# data[].attributes.headline
6 Key Questions to Explore with Students

# data[].attributes.subject
6 Key Questions to Explore with Students

# data[].attributes.body
1. Who are you as learners?

2. Given differences we see, how should I teach you?

3.  If our classroom is going to work for all of us, what will it be like?

4. How can I learn more about your starting points, interest, and Best ways of learning?

5. If we have a differentiated classroom, can it be fair?

6. What will success mean in this class?(Tomilson & Imbeau, 2010, p. 45-46)

# data[].attributes.body
Recognize that the teacher cares about them as people and wants to know them

Begin to share a bit about themselves

Consider the similarities and differences amount classmates

Think about what it would mean to have a classroom designed to work for all kinds of learners(Tomilson & Imbeau, 2010, p. 47)

# data[].attributes.body
Graphing Me

Students create a graph that represents their strengths and weaknesses

Relevant skills go on the horizontal axis

Descriptors for their range of performance on vertical axis

Can be a bar graph or line graph

Model for students buy creating your own with the students

A Trip to the Doctor

Role play with partners

One student is the parent, the other is the parent's child, teacher plays the physician

Students are given role play cards with their instructions

"Child" acts in a way that is appropriate for their condition

"Parent" describes the problem to the "physician"

The last 2 pairs should have cards that they parent introduces the problem and then says "My son/daughter will tell you more about it."  The student playing the child should speak for themselves.

This activity leads the teacher explaining how they should understand every students needs based off of that student, not what their parents tell them

One Size Fits All

One student is fitted with a coat that is too big and one with one that is too small

Students describe how they feel in these clothes

Teacher has a discussion of how the "wrong size" can make it difficult to do their school work

Then this allows the teacher to have a discussion on how everyone is not one size fits all for learning and everyone is different(Tomilson & Imbeau, 2010, p. 47-54)

# data[].attributes.body
After the questions and activities, this allows you to talk to your students about what the classroom will look like and how you will make it work for everyone.  Students will know their roles to help the classroom succeed as well(Tomilson & Imbeau, 2010, p. 56-58).

# data[].attributes.body
After a differentiated classroom has been running for sometime students see that fair does not mean identical treatment. They begin to realize that fair is equal opportunity for all to grow and succeed. Conversations on this should take place early and also throughout the year(Tomilson & Imbeau, 2010, p. 61-62).

# data[].attributes.body
Parents have more knowledge about their student than teachers will ever gain, but teachers have a better understanding of students of a particular age and in a particular subject.  Invite parents to contribute their ideas about their child.  In a differentiated classroom you need to know your students and parents are one of the greatest resources for doing that(Tomilson & Imbeau, 2010, p. 63-64).

# data[].attributes.body
Culture can play a huge role in the way parents interact with teachers, especially if they are of the minority.  Some cultures may feel uncomfortable if they are asked questions that make them feel they are telling the teacher how to do their job.  Some cultures that are collectivistic do not like for their students to be singled out, and may be more interested in hearing how their child contributes to the group.  Letting them know that you care about their child and want to see them succeed.  Understanding a students culture is important for teachers(Tomilson & Imbeau, 2010, p. 64).

# data[].attributes.body
Letting parents know that you have their child's interest at heart is important. There are not many parents who do not want you to know their child. You can introduce differentiation to the parents on back-to-school night.  Make sure you deliver what you promise to the parents.  You want to gain parents trust(Tomilson & Imbeau, 2010, p. 63-).

# data[].attributes.body
You have an opportunity to lead other teachers and principals in differentiation. You can:

Co-plan/Co-teach with specialist

Invite other teachers into your classroom

Plan grade-level or subject-matter lessons

Share information about students to the next year's teachers

Debate differentiation with other teachers

Share ideas with other teachers

Provide professional development for other teachers

Involving principals and administration in differentiation by inviting them into classrooms where it is taking place allows them to see how effective it is. This is a good way to gain support from administrators for differentiation and other teachers(Tomilson & Imbeau, 2010, p. 65-68).

# data[].attributes.body
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.