Running head: PRE-ASSIGNMENT REFLECTION EDU 601

Pre-Assignment Reflection EDU 601: Tomlinson, Heshusius & High school inclusion: equity and excellence in an inclusive community of learners DaShonda L. Isham College of Mount St. Joseph

Running head: PRE-ASSIGNMENT REFLECTION EDU 601

There are many essential differences from the traditional classrooms and those which are inclusive, holistic and use multilevel instruction. Heshusius article references the mechanistic worldview in relation to education. In my analysis, the mechanistic view is more related to the traditional classroom and differentiation refers more to inclusion, holistic and multilevel instruction. In comparison, it appears the mechanistic worldview includes practicing American Education, in the same old ways. In the traditional classrooms, we tend to have a one-size fits all method; we teach children as if theyre supposed to learn the same content at the same pace. In the traditional classroom, there is no teaching of real life application. Heshusius article states, There always seem to be still more prerequisites that need to be mastered before going on to the real thing. The mechanistic imagination has created a bottomless well of them. The real thing keeps being postponed. In that manner, real, genuine meaning for learning, which is a bit messier and cannot be put under external control, does not have to be dealt with. Tomlinson (1999), states Todays teachers still contend with the essential challenge of the one-room schoolhouse: how to reach out effectively to students who span the spectrum of learning readiness, personal interests, culturally shaped ways of seeing and speaking of the world, and experiences in the world. As a result, I feel the traditional classroom focuses on teaching students as we did in previous centuries. We focus on all the students as if theyre the same and will learn at the same pace. The traditional classroom, we dont take into account cultural diversity, learning abilities, individual circumstances, etc In an inclusive, holistic, and multilevel classroom its almost like a mind, body and soul teaching approach. Although differentiation takes much more work, educators do what it takes to meet the needs of each student. Tomlinson (1999), states In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. In

Running head: PRE-ASSIGNMENT REFLECTION EDU 601

differentiated classrooms, teachers ensure that a student competes against himself as he grows and develops more than he competes against other students. In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible, without assuming one students road map for learning is identical to anyone elses. I believe all that has been stated above provides many of the essential differences in both approaches of educating. There are many innovative approaches that I came across. Many approaches are seen in classrooms today as this video dates 1999. One of the innovative approaches was the innovative scheduling from the video. The teams of teachers with teams of students; teams were built so that teachers can collaborate each and every day. Teachers also had more time to plan lessons. The need for innovative scheduling was a great idea because Souhegan High School realized that most schools have the same time but its how you structure the school day. In addition, heterogeneous grouping, the need to challenge all children in the classroom is a great approach. Inclusion was also mentioned, including all students in the classroom, sports, employment as seen by the young man in the video. There was also the view of students in the classroom discussing social justice issues; this made me think of my Shroder Paideia/ Hughes Center days in the Paideia Model. In social justice, every student is valued and has a voice; students discussed real life-issues. Another approach that I really loved is Critical Friends, faculty members served as critical friends. These faculty spent time in the school, with teachers and students, works with the whole school community, ask difficult questions, start conversations and impartial outsider that can see the bigger picture. The last approach that I will mention was the role of teachers. The special education teacher was seen as an included piece working with many more students. The video of Souhegan High School was a valuable resource in learning more about differentiation.

Running head: PRE-ASSIGNMENT REFLECTION EDU 601

I would like to learn more about how to apply the theory of differentiated instruction into practice. Im a visual learner and tend to learn more hands on than reading. I love to apply information learned. From the readings, article and video I have more knowledge of differentiation but know there is so much to grasp from this course. I want to learn the nuggets and essential things to help me become a better educator, Intervention Specialist in particular. My experiences that exemplify the bits and pieces approach includes witnessing my brother being retained in the kindergarten. Heshusius states, When 4-and 5 year olds, who need a nurturing environment for their young bodies and minds, can fail kindergarten. My brother was set up for failure in his mind as he began his educational journey. In addition, this era of testing and data made decisions. We are constantly assessing students with test, students come to school each day to be assessed and there is not much fun or individuality left in teaching. Another big experience for me is the amount of African American students that I see in special education classes. If the culture of American Education is Westernized, how can students of other ethnicities succeed? How can they ever have a chance if theyre not educated to their abilities, culture, interest, etc? Heshusius discussed students are often resistant to the alienating school culture not their actual motivation. My thoughts and final reflection are the need of American Public Education is in need of reform. We need to really look at how we educate our children and prepare them for real life experiences and futures; many things that I learned back then, I felt had no purpose but it later clicked somewhere. However, in this new era of life we have to be meaningful and purposeful. The time is calling for real life, individual instruction to help students grow into civilized adults that can provide and care for themselves and not depend on systems from a lack of failed systems.

Running head: PRE-ASSIGNMENT REFLECTION EDU 601

References Skrtic, T. M., (1995). Disability and democracy: Restructuring (special) education for postmodernity. New York: Teachers College Press. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD