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===**Synthesis - Tyler S** ===

**Abstract:**
 Chapter one of Rick Wormeli’s // Fair Isn’t Always Equal // introduce the idea of differentiated instructions, as well as providing some examples of it being used in the classroom. To some extent, everyone has seen differentiated instruction in action whether they knew it or not. In some cases, the teacher may not even be doing it consciously. The book uses the example of a teacher moving closer to a student who is more fidgety in class while giving a lecture in order to keep their attention better. To many people, that may see like something obvious, but that is differentiated instruction - adapting to the situation to ensure the best possible outcome for each student. Differentiated instruction doesn't mean you make it easier for some students by giving them easier work. You make it easier by giving them the tools they need to effectively immerse themselves in the material, rather than letting them fall to the wayside. This link provides a good [|definition] of differentiated instruction, as well as providing some background information on it.

===**Synthesis Reflection:** === After reading the responses below, it seems that everyone supports differentiated instruction, at least to some extent. It was noted however that if a teacher goes too far and basically puts everything on a platter for students, they could potentially have trouble outside of school, where everything is not differentiated to meet their exact needs. It is important that teachers find the right blend of differentiated lessons and undifferentiated lessons. That in itself can help students improve their less developed intelligence types. This [|link] provides a good starting pont for differentiated instruction, giving you a few different strategies and providing links to more in depth descriptions of each.

Danny K.
Chapter one of FIAE gave an overview of differentiated instruction. In this chapter it asked you to think about your own personal experiences in middle school and high school. I didn’t feel like my teachers that I had used differentiated instruction very often. When I was in school we all had the same assignments and the students that finished before would just have free time to do whatever they wanted. I tended to have a lot of free time on my hands at school where I was not learning. As a teacher I will use differentiated instruction that best fits my students and their learning styles. I will also try to make sure I don’t have students just sitting in the classroom watching the clock tick because they have no work to do.

toc

Tiarra
While I feel that the first chapter of //Fair Isn’t Always Equal// tends to be a reiteration of what we have already read in UbD/DI, I did appreciate the many different and sometimes subtle examples of how to use Differentiated Instruction in the classroom. Also, FIAI made sure to clarify that, “Differentiated instruction does //not// mean we make learning easier for students. What gets easier is classroom management; appropriately challenged students are cooperative” (4). All students should feel appropriately challenged whatever their current level of understanding. In order to insure this, a teacher needs to provide the tools and methods necessary for each student to achieve on an individual level. The chapter emphasizes the reality that there is no one-size-fits-all approach to teaching because each student will learn at a different pace and have varying interests and backgrounds which affect their academic growth. Also, a teacher must understand that they are responsible for their student’s learning, yet expect their students to take some responsibility as well. Finding a balance is key in building a respectful and productive classroom.

Justin C.
The first chapter of this book was dedicated to defining what differentiated instruction is and how pertinent it is in everyday life. I thought that the text started off great by asking me to think back to my middle and high school years and thinking about whether my teachers used differentiated instruction. At first, I did not really know how to answer this question. Upon reading, I found examples of strategies that I remember teachers using that I never would have thought had a real purpose behind them, other than to get students involved. At one point, the book mentions splitting up a class into smaller groups to work on math problems. It suggested that the teacher help the grouping of students who seemed to need more help mastering material and when visiting the students who were more masterful in the content, an extra assignment was given for them to work on in the wait time for other students. Also, it suggested that the students who mastered the material could be used as helpers for the others. If the teacher was busy helping one or a group of students, this other child could float around and help out. That is something that I will be keeping in mind for my personal classroom.

Grace K.
Throughout chapter 1, author Rick Wormeli offers up the basics of differentiated instruction and assessment and debunks many of the myths and misconceptions surrounding the practice. Much of the chapter was concerned with the idea that differentiated instruction makes class too easy on students or somehow hinders them in their future learning. Wormeli disagrees, and instead asserts that differentiated instruction is the only logical way to approach a classroom full of varied learners. Differentiation, says Wormeli, is simply providing students with all the necessary tools to learn. Just as you wouldn’t ask a student to draw a picture without offering them a pencil, Wormeli writes that we can’t ask students to learn effectively without adapting instruction to their strengths. I think the biggest thing to be gained from this chapter, if you’re already “on board” with differentiation, is that it offers some great reinforcement for the decision to differentiate. In addition, if a teacher who is differentiating instruction and assessment in her class meets with resistance from administrators, students, or parents, the chapter also offers some great justifications to help defend the case for DI.

Will L.
The first chapter of //Fair Isn’t Always Equal// featured various thoughts on the importance of differentiated instruction. It also considered the thoughts of the skeptics who believe that differentiated instruction is doing nothing but holding the student back from their true potential. Teachers who adapt to student’s various learning styles are proven to help more students because they are able to provide insight through student’s interests. This could include splitting the class into groups for group work, allowing or welcoming creative projects when possible, or giving students personal attention when needed. I’m familiar with many of the points expressed in this chapter, as it is just like the UbD/DI book we’re also reading in Practicum. One of the most important things that I believe in as a future educator is allowing students personal freedoms so they are able to learn with ease and effectiveness.

Dan B.
Chapter one of //Fair Isn't Always Equal// talked about differentiation in the classroom. Differentiation happened all the time in the classes that I was in, without me even noticing it, whether it was the teacher explaining themselves again, giving various problems in the same format, giving students one on one attention, allowing the students to work toghether, or giving the students a number of choices in the projects that they could do. These were all various forms of differentiation, and they all were aimed at helping students succeed. I learned that differentiation is necessary to have in your classroom, because it helps students to take in the material better. If a teacher only teaches the material one way and a student does not understand the material then the student will not learn anything, and the teacher will not have succeeded in teaching the student. As a teacher I plan to differentiate my lesson so that each and everyone of my students can take something out of my lessons.

