In this chapter, the main ideas are how to incorporate responsive teaching into the backwards design model using instructional tools, clustering, and flexibility.
Most of the things covered in this chapter seemed to be repeated from previous chapters, but there were several specific things mentioned that I found particularly useful. I think that the understanding that a teacher is there to help build the skills needed for a student to be constructive is extremely important.
I also really liked the idea of working with another differentiated teacher. I’ve seen how effective this can be for the students. I also liked how the book pointed out that this can be beneficial to the teachers as well. Although not all people are interpersonal, clearly, the idea of getting another person’s perspective on your students and your curriculum is an excellent one, especially when it comes to responsive teaching.
Furthermore, I like the idea that clustering can help with classroom management while keeping a differentiated classroom. The charts included in this chapter were helpful in giving a variety of ways on how to help students in particular clusters. I really think that having the students help with how the classroom is arranged, organized, transitioned and managed is the best idea. Once students know that part of their responsibility as a student is to understand their learning preferences, they might appreciate the opportunity to express their opinions on what works best, instead of having the teacher guess for them. Also, if the students understand the variety of learning styles there are in their classroom, they are more likely to be respectful of their fellow classmate’s needs.
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