FIAE+B1+Chapter+1



Abstract The first chapter of Wormeli's "Fair Isn't Always Equal" sets the rest of the book up in a straightforward manner--something nice in the world of textbooks. First, the author describes a simple scenario that reflects exactly what differentiated education can look like. The reader is shown that even the little things that a teacher does create a differentiated classroom. There are things teachers can do that seem like commonsense that create a different learning environment for a kid that might have had a hard time with the material otherwise. The title of the book comes from the idea that differentiated education can create **an atmosphere that seems unequal** because of special tasks that the teacher requires some kids to do but not others. However, a **fair education** requires differentiation because each student should have the chance to learn the same material to the same extent as others.

[|Darren's Synthesis]
For most of us, this chapter helped define exactly what differentiated instruction referred to. Whereas other books may have been vague or broad, the chapter provided a good example of how easy students can experience the same content in different methods through easy means in the first few paragraphs. We recognized how students' ability to adapt in real-world situations and classrooms further down the line start early on, and that our instruction can help the kids learn the knowledge they need to know to succeed with [|standardized tests] (that, as far as our class is concerned, serve little purpose in judging student ability). It is important to recognize how "little" tasks like graphic organizers and rephrasing information can attribute to better learning for a wider variety of students. Furthermore, the idea that it is fair for every student to learn the same content is important, and that, though this education seems unequal, it is necessary to provide each student with the [|tools needed to differentiate for the rest of their lives].

Cassandra
The first step this book takes is to defend differentiated teaching. The proof the book states that I found the most realistic and somewhat obvious was to point out that students can't take difficult undifferentiated tests without learning the information. When a teacher says that it is babying students, they are far from right. Our jobs are to teach students, but we should be required to actually do whatever it takes to have the students GAIN the knowledge. If we are just "teaching" than we should just blab on an on about the subject and fail all of the students who don't "take learning in their own hands." The subjects should be important to the teachers who are teaching them, and if they are than teachers would actually be interested in finding creative ways to stretch and bend their subject. Once the most difficult learner understands the information, they would do much better on standardized tests.

Darren
Every book I've read for the Secondary Education major have revolved around the idea of differentiation. And this is a good thing because the idea itself is very, very important. Differentiation allows students to learn on their own terms, and they do not have to try and figure something out that their learning style refuses to accept. For example, I am a visual learner and it is very hard for me to listen to directions and follow them; I have to see them in front of me. However, I've heard a lot of emphasis on differentiation, but I only heard very little explanation (which seems odd). The first page of "Fair Isn't Always Equal" starts with examples of what differentiated education can look like. It gives a math class rundown, where the author lists activities the teacher may have the students do. The author lists extending deadlines, shaping group activities, and working with students individually as all being ways in which teachers differentiate. This was eyeopening for me because I had always thought of the act of differentiation as some huge thing, but in actuality, simple activities and changing a point of view can accomplish the ideal. If I take nothing else away from this book, I have learned on the first page that differentiation is a way of teaching that I always thought was common sense. I have a lot of confidence in my ability as a differentiated instructor after reading this page.

Jennifer
Chapter 1 FIAE

I understand differentiated learning a lot better after reading this chapter. I know that not all students learn the same. With differentiated instruction, as a teacher, I will need to change lessons and provide different tools to different students that will help them understand and maximize learning. Differentiated instruction will not only help students learn but will benefit them in the long run. As long as we do not let students become dependent on us for differentiated learning, if we teach them to reach our for tools and material themselves, they will continue using it for the rest of their lives. This goes along with the standardized testing. If teachers use differentiated instruction, students will, in theory, learn and understand the material better and learn how to help themselves. When it is time to take undifferentiated standardized tests, students will be able to handle the questions and will know the material well, which I think is important even though I do not agree with most standardized tests.

George
Chapter 1

This first chapter started by saying that we have a great advantage because we have learned more about the human brain in the last 20 years then in all human history till then. This gives us a better insight in how someone learns and has allowed for the rise of differentiated instruction. Some people see it as a crutch in a negative sense that it holds a student back because they have to keep relying on it. However the book instead related it to giving someone who had lost a limb a prosthesis. That one thing makes it possible for the wearer to walk. It's not equal for the person who lost the limb to get a brand new leg, but it's fair because without it he would be unable to walk. Thus leading us to the title of this book.

Dan
In chapter one we get examples of differentiation. We first learn about subtle things that may have happened to us during school like a teacher arranging the classroom for better learning, a teacher giving us audiobook, or a graphic organizer. Differentiation in the classroom must be available to all your students though, even if you feel they don't need it. Differentiation can also happen outside school. What if a doctor or a mechanic was faced with a problem they haven't seen before? We truly hope they have a book available or a chief doctor they can use to help them. Differentiation is something that can be available throughout school so students can then use it in the real world.

