Ch.10. Education Leaders as Catalysts for DI Classrooms

The line stated on page 178 pretty much sums it up. "Do not send teachers alone into uncharted territory." That, and leaders who model differentiation exemplify the kind of respectful environment needed in responsive classrooms. To start smart and first begin small makes a lot of sense to me. The idea of developing small support groups that meet regularly to discuss differentiated strategies and review how they worked or were not effective if that were the case need to be discussed among peers without inhibition or being threatened. Small stable steps need to be exercised and adjusting ones lessons to meet diverse learning styles has to be constantly taken into consideration. Lengthening class times for Science labs, P.E. Tournaments, and class projects like for elections are all logistical components that could be included in scheduling when needed. Again, it all comes down to time for class preparation, analysis, and practically making it work together within a designed time frame to make it all come together. Administrative, colleague, and community support all have to be in place, and again that will take time to fully implement. 5-10 years? Really? By that time something else will be in vogue for us in education to get all caught up with.

Chapter 10

Quoting the author, "to start smart, first begin small" makes sense to me! The author also stated "it's vital to avoid a feeling of overload among teachers". Later the author writes, "various teachers have differing readiness levels, interests, and learning profiles. They will need to develop the process of differentiation and different timetables, through different routes, and with differing forms of assistance". This being stated by the author, I think the best way for us to begin this is with each teacher setting his/her own beginning goal and assessing the learning needs of his/her students. Then form small groups (possibly K-3 and 4-6 for elementary and similar subject groups for high school) to meet regularly to discuss the varied learning needs and ways to achieve the goal each teacher has set. This would include areas to differentiate and strategies to try. I know that when I read the two chapters on strategies, I had definite thoughts about which ones I would want to implement and the specific subjects or concepts I would use them with. I'm sure every other teacher had a similar experience. Each teacher can choose a strategy he/she feels comfortable with, implement the strategy, and then come back to the group to discuss it. If the teacher wants to tape the lesson(s), that could be an option. It could be helpful to the discussion process. I think implementing the process of differentiation is like implementing any other initiative. A teacher starts small, gets her feet wet, and begins to feel more comfortable. Gradually the teacher gains more knowledge and, above all, more confidence. She then does more and more to make the implementation complete.

Differentiating the process of differentiation dictates that we all go from where we are to further down Quality Instructional Avenue. We do that be encouraging each other where we are at. Small stable steps please. Revamping lessons to meet diverse learning styles is a first step that I think must be taken pre-differentiation. Using up to date materials can be a step. Letting go of our "on the stage" role is hard. Granted, this process, like any other will get easier as time goes on. Let's work on application. Our students could and should have a much greater role in their school as a whole. Telling them they will apply the skill in real life is crazy. THIS IS their real life! Why would we teach them something they won't use for 5-10 years?
Making all these good things happen takes TIME. I do know know, nor can I proffer a guess, on where all this time is to come from. Many of us have other jobs and/or families that need attention. How to do it all well?? Life doesn't differentiate much unfortunately.