Parity

Hmmm...Where do I even begin? While each article discussed the multitude of ways students are/can be different from each other, they were all a more in-depth rehashing of what we've been learning. Of course, they will all contain examples on differentiation, that is the class we are taking, after all. Amusingly, the lesson that stuck out most to me was not how kids can discreetly ask for help without feeling they look stupid (Tobin, 2005) or how some seemingly genius math students can also be in the Vulture reading group (Winebrenner, 2003), but the lesson of "parity issues" in Tobin (2005) which really had nothing to do with students at all.

With the mention of the word "parity", which is an unusual word to use, (and to use it twice!), I considered the possibility that this author was dissatisfied with her choice of study and/or setting in which it took place. Did the parity issue of Tobin not getting a say in curricular decisions (as specifically mentioned) color her results? Even the recorded statements of the children mentioned in the article were ambiguous and I did not see much evidence that this study proved anything except that more time and equality was needed for concrete results.

Jumping in

Not sure what Tobin was thinking, jumping into a class like that and expecting to be considered an equal when she had no repertoire with the teachers or the students. I feel like the students did not trust her to give her "real" answers when she asked questions and when they did not ask for her help. Did her mere presence disrupt the learning flow of the lower achievers mentioned? Would they have done better if Tobin only observed and did not participate? Apparently, more time and further study are needed.

This being said, Winebrenner's and Tobin's other article (2007) did give some good advice on what some kinds of differentiation look like and how to implement them. Winebrenner gives a great how-to guide for teaching "twice-exceptional" students. I like how the methods can be used for any of the students in the room and all are given the opportunity to test out. This sounds like a classroom of true differentiation. Is it possible for this classroom to exist? Is it possible on top of all the other teacher requirements?

Tobin's (2007) article was differentiation as it applies to literacy. I see a lot of practical ideas and I'm relieved that it took Rachael two years (with more to go, I'm sure) to develop her practices. So many times, I've been feeling like all of the things I'm learning, I should just be able to jump in and do. I know this is not so. As with anything, it takes experience and practice. Now, I have a written and published validation of this.                    

Back to "parity," these articles all have a common theme (to me). That is, equal doesn't mean the same and we all need to accept, embrace the differences we see in each other.

Found this in a teacher's classroom.   This is a link. It is supposed to be purple!