Week 2: Reading Response

1) Carol Tomlinson mentions "definitions" or partial definitions of differentiation in chapter one. What makes sense to you, in attempting to define differentiation?
So far, to me, differentiation means to understand the students as individuals, becoming comfortable with the meaning and structure of my way of teaching, and being flexible to reach all of my students' goals to maximize their potential. The book gives several great examples of how to differentiate. If a student has "given up" on learning, the teacher should actively try to help the student rediscover their love to learn. Teachers should teach in a way to reach all genders, cultures, etc. If you have an ESL student in the class, the teacher should teach in a way that the ESL student can learn their new language, but still access and use their first language. If a student is having a hard time learning for whatever reason, the teacher should do whatever is in his/her power to make sure that student learns and has an active support system (NCLB). Lastly, if a student learns faster than the information is being taught, there should be material accessible for that student so they don't get bored.
2a) Carol Tomlinson mentioned a metaphor of baseball camp in last week's reading, and introduces the metaphor of taming the fox in chapter 1 of Fulfilling the Promise. Can you think of a metaphor that indicates your current understanding of differentiation?
When I was reading the quote from The Little Prince (which is a FABULOUS book, by the way), I thought of another metaphor. Taming the fox is like cleaning a bathroom. I get so busy and always find other things to do besides cleaning the bathroom, because so many other activities sound much more appealing than putting effort into that. However, once I clean the bathroom and tend to its needs, it is sparkling clean. Once I see how beautiful my bathroom is when it's clean, I tend to wipe the toothpaste out of the sink after brushing my teeth, or cleaning my makeup off the counter in the morning. When the bathroom is dirty, it turns me off and doesn't do much for me, OR my house guests. It needs me to clean it, but how does it ask? (Similar to students who don't know how to ask their teachers for personal help). Yet, once I clean it (once I help the student) I see what's beneath all that dirt, dust, and dried toothpaste (or what's behind any kind of shield the student had put up). The bathroom is clean and I want to use it more. Now that I see how clean the bathroom really can be, I want to keep it clean all the time (similar to how once I see the potential my student has, I want to help them succeed all the time). This might be a reach... am I making sense? Basically, if you neglect the bathroom (student), it will get dirtier and dirtier (the student will fall further and further behind, and feel less and less connected to you as their teacher). However, when the bathroom is cleaned (the student is paid attention to by the teacher as in individual), the bathroom is clean (the student will shine and feel special). I will want to keep the bathroom clean all the time because I now see how wonderful the bathroom looks once it's clean (I will want to keep that student feeling that sense of connection and success).