Questions

1. Differentiated instruction is meant to include not only students with disabilities, but also gifted students and those labeled as “average.” Although we briefly discussed this type of learning a while ago in class, have you had experience with differentiated instruction, either as a teacher or a student? What are the positive and negative aspects of differentiated instruction within the classroom?



2. Interdisciplinary curriculum is essentially the combination of more than one content area into one class that is often a bit longer (i.e. English and Social Studies). These classes are most often co-taught. Have you ever co-taught or been a part of a co-taught class? What can students gain from this type of curriculum in which each subject is put into a larger context? What kind of connections might it help to form? Do you think students can lose anything?



3. While cooperative group learning involves working in small groups and using cooperative behaviors and collaboration to achieve common goals within the classroom, partner learning is more of a tutor-based relationship in which one student directly learns from another. Although cooperation and collaboration are often encouraged in educational settings, many students would prefer to work on their own rather than with a partner or as a member of a group. How might working with others enhance student learning? Would partner learning be just as beneficial for the tutor as it would be for the student receiving the tutoring? Why or why not?



4. In a responsibility-based discipline the researchers suggest that as teachers we do not have set consequences, but instead base responses on a variety of factors. Is this type of subjectivity something that you think would work in your classroom or would students and parents feel like they were not being treated fairly?



5. One of the reorganization strategies suggested is extended block scheduling. Benefits include better student, teacher ratios, less passing periods and more opportunities for individualized attention. Instinctively, do you agree that block scheduling would be beneficial for your students (inclusion or otherwise)?



6. Another strategy is multiple instructional agents in the classroom. Have you had any experience with this during your field experience and did you find it to be a positive addition to the classroom?



7. The article stresses the importance of administrative support. From your experiences in the classroom, either teaching or as a student, what role did the administration assume?



8. Validity measures how accurately researchers assess what they set out to measure. In other words, how accurately researchers assess or measure what they are trying to study. In this article the researchers were trying to measure effective inclusive practices, how did they validate their research? How did they ensure the accuracy of their results?



9. How is this article structured differently than some of the articles that we’ve read in class, or that you have read for your research? In what ways can this style influence your own research?How is this article structured differently than some of the articles that we’ve read in class, or that you have read for your research? In what ways can this style influence your own research?