1938) reminds us that if school isn't for today, it will often turn out to be for nothing.

remain alert for what works.When differentiating among students, craft knowledge trumps science.

The section on Bloom's Taxonomy considers how critical thinking skills can be developed in an AI‐enhanced classroom, while the part on differentiated instruction demonstrates how AI can generate customized activities to cater to the diverse learning needs of students.

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