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Abstract
Chapter One of Fair Isn’t Always Equal serves as a highly analytical introduction to Differentiated Instruction. Author R. Wormeli captures the essence of Differentiated Instruction through numerous explicit and discrete examples, all of which pertain to the art of teaching. In general, Wormeli describes D.I. as a method used not to “make learning easier” but to enable students to reach their full potential. Altering the presentation of a lesson so that students of all different strengths can comprehend does not condition them to expect easiness. Instead, such differentiation utilizes the talents students already possess to assists in developing their comprehension to a point of mastery.

Synthesis Sarah
This chapter seems to have been an eye-opening read for most, as it managed to explain Differentiated Instruction in a more tangible way than previous chapters we were exposed to. From reading the class’s reflections, it seems as though more of us were able to recognize when our past instructors used the D.I. method through Wormeli’s numerous examples. Being able to identify when to differentiate and really experience the results of such a powerful tool will help us all become extremely versatile teachers.

Kirsten
The opening of this chapter was really helpful in realizing what so many of the authors in our other books have been trying to say: Be fair and be prepared for your students. Wormeli explains in no uncertain terms is this method meant to coddle or handicap students, but allow every student who comes through our classrooms the opportunity to learn. In order, however, to help our students learn, we have to be willing to alter our carefully laid out lesson plans (alter the way it's taught, not what's being taught). I think the idea that we have to get creative and teach things differently than we anticipated can be scary, but it's also very exciting and completely necessary. I really look forward to exploring all the ways I can get information across to my students and have fun at the same time.

Jordan
Wormeli introduces this book by discussing the discrete ways that teachers differentiate instruction for their students: “providing extra examples, …[standing] next to [the student] to keep [the student’s] attention focused on the lesson; regroup[ing] the class according to student interest, readiness, or the way students best learn;…[giving the student] a choice among assignments based on something she knew about [the student]…” (1) and continues by explaining that there is differentiation in every classroom. More important than him identifying ways of differentiating a classroom is the way he defines what differentiated instruction is. Most would suggest that it is altering the style of teaching to meet the needs of all students, but Wormeli states “//Differentiated Instruction// is doing what’s fair for students” (3). By differentiating instruction, we actually challenge students more because they no longer have the excuse that they do not understand and give up. Students that are exposed to this instruction tend to thrive in the classroom instead of fail because they gain confidence and are motivated to learn the material. I have watched several of my peers give up in class, on homework assignments, or even during a test because a teacher did not take the time to meet that student’s needs. As a fellow student, it is discouraging to watch and when able to help, I tried to explain it in a way that they might understand. It is because I was able to watch the frustration on my peers’ faces (and sometimes my own frustration) that I am going to be very conscious of my students’ needs and differentiate instruction in my classroom.

Jennie
This chapter explained differentiation in simple terms. "Differentiated instruction is doing what's fair for students" (page 3). The chapter goes on to explain doing something as simple as reexplaining a question in a different way for a student so that they understand it when the generalized way didn't make sense to them. The thing that we have to watch out for is that we aren't making learning easier for student. We have to find a happy medium between things being too easy and too hard or a one way style of teaching. I want to make sure that I can be in that happy medium with my students so that they do understand but they are challenged to the right extent.

Leah
Throughout this class I have already been reflecting on my past educational experiences, and how my teachers have differentiated in the classroom. With the examples Wormeli gave I can clearly see the times that my teachers differentiated for students not just me, and understand his definition that differentiated instruction is "doing what's fair for students."Many people are afraid that differentiation will cripple students for when they have to be out on their own, when really it is a powerful form of instruction that will make sure students are not only obtaining knowledge but understanding. This chapter gave me a greater understanding of why differentiation is needed and therefore makes feel it will be vital to my future pupils.

Brittany
Differentiated Instruction is teaching the students in a way that is most beneficial to their individual learning. When a teacher uses Differentiated Instruction, he or she is teaching the students different methods of learning and doing assignments when the original plan is not conducive to his or her learning. While using this form of instruction, the students are taught at the appropriate learning level that will push them to succeed. After being taught with the Differentiated Instruction technique, students are capable of succeeding in any classroom that does not have a teacher that teaches in this manner. This is because part of Differentiated Instruction is teaching students the tools they need to succeed as a learner. This will impact my future classroom because I hope to teach in this manner. I want to produce a class where all my students find the way in which they learn best and flourish from that experience.

Sarah
Chapter One provided numerous examples of differentiated instruction both inside and outside of the classroom setting. The primary purpose of this chapter was to stress the necessity and extreme benefits of adopting the differentiated approach and encourage teachers to use it within their own class. The part that I found most interesting was the comparison of D.I. to a crutch or a prosthetic limb because it really personified the overall meaning of the instruction model. To summarize, the authors claimed that D.I. does not train a student to become dependent on what is easy, but a method of support which enables students to perform their best based on their strengths.

