Chapter 4: What Really Matters in Planning for Student Success

Abstract:

This chapter relates to the Curriculum and its importance in the classroom. The chapter starts by talking about the importance of a good and successful curriculum. For a curriculum to be good and successful it must be compelling, clear and able to provide understanding. This ability is essential for an organized and successful classroom. A curriculum is not the only part of it. As Lydia mentioned, the most successful curriculum is useless if there is no adaption for the student we are teaching. A curriculum is essential but if curriculum were the only piece needed for a quality education, then teachers would be jobless. Our teaching abilities are as essential as a powerful curriculum. Kyle related curriculum to a foundation of education and teachers as a roof overhead. Without either the inside of the building is exposed and the changes that have been made can be wiped away. Teachers also need to balance how they teach and what they teach. If they rely solely on a curriculum and do not deviate from what is listed out on it, they risk being ineffective. They might not be reaching students. If they do not use the curriculum student may have fun and enjoy themselves, but they probably are not learning. Most of the class agreed that without some sort of adaption of the way a teacher instructs, the lessons and teacher are unsuccessful at educating the students. Because of the students different learning styles, backgrounds, and other differences, its helpful to include the Differentiated Instruction in a curriculum. Differentiated Instruction is a challenge for us because, for many teachers, there is not a model for which one can set up their own classroom. If there were more models to emulate, it would be more simple, and likely more common, to find examples of Differentiated Instruction. Another challenge, or fear mentioned by several class members were trying to include all the different ways to differentiate a classroom. Ultimately many came to the conclusion that teachers cannot truly teach in all of the different ways, but by including several they are adding to the numbers of people they are able to reach.
For Differentiated Instruction to be a success we need to establish what is successful about teachers who are already practicing DI. Some things mentioned in the book were that they were clear on curriculum goals, they take responsibility for the success of the learners, they create communities of respect in their classrooms and schools, they understand their students’ learning needs and what works well for each, they create management techniques which help foster success, they give students ownership of their own success, they are flexible in their teaching technique, they add to the methods they use while teaching, and they reflect on the progress of their students. All of these are essential to create a successful learning environment for students.

Reflections:

In regards to Differentiated Instruction, it is helpful for us as new learners, and future teachers to understand this concept now, so we can easily include it in our teaching styles. The scenarios listed were helpful for many of us in the class. They have ideas that we might not have thought of. Some of the ideas mentioned were the emphasize on a classroom environment that fosters respect. Also there was much conversation about the importance of including students in their learning, and making them more responsible for it. In relation to Differentiated Instruction, there seemed to be a new understanding and acceptance that not all students will learn the same because of their Multiple Intelligences. Marie mentioned that this was a helpful realization for her. Lydia and Joel both wrote that it doesn’t matter what route one takes to get to an understanding, as long as they understand it in the end.