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…
Education should be a part of everyone's life. A good education offers something for everyone, whether it is on the simple level or a more complex one. Education should provide an opportunity for students to develop a strong sense of creativity, a high self esteem, and a lifelong respect for learning. Education should help students establish a strong sense of confidence in themselves. A teacher will be one factor that helps a student learn and progress along their way…
times to use non-authoritarian types as well. I believe that the type of students that a teacher has in his/her classroom determines much of their teaching styles. I prefer seating students in rows rather than a horseshoe. Again, students set the tone for the seating arrangement.
This day and time motivation seems to be harder to achieve. The use of homework passes and free time would be used as a form of motivation. Students, young and old, appreciate rewards even if it is only verbal praises.…
Required Text: Papilia, Diane and Feldman, Ruth. Experience Human Development (12th edition) New York: McGraw-Hill, Inc., 2012.
Upon completion of this course, the student will demonstrate evidence of knowledge of the:
1. Goals of the scientific study of human development;
2. Principles of development and the impact of contextual influences;
3. Historical roots of the field;
4. Major theoretical perspectives…
learning in such a way that it is likely to foster and maximise students’ interest, participation, enthusiasm and motivation to achieve.
Utilise external and internal networks and contacts to enhance and broaden the programme delivery to meet the needs of learners.
Explore the challenges of curriculum design within a specific subject area.
I currently teach one “module” (or “unit”) of an “Advanced Vocational Certificate of Education” (AVCE) course in “Information and Communication Technology”…
same time I made some courses in the beauty area. Soon after this I obtained a degree in Full Teaching Qualification, BA in Economics and Post Grade in Foreign Trade. I did more than one thousand hours in courses, workshops and seminars in the Education area. In the same year I was approved in a public competition and was offered a full-time teaching position in a School. This marked the beginning of my teaching career. I was thus given the opportunity to gain 13 years teaching experience with primary…
recommendations for young adult students, not native speakers, who want to improve their English writing.
Name: MinQian Jiang (Cissy)
Student ID: S2959216
Class: MEAP 2A
Mrs. Cara Nunez
2) Three strengths of face-to-face learning.
a) Provide special equipment or resources. (Thomas, 2010)
b) Attract the attention and inspire students’ ability of solving problems. (Thomas, 2010) & (Chamberlin, 2001)
a) Let students have learning skills. (Brabazon…
across the country have increasingly censoring students and setting up strict confounds on how they feel students should appear, behave and learn. School boards often face the onerous task of creating up to date policies on issue ranging on types of logos allowed on a t-shirt to the type of content allowable for students to view on the internet. For this reason, censorship has gone from a few guidelines to becoming a re-occurring disturbance in education. Censorship was once seen as a fundamental tool…
are designed to calculate a students’ performance in a classroom setting and their intellectual standing point on a particular subject. There have been many debates on whether or not the testing system is an accurate depiction of the success of a student. Students’ minds are cluttered with thoughts about how to increase their chances of getting that “A” instead of thoughts about how much they can learn from the class. Rather than learning about a specific subject, students have learned to cut corners…
There is all kind of students in the world today. Students can be all ages, races, and sexist. Students have the ability to study from home, school, and some students’ even study abroad. Some students don’t study but, instead they cheat. The kinds of students that I am going to discuss are elementary students, middle school, high school students, and college students.
Elementary students are students whose ages vary from the ages of four to about ten. The grades are usually kindergarten…
Organisation or Education
Chelsea Academy a great secondary school but struggles with one of the most important issues that students disagree on. Detentions.
I wonder whether Chelsea Academy cares more about their organisation or the education of their students. My point of this argument is that everyone makes mistakes in life including the old and young which we therefore learn about and come to a solution to make sure the issue doesn’t happen again. Don’t we…