October 2003 | Volume 61 | Number 2 Teaching All Students Pages 6-11 Deciding to Teach Them All Asking the right questions has an enormous impact on how we pursue equity and excellence in our classrooms. Carol Ann Tomlinson Several years ago, I was talking with a colleague who was teaching in a center-based school for students whose IQ scores registered above 140. She thought deeply about how to stretch her students, whose ceilings of possibility often go unexplored in heterogeneous classrooms. She was a good teacher in that setting. She knew it. Her students knew it. Their parents knew it. So I was surprised by what she said that day. October 2003 "I want to go back to a general education classroom next year," she began. I want to see what would happen if I tried teaching this curriculum to a varied group of students. I believe I could make it work, and it's important to me to know whether I can. She got her wish. Her new group of 5th graders in a different school the following year was certainly diverse. She had students with identified special education needs, students who could not yet read in any meaningful way, students who were learning to speak English, students who were working at grade level, and students who were more capable than many in her previous school. She taught them—all of them—the high-challenge curriculum that she had been using with her class of very advanced learners. To say that no problems emerged and that everyone rose fairy-tale-like to the challenge would be satisfying. But it would not be honest. The truth is that my friend had to make many adaptations in her new classroom that were not necessary in her former setting. She had to find time to work intensively with students who were not yet literate to ensure their growth in the gatekeeper skills of reading and writing. She had to find ways to support some students whose caregivers could not provide transportation, Internet access, or project materials. She had to teach inquiry skills to many students who had not previously encountered them. She even had to figure out new ways to extend the advanced curriculum for students whose reach already exceeded its parameters when the year began. In many ways, this veteran teacher felt like a novice. She wasn't always sure how to arrange time to work with small groups of students with particular needs. She often wasn't certain how to express abstract ideas so that the concrete thinkers could confidently approach them. But from the beginning of the year, one fact was clear: Her classroom was a magnet for each student who spent 5th grade with her. Discovery was a given. Doing was a way of life. Students learned to do better than what they perceived to be their best. Skills had an identifiable purpose. School was the place to be. Learning was the thing to do. No one wanted the year to end. We could say that this teacher decided to "differentiate instruction in a mixed-ability classroom"—that she decided to "teach them all" in a heterogeneous setting. It would be tempting to say that she was a poster teacher for differentiation of instruction. But I learned something more important from her and her students. As I watched their journey, I realized that she was asking a set of questions about teaching different from those we often ask—a profoundly important set of questions. Framing the Questions My colleague had already posed the most fundamental of the questions related to academically diverse populations: Do I intend to teach each individual child? Although there seems to be only one answer to the question, the…
According to a recent survey (Active learning in UK universities, 2011), students prefer interactive workshops to teacher-fronted lectures.
1. Find and fix the mistakes in the following in-text citations.
Bell (2012) states that ‘participant observation is the cornerstone of ethnography’.
According to Hammersley, M and Atkinson P (2007), ethnography has its roots in anthropology.
Kate (2004) examines the unwritten rules of social behaviour.
According to Crang and Cook…
ENG 233 IN1
Women Portrayed in Kate Chopin Vs Henry James
Henry James and Kate Chopin, are two of the many influential writers of the 19th -20th century, both with their own instinctual writing style. Writers of this caliber are not just borne, but rather they have been formed. The upbringing of Chopin and James played an affluent part in their writing styles. These uniquely separate upbringings caused their minds to perceive things differently, in this case Chopin’s…
America’s Earliest Suffragette
Kate Chopin was born in a time of struggle for all women. In the nineteenth century, a woman was considered property of whatever man was head of their family. However, Kate was lucky in that she had a very unorthodox childhood, considering the social conventions of her time. She was raised by three generations of independent and strong women: her mother, grandmother, and great-grandmother. All three ladies were widows, leaving Kate without any patriarchal influence…
January 16, 2013
So Much Homework, So Little Time
Homework is a part of life. Most schools operate approximately seven hours a day, five days a week, for forty weeks. Recently, the Board of Education made a recommendation that high school students be assigned at least three hours of homework each night. This recommendation would not be beneficial for the students at our school, or any high school for that matter. Requiring teachers to assign three hours of homework…
What Does College Really Cost?
Each year, more and more students are taking the advice of teachers and parents and attending four-year universities to earn their degrees. Going to college, much less finishing a degree used to be very sparse and few between; however, nowadays, more students are deciding on the track of a four-year university. However, the price tag on the schools may not seem as clear and straightforward as it seems. To add to this problem, across the nation, “the price of college…
; segregated lunch counters;
Student NonViolent Coordinating Committee organized
1963March on Washington, MLK’s “I have a Dream
1964 Civil Rights Act
1965Voting Rights Act of 1965; Twentyfourth
Amendment (banned poll tax)
1966Black Panthers: militant group
1968MLK, Jr. assassinated; led to rioting in 60 cities;
19401950: Increase in college enrollments from GI Bill,
National Defense Education Act
1950sJames Dean, Rebel Without a Cause…
the outside world seemed to stand still as my disheveled thoughts took over. It was exam week, and my stress level was already through the roof, and now I had a big decision on my hands: do I drop out of Michigan State or do I stay?
My best friend, Kate, and I were inseparable since we started high school. We even lived across the street from each other. We had the same interests; same beliefs about school, so naturally we assumed the next step was to be roommates. My first semester of college was…
Kate Margolis / Graphic Designer / PDF Portfolio
Kate Margolis Graphic Designer 04/04/1986 W www.rdd-design.com After setting up my own business, which lead me to four years of success, I decided that I wanted a career in a design studio working with other designers. I work hard in a team, but I like to think I flourish when I’m doing something i love. I’ve got big ideas, aspirations and I am always looking for a way to make them come true. I have learnt that working in a team is important…
MOOC stands for massive open online course. It combines the education juand commitment of a real life classroom with the anonymity, diversity, and massive number of participants of an online forum. These qualities make the MOOC environment different from any other online course or real life classroom, and that is why…
IN TOPSHOP/TOPMAN CUSTOMERS
1/12 BY 4PM
(7 digit number on Uni card)
To be agreed by Students
Please refer to the University of Surrey Regulations for the Conduct of Examinations and Other Forms of Assessments and your departmental Student Programme Handbook for more information on Academic Misconduct and…