Jen R.
Throughout chapter one, I learned that using differentiated instruction in the classroom is a very efficient tool to help all students with various learning styles effectively learn in the classroom. This chapter has also taught me that in order to properly use the differentiated instruction as a method in my classroom, as the teacher, I need to do what is best for my students and their learning abilities. When using DI in my classroom, it is the little adjustments and altercations that truly make the difference. It is catering to the needs of the students and doing anything within my power to recognize their strengths and weakness and progress forward. Differentiated instruction will assist my students in strengthening their learning in all different aspects because it accommodates to all learning styles. Overall, this chapter reinforced a lot of what I have learned throughout reading the UBD/DI book; they are relatable in practically every aspect.

Grady B.
In this opening chapter of //FIAE //, I was given a good introductory insight into the specifics of differentiated instruction, and its use in the classroom. This detailed description of what exactly DI seeks to achieve proved very helpful to me in giving context to the information that I had gathered previously, while reading //Integrating DI and UbD //. Specifically, I gained very good perspective when the author described what DI //wasn't; // that employing differentiation does not simply mean making content easier for some and harder for others (pg. 4). The analogy used on page 6, where the author discusses whether or not it is fair to give a visually impaired student glasses, really helped me in understanding that the purpose of scaffolding is to provide support structures so that students can do what they are meant to do, which is to learn and understand concepts and content. Before reading this chapter, I had had trouble really understanding what the author meant by his title, that being fair does not automatically mean treating people equally, but after reading this opening chapter, I see that the theory is that one-size fits-all learning is unfair and ineffective, while providing students with the different challenges and support structures that they need ensures that all have the same opportunity to learn. Even this basic knowledge will aid me in being a more effective educator, by framing my mind around the fact that DI is the fairest way to structure a classroom.

Jonathan B.
This chapter argues the rationale behind differentiation. One of the arguments made is that differentiation will not handicap students because they are taught to their advantage. Rather, the students become stronger learners and are more in tune and practiced with their abilities. Subsequently, students perform better on standardized tests. The chapter also focuses on acceptance of differentiated practices. Real world analogies of differentiation are made, which range from an auto mechanic working on an engine he's never seen before, or a soldier learning how to field strip and reassemble a service rifle. This chapter applies to my future teaching because it explores the points of contention relating to differentiation. Any concept or model is going to have its criticisms, and this chapter deals with them directly. This is important for me as a future educator, because I need to know the strengths and weaknesses and driving forces behind whatever I am going to implement in my classroom.

Chris D.
Chapter 1 of Fair Isn’t always Equal seemed to be talking about some of the same material that’s also in UbD/DI. The first page of the book gave an example of differentiated practice in a secondary math classroom that immediately caught my attention. Some of the ideas that were mentioned I had already considered and would most likely end up doing in my classroom, but the one that I never had thought of doing to keep my students engaged in class would be to stand next to them while doing their work. Thinking about it now, it makes sense because as a teacher, you’re making yourself more available to them by walking around the room and making sure that they’re on task or if they’re using a concept or formula correctly. Another interesting statement that was made was that “In fact, what we teach is irrelevant. It’s what our students learn after their time with us that matters” (8). I’ve never even thought about this before, and I can’t say that I completely agree with the statement, although there are instances where it would be correct. For instance, if I have a student that plans to go into the field of mathematics, then I have the belief that what I teach them will help them in their future careers. However, if a student doesn’t want to go into mathematics or is unsure of what they want to do for a career, then my material isn’t necessarily as important to them. Teachers should be able to differentiate for their students whenever they feel that it’s necessary. There are times in school where it’s better not to differentiate at times as the world that we live in won’t always accommodate to everyone’s needs. If all teachers do is differentiate all the time, then students will become accustomed to this and thus won’t know what to do when they’re handed with a task that requires them to be independent of others. I want to find the perfect mix of differentiated instruction and undifferentiated instruction to make sure that all my students have experiences in dealing with both situations.

Kaitlin T.
Rick Wormeli discusses differentiation in the first chapter of his book Fair Isn’t Always Equal. He opens his chapter by asking the reading to think back to our days as middle school and high school students. He asks, “Did your teachers differentiate for you?” My immediate response was “no.” As I continued to read, however, it became clear to me what it exactly means to differentiate for a student or students. It’s as simple as rephrasing a question. I’m now under the impression that it must be nearly impossible not to differentiate as an educator. I already knew that if one or more of my students don’t understand a topic when first presented to them, I’m not going to say, “Too bad for you. That was your one chance at comprehension.” I’m going to rephrase, give more examples, perhaps offer an extension of time for those individuals who feel like they need it. Wormeli makes sure to note “differentiation is done as needed - not all the time.” Why would I offer an extension to students if it appears they’re on track and don’t need to the extra time? Why rephrase a question or statement when they’ve initially understood it? I believe observation is a key factor when differentiating. I realize students aren’t always going to admit when they’re struggling or ask for help; I’ll need to observe their facial expressions and body language for immediate understanding. Through the corrections of assignments, I’ll know where students’ understanding lies.

I didn’t really learn anything new from this chapter. I have heard about differentiated classrooms over a hundred times this semester already. What really stuck out to me was the example early on, where the teacher lets the students compare work, get help on answers, then does the same as a class. This made me think of my own class, in which we did the same thing. What it really was though was a question and answer session that lasted until everyone had been given enough answers or time to complete the homework in class, because very few students had even attempted to do it at home. So as much effort was put into actually helping us, in large part, it was wasted, because we as students didn’t care enough to even try to do it ourselves.
 * Tyler S.**