Sean
Chapter 1 This chapter discusses Differentiated Learning and how it aids a student's learning process. But some teachers think that this is making learning too easy for students. But that's just what learning should be; easy. A skilled teacher can take any subject and can differentiate the way their students are taught, allowing for more options/venues for a student to learn from. The book also makes a mention of standardized testing, which are mostly useless in judging a student's real potential to learn. But in a differentiated classroom, then a student has the ability to do most anything, even pass some standardized tests. = =

Amy
Any person that has ever had a teacher provide alterations to, or altogether re-structure a lesson plan or activity, has experienced differentiation. A teacher who has given options for an assignment, or who has altered instruction has also used differentiation in the classroom. Differentiation has been defined as, “ doing what’s fair for students”, regardless of how equal it is or is not (Fair Isn’t always Equal 3). Its main purpose is to capitalize on student learning, and it is not a strategy for weak students. Differentiation helps students “understand themselves as learners, and because of that, they are better equipped to advocate for themselves”, which helps them become independent when thrown into the real world (4/5). On the other hand, some people argue that differentiation is just used as a “crutch” that students will become dependent on, and providing a crutch for some students on certain things and not for everyone else can be seen as unequal. One example of how to be fair but not equal, is, “providing a graphic organizer to four struggling students to use while watching a movie in-class, and not the rest is fair because the graphic organizer can help the struggling students potentially learn the as well as the non-struggling students. In the end it shouldn’t matter that the students that struggle to organize their thoughts get a ‘crutch’ because everyone gets the same test. However, a teacher can be fair and equal by offering the graphic organizer to all students as an optional piece, but making it mandatory for the struggling students” (6,7). Overall, differentiation provides a way for teachers to give students who have “weak areas”, a chance to develop those skills and get the most out of their learning.

Ethan
In this chapter we are introduced to the concept of differentiation. This is the idea that certain students in a given class that may be struggling to learn should be given extra tools to help aid them in the learning experience. Things like graphic organizers for the kids who cannot keep their thoughts straight are examples. It also goes on to talk about how some people see it as maybe being unfair but it truly is just giving a chance for certain students to understand a teacher along with the rest of the class. There is a fine line I feel between differentiation and just giving the answers away. Differentiation does not do the work for the student; it just helps them to learn the material in a way that is better for their learning style.

Andy
The first thing that I learned in this chapter is the definition of differentiated instruction. Already reading a few chapters in DI/UBD I still was not quite grasping the concept. This chapter helped me understand that differentiated instruction is just the best way for a teacher to maximize student’s learning whenever possible. They mention strategies that include just being physically closer to a student, allowing students to do small group work, or even the arrangement of the desk in the classroom. Being a child who has grown up in the 90’s I fully understand the concept of the 90’s being called the Decade of the Brain. I have seen quite a change in teaching from when I was in early high school to now. I know that I will have to differentiate my lessons to better help my students. I also know that I will not be able to carter to everyone’s need every second of the class, but I know that even the little things can help the students make the connections that will be more long lasting.

Damian
Chapter 1; FIAE After reading the chapter I would be remiss to exclude a point I found disturbing. It seems that teacher, good teachers, meaning those teachers able to effectively convey there messages to students, have been //differentiating// in there classrooms before we termed the process. It is hard for me to process this fact though. It feels like throughout the course of a lackluster educational process a third party was viewing the failings and successes of the educational system and needed a way to quantify what they saw. They couldn’t say to teachers that they fell into a black and white world that labeled them good or bad, but instead made a world entirely of the grey and called it differentiation. How //much// you differentiated as a teacher could carry you through the miasma and into the light or leave you behind in the darkness. I refuse to believe that through sheer determination and differentiation a teacher can become transmogrified into an excellent educator. If differentiation was truly in place then it would not be regimented, mandated or implemented uniformly. Society seems scared to single out students for fear of political correctness infractions. How can we truly differentiate without distinguishing our students?

Brian
 Chapter one, explains the title of __Fair isn’t Always Equal__. In a differentiated classroom, we need to make sure that we keep things “fair.” To keep our classroom fair, the book explains, we need to provide aids for students who are struggling, and give them extra attention. This is unequal because not all the students in the class will receive extra help, and special aids. However this is fair, because without the help or aids the students who need them wouldn’t be able to come close to the same level of learning as the students who don’t need the aids.

Zackary
The whole first chapter of this book was about how to teach students according to differentiated instruction. Through this type of instruction students learn from their learning style easier than if the teacher always taught only in one style the entire year. The teacher should not be doing what is fair for them; the teacher should be doing what is best for the students, all of the students. To treat one child that learns differently than another the same, does not mean you are treating them equally. To treat a student fairly, makes it actually more difficult to teach the students in the sense it puts more of a burden on the teacher. This burden should already be there though since all students should be able to learn how they learn best.

Liz
CH 1 Chapter 1 of Fair Isn't Always Equal introduces differentiated instruction and why it can be fair but not equal. I learned a general understanding of how differentiated instruction is not always equal. It is a teacher's job to make sure the students all have a fair chance at development and being educated. It is not the teacher's job to make sure the students learn from a "one-size-fits-all" education. This matters to me as a classroom teacher because my students will have have different needs and will need to have fair education in terms of what they need to make the class accessible for them. By accessible I do not mean the ability to walk up to or reach the classroom but accessible in the idea of having the ability to learn.

Josh
I like how this book started with discussing what differentiated instruction is. In our UbD book, it defines the term but I feel that this book explains what it is a lot easier. The book describes differentiated instruction as "doing what's fair for students"(FIAE page 3). It is giving students all the tools necessary for them to succeed. What is important to remember is that it is not individual instruction. It is a highly developed method of teaching and research shows that teachers that use the method have students who succeed at higher levels. Using differentiated instruction will help students use the method in future classes, regardless of whether they're differentiated or not, because they have acquired the tools necessary to handle whatever comes their way.