Three Cogs

One metaphor I found helpful in understanding how a differentiated classroom works is “A Clockwork of Three Cogs” (Tomlinson, pp. 10-12).

The first cog represents student needs, which are affirmation, contribution, power, purpose, and challenge. As Tomlinson says, we cannot effectively teach until we have attended to these needs. They are a gateway to student learning. 

The second cog represents appropriate ways in which the teacher responds to and connects with students, including invitation, opportunity, investment, persistence, and reflection.

The third cog represents curriculum and instruction as the vehicle. Tomlinson says "the most effective teaching does not seek transmission of knowledge isolated form human need, but rather attempts to help young learners discover the power of knowledge to reveal, amplify, and develop the best that is in them" (page 12). So, to that end, classroom curriculum should be important, focused, engaging, demanding, and scaffolded.

As I was reading through my notes from the first day of class, I noticed that I had written down something important that Dr. Peterson said: "We teach through the relationships we build."I think that goes right along with what Tomlinson is trying to say here. As teachers, we can't expect children to trust us to teach them unless they know we care about them as individuals. We must create a safe environment in which for them to learn. We can spend hours and hours creating amazing lesson plans, but out students won't respond to them unless they feel safe and accepted as part of the classroom community. I'm so excited to explore this topic more.

My Evolving Definition of Differentiation

Truth: before I started this course, I thought I knew what differentiation was about. If you had asked me, I would've told you that I thought it had to do with learning styles (audio, visual, kinesthetic, etc.) and being able to teach to those styles.

Even though this course has just begun, I’m realizing that I was way off! Differentiation is about so much more than learning styles. It is about meeting each unique child’s individual needs so that they can grow and progress. In class, our professor, Nancy Peterson, said something like, "Every child deserves a whole year’s growth from a year of school." That really hit me. Each child will come to my class at different starting points, with their own set of strengths and weaknesses. I must also take into account students’ backgrounds, interests, readiness, and learning profiles. I will need to learn to vary the process, content, and learning environment.

Although I have a long way to go, I’m starting to revise and expand my personal knowledge and definition of differentiation. I know that it will keep evolving and expanding during this course and throughout my career. I'm excited to see where this journey takes me as a teacher!

How This Blog Got Its Name

For my first blog post, I'm going to tell you about how my blog got its name.

Last semester, during finals week, one of my professors showed my ElEd cohort this video. Although I was totally exhausted and burned out from all the finals week craziness, this short clip made me pause for a minute and remember why I am doing this. I don't know if I'll ever be as amazing a teacher as Rita Pierson; however, I do know that I will have a small circle of influence in my own classroom, with my own students. Each child that comes to me will be a unique individual with unique strengths, challenges, and needs. My hope is that through my differentiation course, I will better learn how to meet those needs, and in that way, I can be a champion for my students.  

This clip is about 7 minutes long, but well worth the time! I hope it inspires you as it did me.