Chapter 1

In what ways is differentiation likely to be organic based on both teacher growth and the passage of time in a given classroom?
The passage of time will lead to growth and development in the childen, which changes the types of activities they can (and will) engage in as well as the topics they are interested in and the level of independence that they have.
Hopefully, the passage of time for a teacher will add to the number of techniques we have to choose from in differentiating a classroom. Years ago, Canton City hosted summer Assessment Academies where we learned to develop and apply rubrics so that learning could be assessed in a variety of ways by teachers and by the students themselves. We also practiced writing units that were similar to learning contracts so that students chose from a "menu" of possibilities to demonstrate understanding of the story we read, or a topic in sciences or Social Studies. Later we added cooperative learning, where students would take the teacher's choice, but interact to achieve it. Then we added Schlecty's WOW, which combined these and more with the concept of QUALITY work. I think if I combined all these, my classroom would begin to resemble that diagram at the end of chapter 1, which to me resembles a heartbeat. Come together, flow out, come together; and which makes sense because all the models of engagement agree that there are some things better managed whole group.