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Kasey
Abstract & Synthesis


 * This chapter focused on the importance of students when designing a curriculum. Although this may seem like an obvious point, often times curricula are developed without taking into account student variances and different** [|barriers to learning] **Ultimately, “learner variance shapes the art of teaching” (Tomlinson &McTighe 13). To meet the wide variety of needs, a teacher does not need to design a curriculum for each individual learner, but can implement a “pattern of instruction that will serve multiple needs” (Tomlinson &Mctighe 19). The curriculum can then be tested in the classroom and modified as needed.**
 * Some typical barriers to learning are personal issues, learning problems, and learning styles. To meet all of these different needs can seem like a daunting task. One way an educator can better understand the students’ needs is to teach** [| responsively] **This means developing a relationship with students and learning which techniques are most effective for them. Teachers can do this by intentionally getting to know their students, offer more than one way to show learning, and using informal assessments to check for understanding. There is not a ‘one-size fits all’ curriculum that will work for every student year after year. As educators, we must be constantly modifying and improving our curricula to meet the various and changing needs of our students.**

**Shila**
Chapter two titled “What Really Matters in Teaching? (The Students)” really irked me. Right from the beginning I disagreed with what it was telling me. In the very first paragraph it says “To be an expert teacher is to continually seek a deeper understand of the essence of a subject, to increasingly grasp its wisdom.” I am a firm believer that what makes an expert teacher is the ability to connect to your students. This, to me, does not mean that you have to be the most knowledgeable person in your field, but someone who can make the kids relate and understand what you are teaching. Now this chapter touches on teacher-student relationships on page 18, but I don’t feel like a paragraph shows how important that portion of teaching is.

Josh
This chapter addresses the idea that while it is easy to teach by idea, when you actually have students involved it becomes more difficult. The example of the students with internal struggles going on in their lives is important for me to remember as I teach in Maine. There is a very high rural poverty population in our area and with that comes students that have big internal battles. I would like to think I could create a learning environment that allows students to feel safe and work without worry, but just like the girl who was sabotaging her grades so her parents would get back together, some students will have other ideas in mind. This chapter was good to read because it is the first time that I have read what I assumed but was unclear of. As a teacher you do not need to have differentiated instruction for all students all the time, but rather need to use methods that will cross many different types of learners to get your curriculum covered.

Ben
Chapter two of //Differentiated Instruction/Understanding by Design// focuses on the students. Specifically, it talks about how teachers can interact with students in a way that fosters learning. One thing in this chapter particularly has changed the way I perceive my future in giving instruction. On page 19 the authors write that “classroom teachers can work to the benefit of many more students by implementing //patterns// of instruction likely to serve multiple needs.” This has helped me to further my understanding of how curriculum is put together. Before, I thought curriculum would be designed to catch the most apparent group of students. Now, I realize that curriculum can be patterned to fit a large majority of students, making everybody’s jobs easier.

Erika
There were a few key concepts I learned when reading this chapter. The influence of the students and their lives on the curriculum that is being used was emphasized. This really struck me as I had never really thought about how that will effect what I do in the classroom. I am going to need to be mindful of the students I have, their strengths and weaknesses, and the personal situations I may be aware of, when I seek to develop a useful curriculum for them. However, as the book pointed out, this does not mean that I have to gear my lessons toward each individual student. I need to be mindful of the tools that can be used to allow me to ensure each student is reached. These may include small group learning, offering differentiated instruction, allowing alone work, informal assessments, and other teaching devices at my disposal.

**Tyler**
The first thing that really stuck out at me was the part of the chapter that talks about plans for the year. Even experienced teachers who have a solid outlook on how each year may go know that even the most well planned year is always subject to change. And the main reason for these changes are the students. I believe that going into the schools with the knowledge that no matter how hard I plan, chances are things are going to change at some point. In other words, I will go into the classroom on the balls of my feet ready for anything.

Tim
Before working with students to address the areas in which they need developmental assistance or direction, by understanding one’s own multiple intelligences, a better comprehension of the theory can be attained. As a teacher I can draw upon the experiences of my students and colleagues alike to further develop my own intelligence. It should never be a case of stagnancy; I should always strive to grow and prosper. Students and teachers alike may have certain activators and deactivators of each facet stemming from previous experience or trauma regarding each or any area of intelligence. It is important to assess oneself regarding these conscious or subconscious factors, and understand that students most likely deal with similar issues. While these issues may not be readily apparent, they can easily affect development of multiple intelligences, both positively and negatively.

Kasey
This chapter was very interesting to me. The idea that the differences in students’ learning styles and personal needs will shape the curriculum will be important for me to remember when I begin teaching. This chapter talked about various barriers to learning, such as a students’ personal issues, identity issues, learning problems, or need for differentiated instruction. A teacher cannot design one curriculum and use it year after year without change; instead it needs to be tweaked and modified slightly to fit the needs of the students. Also the idea that students “are looking for adults who accept them, value them, guide them, and represent for them what it means to be a competent and caring adult” ( Tomlinson & McTighe 16) is an important thing to remember. Some of my best teachers in high school were the ones who treated us as adults, and were really great role models. Having that sort of relationship made me more receptive to what they had to say and facilitated greater learning. That is something I will strive for in the classroom. Not only teaching the course material, but also getting to know my students as young adults, and being a good role model. Related to that, the section about finding ways to get to know students was interesting. I think it would be a great idea to stand at the classroom door and address each student, and have them keep journals. Several of my classes in high school and college incorporated journal writing, and I felt much more connected to the teacher, almost like it was a one-on-one conversation.

