Part A (everyone address this, individually; do not work on this with anyone): Read through the 12 Hallmarks (or principles) of Differentiation (again). Choose any 2 of them you wish, and for those two, do the following:

• Re-state the # of the hallmark from your "golden ticket," and the bolded words of the hallmark.


• Create (make up) and describe a brief scenario of good instruction that does NOT specifically "adhere" to this hallmark.

Then create (make up) and describe a brief scenario of differentiated instruction that DOES specifically "adhere" to this hallmark.

Hallmark #4: Flexible use of time, space, and materials. A way to not use this hallmark would be that the teacher has one way, one set of materials for everyone in the class. The teacher does not have a variety of supplies or tasks. The class is working on a spelling test and has the whole class on the exact same spelling test so she doesn't have to manage more then one list. The students that are on a higher reading and spelling level will suffer because they are not being challenged.

A way to use this hallmark would be to have a variety of spelling activities that the students can access, such as word games and puzzles, that might challenge the students that are on different levels then the other students.

Hallmark #6 Individual growth is emphasized as central to classroom success.
A way not to use this hallmark would be to have every activity the same for every student. Not allowing the gifted students to accelerate, just keeping them back on the same level as the other students.

An example of a positive approach would be that Johnny is very bright and at the top of the class. As a teacher, have challenging math, reading and spelling for him to push him and make him feel successful. He can also help the other students if the teacher feels comfortable with it.

Part B (Choose one):
B-1: Consider a "fox-taming teacher" and describe yourself as you would like to be such.

I totally want to be a "fox-taming teacher"! A teacher that want to create ties with students, who wants to understand them and get to know them and a bit about their backgrounds. My daughter had a fifth grade teacher that came to her ballet. I saw her in the hall and said, who are you here watching, thinking it was a relative of hers. She said, I'm here to watch your daughter. She told me she was in the ballet tonight so me and my husband came to see her. I have never forgot that, nor will I and it still gives me goosebumps thinking about it. She took a personal interest in my daughter and to this day, my daughter considers her one of her favorite teachers.

I'm at a point in my life where I can be available to go to students events and make the time to get to know them. Whenever there is a personal connection in any thing in life, it is made better and that is the kind of teacher I want to be!