Differentiation in Practice Units

The two units that I was interested in were Unit 3:We're all in it together and Unit 4: The World of Geometry. I am amazed at the range of strategies that are used in each unit. I am certain it will be a while before I could put together a unit that resembles any of these, if ever! WOW! I like how exit cards are used throughout the units to determine whether or not students are learning what is being taught. It makes it possible to have reteach groups if needed before the whole unit is completed. Again, what a great resource this book is!

Fulfilling the Promise pages 120-162

Again, I love all the resources available in this book. This is definitely one that I will come back to over and over again as I attempt to differentiate and tier my teaching. I had a question as I was reading and looking over the toolbox. It came as I was reading about learning menus. It has a dessert section that is optional. As I read, I wondered if it could be considered an anchor activity or are all anchor activities required to be completed? I noted that several of the tools suggested that they could be worked on as anchor activities if they complete their work early. So, are anchor activities work that is required to be completed?
I think I had previously looked at the rubrics in the toolbox but this time the idea that students use the rubrics as a way to set goals for themselves and a means of improvement rather than if I completed everything or not really struck me. I must admit I use rubrics to make sure I have done what was expected of me rather than as a means of gauging my improvement. It takes the "A or F" out of a project. Then if the rubrics are generic enough students can see how they improve over the course of time.

Tiered Activities

Do I understand tiering? Good question. I think I do. Can I do it? That's a whole new question. I am not certain. As I read the RAFT activities and the Think-Tac-Toe Example, they both seemed to be tiered. The options for activities seemed to range from less complex to abstract. Both activities allowed for student choice/shared responsibility for the classroom-a hallmark of a differentiated classroom as well as absolute clarity about what is important to learn. As I type this, my question is-can an activity be differentiated and not tiered? or are they the same thing? Therein lies my uncertainty. Did you tell us that tiering is differentiating for readiness levels? So, maybe you could have an activity that is differentiated and not tiered? You can see that it is late and I am not sure I am making any sense, no wonder there is so much mud on my windshield!
The Learning Tickets are absolutely tierable. They include specific assignments and activities that are geared directly at the students readiness as well as possibly interest or learning profile. These tickets are even tiered by ability to manage their own time or not.
Is this a trick question? Because I think ThinkDots are tiered also. Each activity has several versions to fit the readiness of the students. It catches their interest and clarifies what is to be learned.
The Multiple Entry Journals, also are tiered. They are much like the Learning Tickets and ThinkDots in that they take into account the readiness levels of students. A basic and an advanced version are available depending on where the student is in their understanding.

Fulfilling The Promise Chapters 5 and 6

The cog of curriculum and instruction is so different from what I experienced in school. I almost have to say DUH! as I read each of the components of the cog. Motivation-of course! No wonder school has been such a drudgery when teachers only focus on teaching the curriculum rather than the student. I like the way the text said "Much of the fine art of teaching comes in figuring out how to deliver the curricular fundamentals in ways that are irrestible to young minds. It is the truth. We compete against tv, internet, gameboys, nintendos, xboxs', etc. We have got to motivate students to want to learn. With that, comes the idea that they need to see the curriculum as important. I was working with a group of 5th graders doing math reteaching and in the midst of our conversations one student said all we need to know from math is adding and subtracting. Everything else he was supposedly "learning" was a waste of time to him. If there is no value or importance placed upon the knowledge being taught, it will be all but rejected. When students begin to see the importance of the curriculum then teachers need to make sure instruction is focused. Students need to know that what they are doing will lead them to an understanding of the big ideas.
I heard a quote once that went something like "Knowledge is power." I thought of this as the author stated that we needed "to do whatever it takes to build not only the learner's sense of worth, but also his or her sense of power as a learner. There is "power" in learning new things, especially when that knowledge has come with a struggle. Thus curriculum must be demanding for student growth is nonnegotiable.