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Most useful: The idea of giving choice/parallel tasks is intriguing. This would definitely take some thought in regards to structure in the classroom.
Thought process: A good reminder for me in terms of student owning their learning.  I often talk with my students about it being my responsibility to teach and their responsibility to learn.  I need to celebrate the individual learning more.  (be more motivating than preachy)
Question: I do question the idea of letting students choose which state they want to research as true differentiation. I suppose it does when considering "interest" but I've always thought differentiation was more of a "meeting a kid where he/she is and helping to move them forward through appropriate assignments/learning????

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Give some suggestions of how we can apply the SBIT model for supporting classroom teachers here at HAE. (I experienced a similar model at KES years ago that I think could be very beneficial to teachers.)

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Most useful: The idea of giving choices that could meet each learning styles needs p.120. This changed my thought process because I hadn't thought of students picking something based on their learning style. This gives them the chance to own their work because it is something they are going to want to do. They will be more interested in their work and hopefully learn more because of that. The question I have is isn't there a time that we need to not differentiate? I feel that reading groups, math groups, word study, etc. brings in so much, but that there also needs to be some whole group instruction going on and where the students do the same thing.

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In what ways do you assess in your classroom if the students are "getting it"? Once you have figured out if they are or aren't, how do you differentiate to help the ones who don't get it, and extend for the ones that are.

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One thing that jumped out at me is the part about thinking of the differentiation process as a way for students to become individual thinkers, no just repeaters. I think that would be a lovely way to teach. Giving the students choices would work well depending on what you want the outcome to be. I viewed differentiation as finding different ways to teach but this chapter shows me more its how you plan and allow the students the choice of learning and owning how they get to the answers. Question: I still wonder what ways, other than small groups, would work well when presenting kindergartners with choice of learning and to better differentiate my teaching.

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I thought the decline of identical seat work on the first chart was interesting. Does this mean that learning does get more personalized as one moves up in grade level. I thought the quote on p 125 about differentiation and 'finding the right match between student and vehicle /letting students find their own ways of accessing information' as a good new way to think about it. Question: I wonder what that looks like in high schools and could elementary use that same model.

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Have you formed a loop page 136 (pathway among classroom intervention, reteaching, colleague thoughts, team discussion, schoolwide team) on a struggling student successful in the past? Write about that experience thinking about their pathway to learning. 

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Have you formed a loop page 136 (pathway among classroom intervention, reteaching, colleague thoughts, team discussion, schoolwide team) on a struggling student successful in the past? Write about that experience thinking about their pathway to learning. 

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What different strategies can you  use for a struggling learner?

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How do you give students choice while they are learning the basics of any skill in any subject? I have allowed choices, but all levels usually choose the easiest option they are given. How do you prevent this?Are tic-tac-toes with tiered choices the wiser choice

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How do you give students choice while they are learning the basics of any skill in any subject? I have allowed choices, but all levels usually choose the easiest option they are given. How do you prevent this?Are tic-tac-toes with tiered choices the wiser choice

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Should a report card more accurately reflect whole-class work, small group work, and independent work? Interventions are different for each? How do we reflect true individual accomplishments?

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This chapter

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Most useful- When it comes to product differentiation students can have a choice, or the teacher can decide what they do. I think it would be interesting to see what the students came up with.
How can we lead students to owning their own learning? They are so used to teachers telling them what to do and assessing students the same way. How can we guide them to choosing their own way to demonstrate understanding of a topic?

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How do you reteach a lesson if you need to? Do you just repeat what you taught before or do you think of a different teaching strategy?

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Day
How do you reach the struggling learner? What are the best practices and resources to use?

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The importance of making learning more authentic and engaging by allowing students choice/ownership in his/her learning.
I am more intrigued and motivated to try this with my own students-need to figure out how to make  it successful and manageable within the classroom.
How will I find the time to make this happen more often with the lessons I teach in second grade?

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I liked the examples that were provided for differentiation in the research activity. This chapter forced me to to reflect on my own instructional practices and the importance of choice for students. It certainly makes sense that children are more engaged when they are connected to the learning process. I am left wondering about the discrepancy between this philosophy and the pressure of testing.

