https://padlet.com/somebane/kbtkemmxv07w What we learned!! en-us 2019-06-02 04:30:05 UTC 2019-06-02 22:55:53 UTC hello@padlet.com kandarartis https://padlet.com/somebane/kbtkemmxv07w/wish/365085510 Fogarty, R.J. & Pete, B.M. (2011).  Supporting Differentiated Classroom Instruction A Professional Learning Communities Approach.  Bloomington, IN: Solution Tree Press.

Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and Managing A Differentiated Classroom. Alexandria, VA: ASCD.]]> 2019-06-02 04:30:05 UTC https://padlet.com/somebane/kbtkemmxv07w/wish/365085510 kandarartis https://padlet.com/somebane/kbtkemmxv07w/wish/365085511 Stephanie
  What I learned from these chapters was quite interesting. I didn't think about the different types of beliefs. I like the questions that each teacher can ask that was given for each belief. There were plenty of questions that I have not asked myself when it came to differentiation. I like how each author looks at differentiation in different ways but the information is valuable.

Shandra 
After reflecting upon the different beliefs stated in Chapter 2, it has helped me realize what I am achieving in my classroom when it comes to diverse learners and differentiation.  I always worried if I was doing enough differentiation to meet the needs of my learners.  As a teacher, I know that not all of my students learn the same at the same pace.  So, plenty of differentiation instruction must take place in order for students to become successful in my classroom.  Differentiation must be present in my lesson plans and with the assistance of the EC teacher, we can both implement innovative strategies during instruction.  I know that I have to change the fixed mindset of students.  It is our goal to change their fixed mindset to an open and growth mindset.  I strongly feel that students need to be introduced to new and creative  ideas and learning in order for them to grow as a student and  as an individual.

Kandar
What I can take away from the two chapters is that it is important to have professional learning communities to work through development and implementation of differentiation in instruction.  I think that this is important as it helps establish a support system that can create a "checks and balance" system for all of the teachers.  I also can take away from the two chapters that as a teacher and a teacher leader I have the responsibility to provide each of my students with the best strategies and methods to enhance their learning to the fullest possible extent.]]> 2019-06-02 04:30:05 UTC https://padlet.com/somebane/kbtkemmxv07w/wish/365085511 kandarartis https://padlet.com/somebane/kbtkemmxv07w/wish/365085512 In chapter two of Robin J. Fogarty and Briam M. Pete's (2011), Supporting Differentiated Classroom Instruction A Professional Learning Communities Approach, we learn about the importance of Professional Learning Communities to the research, development, and implementation of differentiation in the classroom.  Learning about the three phases of change was valuable.  We must work within our PLCs to first, initiate the change.  The goal of this first phase is to "get the word out with a basic understanding" (Fogarty & Pete, 2011, p.29).  The second phase focuses on implementation of the change.  As stated, "motivated teachers energize the initiative along the way" (Fogarty & Pete, 2011, p.29). This stood out, as teachers are important aspects in to whether or not a new idea or concept succeeds.  Their attitudes and support are vital during the implementation phase.  The third phase we learned about is   institutionalization of change.  As all three phases work together, this last phase is important as it shows that the idea is consistently being used and over time it has spreaded throughout the school environment.  Fogarty and Pete have provided us with starting points throughout Chapter Two.  From PLCs , to how to start, to action options, we are provided with methods to begin changing to a more differentiated classroom.  
In addition to initiating conversation about differentiation in PLCs, student data is something critical to the differentiation concept.  Data is presented and analyzed in PLCs in order to show evidence of learning gaps and the needed intervention that students must have.  Student achievement data is what drives the need for change of the instruction in a PLC that supports differentiation.  Teachers can discuss what is working and not working with their students.  A well organized functioning PLC will allow teachers to" support one another by using relevant student data from many sources" which includes "common assessments they developed, to make shared decisions" ((Fogarty & Pete, 2011, p. 866-870).]]> 2019-06-02 04:30:05 UTC https://padlet.com/somebane/kbtkemmxv07w/wish/365085512 kandarartis https://padlet.com/somebane/kbtkemmxv07w/wish/365085513 In Chapter two of Leading and Managing Differentiated Classroom by Imbeau and Tomlinson (2010), we learned about the different beliefs that teachers have to manage a differentiated classroom. There were a total of six beliefs that were discussed in the chapter. The first belief talked about putting students into differentiated  student groups, instruction, or classroom management. When grading a teacher needs to think about each student's unique qualities. The second belief is that diversity is both inevitable and positive (Imbeau & Tomlinson, 2010, p.28). Not every classroom and student is the same. Every student brings something different to the classroom that can be valuable. The third belief is that the "classroom should mirror the kind of society in which we want our students to live and lead" (Imbeau & Tomlinson, 2010, p.29). This means that we should accept diversity in the classroom and value and not exclude anyone from the classroom. The fourth belief is about "most students can learn most things that are essential to a given area of study" (Imbeau & Tomlinson, 2010, p.31). This is where students will have the growth mindset or fixed mindset. Ultimately, a teacher wants to try to change a students fixed mind set to a growth mindset for success. The fifth belief means "each student should have equity of access to excellent learning opportunities" (Imbeau & Tomlinson, 2010, p.34). For me this is very important. I believe every student should have the right to equal education and take the opportunity given to them. The last belief is that there is a "central goal of teaching is to maximize the capacity of each learner" (Imbeau & Tomlinson, 2010, p.34). This means that the teacher need to have the best opportunity at the curriculum taught in the school. Even though the beliefs are talked about separately, we learned that many of them overlapped  with one another.  
"Differentiation is an individual-focused approach to teaching" (Tomlinson & Imbeau, pg. 37).  It is the idea that every student is both unique in their own way and that human differences are normal and desirable.  Good teaching consists of planning, teaching, and reflecting on differentiation in the classroom.  
Students want to feel the need that they are part of a "team".  This satisfies the need to become part of a group.  When a student's needs are met, they can focus their attention towards building themselves up and work on their esteem needs such as academic learning.  They will want to engage themselves in ways that bring recognition and value.  It is our desired goal as teachers to lead the instruction, but to also "attend to each learner as a whole human being in order to expose them to learning" (Tomlinson & Imbeau, pg. 39).  Differentiation "commends planning for human wholeness as a primary goal" (Tomlinson & Imbeau, 2011, pg. 42)  and it provides "healing" when necessary to students who have been "wounded".  

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