Heath Booth
This chapter addresses some of the differences in our students that go beyond just their learning style. They come from a wide variety of backgrounds and situations, and as they feel their way through figuring themselves out these factors have enormous impact in every aspect of their lives, including their receptiveness to be taught.

Kyle Rines
This chapter focused on the different situations that can be brought about in a classroom and how each student is different. There are many special cases of students with unique characteristics that make them different in the classroom. This impacts me by extending my understanding of how different personalities make a classroom difficult to manage, but at the same time very unique. But through good lesson planning and attention to students needs, a beneficial environment is attainable. Overall, a good understanding of your students and having the confidence to handle difficult situations are two very useful traits to have as a teacher.

Caitlin Alexander
Chapter two, “What Really Matters in Teaching? (The Students)” focuses mainly on how the learning that students receive and how well they do in school is not merely a product of what is presented in the classroom, but also of their lives outside of school, as well as their own personal backgrounds. The real life examples presented in this chapter (Elise, Jason, Yana, and Noah) are all challenging situations that might be (and most likely will be) experienced by any teacher in any classroom. The chapter is useful to teachers because it helps develop understanding for why students might not be succeeding in the classroom. I feel that this chapter is useful because it expresses that the teaching is not always the problem, but that there may be issues outside of the classroom that are inhibiting a student’s ability to learn. I feel that by being more aware that outside problems can be just as detrimental to learning as poor teaching, I may be more aware of those very same situations in my own future classrooms. While I understand that some (if not many) situations are outside of my control, I might adapt my own methods to better fit that student’s needs if possible, and do my best to include them and make them feel safe in the classroom.

Kay Sue
This chapter stresses the importance of the student in the teaching process. The concept that learning is something that happens within the student not to them really struck me. DI gives tool to teachers that help them to reach all of the students even with all of their varied abilities, interests and attitudes. It is a fluid process full of much trial and error. Helping students understand themselves and how they learn is as important as a well crafted curriculum.

**Andy Shorey**
Chapter 2 Understanding by Design and Differentiated Instruction: In Chapter two of Understanding by Design and Differentiated Instruction I learned that there could be many different things that make a student not succeed in a teachers class. It also talks about how it’s the teacher’s responsibility for finding a way to help the student overcome those blocks. The chapter discusses how there are different elements to teaching but the student should always be our first concern. While I have always known that there are different reasons for a student not doing well in class. It was interesting to think about how a teacher could try and find different ways to help the student. I learned that one of the ways that could help the student most is have a good curriculum and get the students interested.

Courtney Burns
This chapter, like the previous one, began by stressing that “human beings //are// varied and complex” (pg 12). It is because of this my lesson plans, project ideas, and teaching methods are likely to change from year to year, day to day or even hour to hour based on the learners in the classroom. Something that I will use in my classroom is the idea of being “responsive” (pg 18), meaning I must pay close attention to my students. Not only their academic performances but even things like their body language (are they comfortable? Is something bothering them? Obstructing their learning experience?). It will be my responsibility to create a classroom environment that feels safe for them, one that fuels their motivation. Finally I never want to become boring and complacent teacher. Using different techniques is going to be very important.

**Olivia Wandelear**
**This chapter made a reassuring point when the authors reminded, “it is overwhelming to think that it might be the teacher’s job to understand fully the needs of every single student” (19). Teacher must of course benefit their students individually, but they can develop patterns of instruction to essentially kill multiple birds with one stone. I could see myself using the activities that the authors mentioned in order to assess categories of students. One activity that stuck out involved students answering a few key questions that pertained to the lesson on an index card and passing it in on the way out of class. This helps the teacher understand which students are on track, and therefore, how to plan the following days’ lessons. As a prospective teacher, I have plenty on my plate, and the amount of responsibilities and standards I must meet will not subside even as I begin my career, but knowing that there are several ways to solve problems and promote learning certainly lightens the load. **

Dylan
. In this chapter four students were all having different problems faced by many typical students worldwide today. They struggled with school whether it was because of something to do with home or a learning disability. I believe that this chapter was meant for whomever reads it to understand that everyone has there own personal problems and needs. Teaching is about assisting a student or even colleagues that might need your help. No matter what the problem. This chapter also states that teachers should not focus on individualization because that would be way to overwhelming for that particular teacher. Instead learn or ask the class what ways they like to learn and apply those to your classroom.

Dan
In the beginning of this chapter is states that to be an expert teacher you must continuously seek a deeper understanding of the subject. I believe that may be very important but it is only a small fraction. I believe an expert teacher is someone who has a passion and love for the subject they teach; my teachers in the past who were enthusiastic and loved what the taught made me want to learn it also. I also liked how it stated that a teacher’s plans are always subject to change in accordance to that teachers students because after all they are the most important ones when teaching.