A Framework of Coming Together

Teachers that want to lead students in a differentiated classroom must invest time in sharing the vision for student work and developing a common set of routines. "There are six key questions that teachers need to explore with students to help develop a shared understanding of and investment in a differentiated classroom" (Tomlinson & Imbeau, 2010,p.45).

1. Who are you as learners?

2.Given the differences we see, how should I teach you?

3.If our classroom is going to work for all of us, what will it be like?

4.How can I learn more about your starting points, interests, and best ways of learning?

5.If we have a differentiated classroom, can it be fair?

6.What will success in this class mean?

(Tomlinson & Imbeau, 2010, p.45)

Who are you as learners?

In order to teach students well, the teacher must know their strengths, needs, and interests. Tomlinson & Imbeau state that there are 4 goals. "(1) recognize that the teacher cares about them as people and wants to know them, (2) begin to share a bit about themselves, (3) consider the similarities and differences among classmates, and (4) think about what it would mean to have a classroom designed to work for all kinds of learners (Tomlinson & Imbeau, 2010, p.47). To accomplish this goal they suggest three approaches.

Approaches

1. Graphing Me - Students graph their strengths and weaknesses identifying areas of the content they feel confident and areas that they are less sure of.
2. A Trip to the Doctor - This is a role play activity where one student is the parent, one student is the parent's child, and the teacher is the physician. After the students act out the injuries/illnesses the teacher/physician prescribes the same remedy for each.
3. One Size Fits All? - The teacher asks two students to put on jackets that are clearly the wrong size. The two students describe how they feel in the clothes.

Given the differences we see, how should I teach you?

After the completion of one of the three activities, Tomlinson and Imbeau state,"It is important for students to acknowledge that people don't come in matched sets like luggage. The class will then discuss ways that students can work together to name specific ways they can be more flexible so more of their classmates get what they need to succeed. The goal of this segment is to start a conversation about ways they might learn better if the classroom provided more options.

If our classroom is going to work for all of us, what will it be like?

Basic Elements of a Flexible Classroom:

*Use materials that are a good fit

*Connect important ideas to personal interests.

*Work with knowledge and skills that are at the next step in growth.

*Work at a pace that supports learning.

*Receive help from the teacher and peers that support growth and success.

(Tomlinson & Imbeau, 2010, p.56-57)

Basic Elements of a Flexible Classroom..continued

*Explore ideas and skills in ways that are effective and efficient.

*Express learning in ways that show what he or she has learned.

*Learn with and from a variety of classmates.

*Teach a variety of classmates.

*Learn how to be a more independent learner.

*Learn how to be a better group member and partner.

(Tomlinson & Imbeau, 2010, p.56-57)

How can I learn more about your starting points, interests, and best ways of learning?

"Over time, a teacher should aspire to know some general things, such as how well his or her students read, what they like to do with their spare time, what their dreams are, how they relate to their peers, how they see themselves as learners, how they learn best, and how their culture shapes their learning" (Tomlinson & Imbeau, 2010, p.58). Ongoing assessment is the foundation of important instructional decisions made by the teacher. Students begin to realize that teaching and learning work better when everyone understands what the learning targets are.