1. Chapter 2 The Rational for Differentiated Instruction in Mixed-Ability Classrooms

2.  Learners must make meaning of what teachers seek to teach  Learning takes place most effectively in classrooms where knowledge is clearly and powerfully organized  Learner must be highly active in the learning process, assessments are rich and varied, and students must fell safe and connected  Students learn best when pushed beyond their independence level

3. 1.A “standard issue student” denies what we know about the wide variance within any group of learns. 2. There is no substitute for high-quality curriculum and instruction in the classroom. 3.Education with the first two conclusions will fall short without unless we learn to build bridges between the learner and learning

4. A Daily compass for educational planning should be to remember that we cannot reach the mind we do not engage.

5. In this section many different scenarios where given to remind us of the different baggage students bring with them to our classrooms. Lin doesn’t understand English. Rafael’s friends make fun of him for wanting to Read. Serena gets A’s on everything with out studying, this makes her feel guilty. Trevor doesn’t read very well, this makes him feel stupid. Lesley is special and has two teachers, this makes her feel “slow”. Danny likes school because no one hits on him there. He worries about his Mom and sister while he is away from home.

6.  Advanced learners can become mentally lazy, even though they do well in school. Many of these students produce success with out effort  Advanced learners may become “hooked” on the trappings of success. Grades become more important than ideas, being right is more valuable than new discoveries.

7.  Advanced learners may fail to develop a sense of self-efficacy Self-esteem is fostered by being told you are important, valued, or successful. Self-efficacy comes from stretching yourself to achieve a goal that you believed beyond your reach.

8.  Advanced learners may fail to develop study and coping skills. Students who coast through school effortlessly may look successful, but success in life typically follows persistence, hard work, and risk.

9.  Continually raise the ceiling, so that advanced learners are competing with their own possibilities rather than with the norm  Make clear what constitute excellence, what is the goal  As the ceiling is raised increase the support system  Balance rigor and joy in learning

10.  Look for the struggling learner’ positives Every student does something well, find it.  Don’t let what’s broken extinguish what works Few adults elect to spend the majority of the day doing what the can’t do!!  Pay attention to relevance If school isn’t for today, I will probably not be for tomorrow either.

11.  Go for powerful learning If struggling learners can’t learn everything, make sure they learn the big ideas, key concepts, this helps with scaffolding for future success.  Teach up Create task that are a bit more difficult than you believe they can do, then teach up, so that they achieve success.

12.  Use many avenues to learning Identify the students learning modality and use it.  See with the eyes of love The eyes of love reflect both unconditional acceptance and unwavering vision of total potential.

13.  Be clear on what students must know  Set important goals of understanding. Don’t dilute the goals  Work for learning in context

14.  Plan teaching and learning through many modalities  Continually find ways to let the student know that you believe in them

15. All learners need your energy, your heart and your mind. How they need you differs, unless we learn to respond to those differences we fail many learners