In this chapter I learned several
things that I did not know or had previously misinterpreted. One of the most important things I learned is
that in the Corollaries to Axiom 5 section, that “it is not the case that struggling
learners must master the basics before they can engage in thinking. Rather,
evidence clearly suggests that for most students, mastery and understanding
come through, not after, meaningful interaction with ideas (Tomlinson 2006).”
This complete revolutionized the way I thought about teaching. I thought that
you learned the basics of the content, then added details and abstract ideas
that were more advanced as time went on. I was unaware that the basics do not
have to be mastered before a complex interaction of ideas can develop.
This chapter also made me consider
the needs of those students who are at an advanced level of work and
understanding. This summer, while working with gifted and talented kids, I
learned about a concept called Optimal Match. This method of differentiated
learning creates enhanced classroom assignments and activities to challenge
those who are mastering the material with ease. I believe that this additional
opportunity of enrichment is extremely valuable and I have seen in be
successful with this type of learner. I hope to employ both of these in my
classroom, the interaction of complex ideas to gain basic skills as well as
optimal match.
One thing that the example teacher
kept doing was constantly reassess the level of comprehension. I believe this
is valuable because students can quickly move from one level of understanding
to the next. I appreciated how important it is to be flexible in your
curriculum to account for those who may require adjustments or additional
assistance.
Source:
Tomlinson, Carol A., and Jay McTighe. "UbD and DI: An
Essential Partnership."Integrating
Differentiated
Instruction & Understanding by Design: Connecting Content and Kids. Alexandria,
VA: Association for Supervision and Curriculum Development, 2006. 8. Print.
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