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I like the idea of students having ownership of their learning, I'm just not sure how it would be successful. I feel like this is something that would take lots of time and guidance. How does this fit with SOLs and pacing guides??

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How do you decide what to reteach? When?

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How do you reteach a concept through a different lens with the hope of reaching students who did not understand initially?

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It's difficult for me to apply the strategies of differentiation in the library as far as teaching basic skills as necessitated to learn to use a library, I present material in a variety of ways but practice is how the skills are mastered - no matter what level the learner may be. My question would be how to better communicate with classroom and resource teachers to support non-readers in the upper grades.

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Student choice with and through Differientiation  was interedting toread about.  Explanation of the four different elements of differentiation gave me a better understanding of how this can happen for students.

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In what ways can we make independent work more meaningful and not something that is perceived by students as work to keep them busy during small group instruction?

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I totally agree with the information about different learning styles.  There are times when I'm shocked about the perspective of the classroom teacher on a student because they sometimes shine in my class when they don't in the core classes.
I wonder about the balance between letting them choose the learning style they are most comfortable with and challenging them to get more comfortable with others.

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I found the example about The Three Little Pigs to be most useful. I think it very clearly articulated how we can incorporate personal response into more of the questions we ask during whole group and small group reading time because it requires students to use many different components of what they learned in order to justify their thinking. I still want to know more about the role that procedural knowledge plays in math and how we can guide students to think more deeply about their process and strategies on a daily basis.

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What are some examples of ways that you retaught content differently or new methods that you used when reteaching?

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Tuckwiller - Response:  I know we differentiate in reading groups, math groups, and spelling groups, but this chapter reminds me to also find ways to differentiate in other ways, by learning style and student choice.  I think by spring semester, my first graders might be able to choose a product from a choice board with 3 options, and then maybe increase the number of choices thereafter.  Sometimes I find it difficult to explain directions/objectives for one activity at a time, much less a choice board with 3 or more!  Though I think it could be done if introduced appropriately.  The number of choices could gradually increase in time, once the students understand the concept.

I have used a tic-tac-toe choice board for homework using word study and it was interesting to see which kids choose hands on activities, computer related activities, writing, etc.  The students just had to pick 3, they did not have to make a tic-tac-toe.  Some choices were easier than others, or quicker, less mess, etc.  I think the parents appreciated having different options for the child each week as well.

Tuckwiller - Question: How do you find the balance of encouraging first graders to work independently, take ownership of a project, and yet stick to the guidelines and expectations set forth in a rubric?

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What are some interventions you have found to be successful in your classroom?

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If using the peer tutoring strategy, who is the student helping and why? How do you assess "did they get it?"

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This chapter validated my opinion of differentiation and gifted id. Whe we teach to learn we are able to reach all students. It's not about changing teaching for diff. but rather giving assignments/experiences that challenge kids to "stretch" to their own personal abilities. I will continue to try my best to make my classroom a responsive classroom where students can respond to their readiness level and interest.

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I like how the chapter stressed that one needs not become multiple teachers necessarily, but that plans are flexible to allow each student to adjust to his or her particular style of learning.

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What about having students be more involved in our SAP process, at least in the upper grades? Also, I really like the list of interventions on p. 133-134; should we be more consistent with sharing a cheklist with teachers when they are in need of SAP assistance? I know we've used this in the past; this would perhaps allow teachers to feel more involved as well...

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After multiple strategies ave been utilized what other resources can be referenced/used to help a struggling student?

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Most useful: The information about product differentiation.
Thought process: I thought differentiation was meeting students where they are and helping them grow from that point. This is a new take on the process for me. I wonder how this would affect my planning and/or instruction?
Question I have: I would like more information/clarification on his definitions of concept, skill, and vehicle.

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To see differentiation as an opportunity to increase engagement for all students. More collaboration with other teachers to find ways of how our students can own their learning.

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In answer to Charlene's question about peer teaching, I would like to share that I use peer teaching quite often in my ESL classes. The peer teaching quite often takes place in the students' first language. This gives both students a chance not only to form a relationship but for both students a better understanding of the topic.

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Can the desired level of learning be different based on the student and the concept?