TOURO COLLEGE

Graduate Studies in Education and Special Education

EdSE606: Principles of Middle School Science and Technology
Instruction in General and Special Education, Grades 5-9
Professor Daniel Stein - http://touroweb.webhop.org

Student Prefix: 117z606 Name: Chad Goldsmith Path: C:\117z\ 606 differentiate1.doc
 NYS MST Standards  NYS Science (Elem./Int.) Assessment 

Readings: Differentiating Instruction Chapters 1-3

I have summarized each chapter (above) of “How to Differentiate Instruction in Mixed- Ability
Classrooms”, by Carol Ann Tomlinson. I have then written a passage with my comments on at least 3
major concepts, in the 3 chapters above. Following this, I have written a passage on how I will integrate
at least 2 concepts learned in my science classroom in teaching toward the understanding of question
from the NYS Grade 8 Science Assessment. This document will be a minimum of 2 pages single paced,
times new roman 12pt..
Please cite the book (above) using http://www.knightcite.com , then copy and paste it below

Citation: Tomlinson, Carol A. Differentiate Instruction in Mixed-Ability Classrooms. 2nd ed. Upper
Saddle River, NJ: Merrill Prentice Hall, 2001.

Chapter 1, summary: This chapter defines exactly what Differentiated Instruction is, and what it is not.
The author explains that a differentiated classroom provides avenues to acquiring content, to processing
or making sense of ideas, and to developing products so that each student can learn effectively. The
author tries to clear up any misconceptions one might have of this teaching method. Such as, that
differentiated instruction is NOT the “Individualized Instruction” of the 1970’s, in which teachers tried
to do something different for each of the 30-plus students. The current model of teaching recognizes
that sometimes it is necessary to work with the whole class, sometimes with small groups, and
sometimes with individuals. To me, this model seems more practical than working with each student
one on one. Another topic that the author touches upon is the fact that Differentiated Instruction is
Student Centered. The goal is to make learning engaging and interesting. All students will not always
find the same lesson equally engaging. What one student finds to be a challenge might be incredibly
boring for another. It is also important that students share responsibility for their own learning, this
allows the teacher to work with an individual or small group. For example, if one child is especially
strong in math, they can offer to help another who is struggling, or they can do a challenging assignment
on their own. Many teachers have the fear that Differentiated Instruction will cause them to lose control
of student behavior. With this type of instruction, the teacher will have to manage and monitor many
activities simultaneously and that can be a challenge. However, if it is done effectively the experience
can be successful, not disorderly and undisciplined. I think that this type of instruction will be most
difficult to manage for new teachers, like myself. It will go smoothly for a more seasoned teacher.

Chapter 2, summary: In this chapter, we see the classroom through many different eyes. We see that the
meaning-making process is influenced by the student’s prior understandings, interests, beliefs, how the
student learns best, and the student’s attitude about self and school. It is up to the educator to identify
how each student learns most effectively, and differentiate the lesson in order to engage his/her students.
This chapter focuses on the needs of both advanced and struggling learners. What I found to be most

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interesting was the statement that “because advanced learners coast through school with little effort, and
in turn receive rewards for their success, they never learn how to struggle or fail.” When hard work is
required they become frightened, resentful or frustrated. It is then necessary for teachers to keep setting
the bar higher for advanced learners, so that they are challenged and reach their own personal potential,
not the norm. Struggling learners need acknowledgement for their strengths and tasks that draw on those
strengths as a way to tackle areas of difficulty. Also, students learn most effectively when they see the
big picture. In other words, how do the concepts being taught in the classroom relate to their own lives?

Chapter 3, summary: Chapter 3 focuses on the teacher’s role in the Differentiated classroom. The
teacher has to alter the way they view themselves in the learning process. They must focus more on
reading their students, diagnosing student need and then crafting learning experiences in response to that
diagnosis. The author used three metaphors to explain the teacher’s role in the classroom. I especially
liked the one in which she compares the teacher to a Director of the orchestra. One rule of thumb that I
found to be most helpful was that students would benefit most if a lesson focused on key ideas and
meanings, instead of a broad range of information. I like the strategy of working backwards by first
planning what understanding and skills you want your students to grasp when a unit is completed. Then
the teacher has to figure out the best way to get the students to master the information and skills.

Comments of Chapters 1-3: These chapters not only presented the idea of Differentiated Instruction but
also showed how it can be put into practice in the classroom. I especially liked the way the author in
chapter 2 had the reader see the classroom through the students’ eyes. I think that it is first necessary to
understand your audience’s point of view before you can get ideas across and engage them. The overall
message was that every person learns differently, and so it is imperative that we adjust our teaching style
to accommodate them. Obviously, the author has had many years of experience in the classroom and is
well versed on the subject.

Integration of concepts learned into my science classroom, with an example of a question from The
Grade 8 Science Test

2008 Grade 8 Science Test

Part 1
7. Which unit is used to express the amount of energy in food?

1. Calorie 3. Milliliter
2. Degree Celsius 4. Gram

I would ask the students to relate this question to their everyday life. When they sit down to eat
breakfast in the morning and they look at the side of the cereal box, do they see one of the words that is
a choice to answer the question? In this way, I am integrating two concepts that I have learned into my

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science classroom. I am relating the question to their real life, and I am acting as a “coach or director”
in the learning process.

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