# data[].attributes.body
As I read both texts, they are different and similar as far as the subject matter. In the Tomlinson & Imbeau text, they give a direct overview of how to lead a differentiated classroom. It also describes tips and guidelines for teachers who teach on the three different school levels on how to understand that particular student. These are expectations that teachers must keep in mind in order to lead an effective differentiated classroom. This book also gives you scenarios and examples of how teachers have implemented differentiated instruction. With the Heacox text, it gives a direct definition of differentiated instruction and it also gives you examples of how to use differentiated instruction. In the first chapter, it talks about the content, process, and product that typically involves differentiated instruction. The one thing that this text has that the Tomlinson & Imbeau text does not provide are resources and logs that can be used when implementing differentiated instruction.

# data[].attributes.body
Heacox, D. (2012). Differentiating
Instruction in the Classroom.
Minneapolis, MN: Free Spirit
Publishing, Inc.

Tomlinson, C. & Imbeau, M. (2010).
A Differentiated Classroom.                Alexandria, VA: ASCD.

# data[].attributes.body
Tomlinson states that "Children may also have special learning needs; sometimes these have been diagnosed and sometimes they have not". This is true, but it is important for an elementary student to be referred to the Exceptional Children's team and let them conduct an evaluation to see whether if a student has special needs or not. We (teachers) have to complete Vanderbilt assessment forms that come from the student's doctors and complete a referral as mentioned before. To be an effective teacher, teachers must know their students. The teacher should know about each student through observations, clinical interviews, student work, assessments, and talking with families. Speaking with parents have helped me to find out additional information about their child's strengths and weaknesses. Looking at students' grades and individual work helps me to evaluate what standards and concepts need to be retaught in class or in small groups.

# data[].attributes.body
Students have diverse skills, prior knowledge of their younger adolescents, abilities, have multiple intelligences, and utilizes digital tools.  With the knowledge that they already possess makes it easier for students to capitalize on their learning.  Today's modern student knows how to utilize technology in classes. The 21st century requires that students are digital and technology ready especially for the competitive job market. If and when students use their prior knowledge to make connections to new concepts, they are able to learn and grasp growth while they are learning.

# data[].attributes.body
Tomlinson (2010) reports that "there is a significant achievement gap along race and income lines as well as low graduation and college attendance rates for low income and minorities". This is so true in today's high schools across the nation. At the high school I had the opportunity to work in, there was a huge issue with the number of students dropping out of school in one given semester. There were a least 30 students to drop out. The graduation rate was poor I must say. The county was one of the most poorest counties in North Carolina and had a very short supply of resources and support. Tomlinson (2010) also mentions that " these low rates can be traced back to the large numbers of students entering high schools reading below grade level." As I worked with these students, their reading and comprehension levels were well below grade level and they really expressed their dislike about reading and it reflected on their formal and informal test scores. It saddens me and I oftentimes wanted to know where did this reading gap occur? Was it elementary school or during middle school?

# data[].attributes.body
Leaders should become effective and knowledgeable about the area that they want to lead in.  The vision that teacher leaders want to convey to others is one that comes from a philosophy or belief system.

# data[].attributes.body
The end result that teachers want to see are the end results of learning.  The product reflects what a student has learned and understood and then being able to apply it.  This can be done by using something that the student can create such as a dialogue, brochure, report, or debate.   Students will show their learning and could possibly show new thinking or ideas.  Having students creating something helps with evaluating the students' learning. It must be demonstrated by the student that they grasp the concepts. I thought my students would not enjoy creating a dialogue or skit from a book we read, but they actually enjoy creating something that came from their own creative thinking.

# data[].attributes.body
The process is the "how of teaching" (Heacox, 2012).  The learning profiles and preferences are created by the way the teachers teaches.  The process is modified by "adding greater complexity or abstractness to tasks, by engaging students in critical and creative thinking" (Heacox, 2012).  Students are able to learn or process the information differently, but the content is going to be the same.  I try to use scaffolding to assist my students with their assignments and skills. As time progresses and as I see my students increasing their growth, I will begin to introduce higher complex questions and create opportunities for critical and creative thinking skills.

# data[].attributes.body
The "what" of teaching consists of the curricular topics, concepts, themes, or skills that are conveyed to students.  The school district or the school itself determines the content in the curriculum and it is often times reflects the state or national standards.  The most relevant and essential concepts are differentiated to learners by increasing the complexity of learning.  Teachers differentiate content when they conduct pre-assessments by students to measure their abilities by matching their appropriate activities based upon readiness.  Differentiating the content for my students has helped because students learn differently from one another and utilizing data can help determine what areas or skills need to be retaught.

# data[].attributes.body
Differentiation instruction "means changing the pace, level, or kind of instruction you provide in response to individual learner's needs, styles, or interests" (Heacox, 2012). '