Ryan
In chapter one of //Fair isn’t Always Equal// there was a lot of discussion of differentiated instruction. One aspect of chapter one that stood out was the fact that differentiation provides a way for all students to learn and reach goals that without differentiation they would fail. Differentiation seems to separate the students who excel and the students who struggle and put them all on a level playing field and this is important because each student will be able to learn from one another. This information will impact me as a student by listening to my fellow classmates and learning from what they have to say. This knowledge will impact me as a teacher by making sure differentiation is used in my classroom.

Corinne
This chapter discusses Differentiated Instruction (DI), and how it is used in the classroom. This chapter refreshes what I have learned about DI from the other text, but the examples it used help me to understand how to better use this method in the classroom. The examples are less complex and broader than in the UbDDI text. As a result I feel as though I am more comfortable with the term and would be able to better use it in the classroom. I can relate to this chapter when it claims that students who learn in a DI classroom become capable and independent thinkers, who are challenged in the classroom but come to understand themselves and the way they learn, and gain the tools to think and come to conclusions on their own. From an effective teacher in high school, who i know see applied DI, I gained these tools and they have helped me to succeed since leaving his class.

Ryan Snowman
This chapter gives some insight into the differentiated instruction mind – set. This chapter cleared some things up for me. First of all, differentiated instruction has nothing to do with making learning easier for students. Instead, it means to provide the right challenge that makes sure that the student can succeed. Secondly, it is ok that you differentiate toward some kids, and not the others. Teaching cannot be “one – size- fits – all.” That is why differentiation is so important. As teachers it is our job to be fair to every student, and to be development – level appropriate for each student. As a new teacher, I will make sure that I do not teach in the “one – size – fits – all” style, and will use differentiated instruction.

Tim
This first chapter further enlightens me as to what differentiated learning is and how important it is to pay careful attention to the different ways students learn. This chapter delved deeper into what differentiated learning truly is (doing what’s fair for students) and is eventually defined as “highly effective teaching”. I really liked how the chapter explains differentiated learning as giving the students the tools to deal with whatever comes their way in the classroom. The chapter allows the reader to know that if a student experiences differentiated learning in earlier stages of classroom life, but not later, they will still succeed despite not being exposed anymore to differentiated learning. This chapter affects me because it showed me more of the importance of differentiated learning, and how it effects a student’s growth in the classroom. The chapter helped show me that differentiation helps provide focus to the student, in a way that will help them succeed.

Drew
This chapter cleared up something that I had originally mistaken before I engaged in practicum. As many would have seen in today’s poor classrooms, often times the differentiation of instruction is implemented to make work easier for students of different skill levels. However, the point of differentiated instruction is not to make things easier for students, but to challenge students in ways that they can approach the material and succeed. The idea of “making things easier” is something that has probably become a common misconception when the term “differentiated instruction” is used. This chapter mainly encourages and stresses the importance of the practice of differentiated instruction because it provides a fair learning environment for all students.

Cara
The first chapter of this book said what the UDDI in simpler and more real-life terms; teachers need to differentiate in the classroom in order for all of the students to get an equal education. The examples used to show what differentiated teaching looked like made the idea seem less scary and more do-able. I've had more teachers teach in this way than not. One teaching style does not work for every student, so a teacher should try different approaches in order to teach effectively to EVERY student. Even answering a question in a different way may help some students to understand concepts and perform well in the class.

Scott
It is likely that all of our teachers differentiated instruction to us in some way. It's becoming more obvious why it worked because we have discovered more about how the brain works and how people learn in the past twenty years than all civilizations combined. We still are not sure how to apply all of this new knowledge in the classroom however. It's important that we are sure that our students do not become dependent of differentiation, we need to make sure they strive to find what methods work best for themselves, give them autonomy. A student who's instruction is differentiated will still do well on standardized tests. It is important to offer children the tools that they need to be successful. The most important part of differentiation is that we need to have the right attitude about it, it needs to be accepted and embraced.

Mykayla
Differentiated instruction has always been a heated topic for me. The experiences I have had with this type of education have been devastating. However, this chapter opened to my eyes about how differentiated instruction is supposed to be used effectively. “Differentiated practices are the ways we maximize students’ learning at every turn” (pg 5 Fair isn’t Always Equal). As a teacher this way of viewing differentiated instruction seems logical. If differentiation is used to “maximize” students’ potential then I am not skeptical for using it. Differentiated practices should be used to help those students who are struggling with one type of instruction so that they have an alternative for learning the information.

Rachel
In chapter 1, the author, Rick Wormeli, ask me to look back to middle school and high school and ask myself if my teachers differentiated for me. By differentiating, a teacher uses different teaching techniques based on a student’s learning style. While I’m sure that they used these techniques to meet my individual learning needs, there is not one major instance, where these techniques stand out to me. But perhaps it is these innumerable, unmemorable instances that have affected me the most as a learner. Wormeli describes differentiated instruction as a strategy to “maximize students’ learning, (3).” Fair Isn’t Always Equal directly relates to both Multiple Intelligences and Integrating Differentiated Instruction and Understanding by Design because its purpose is to meet the individual learning needs of each student.