Revisiting Big Ben for a Closer Look, Part 1a

I have accommodated my schema about the cogs of differentiation! I want to begin by looking closer at what the student seeks.

Chapter 2 of Fulfilling the Promise of the Differentiated Classroom goes in depth about what the student seeks.

Affirmation (from the students' perspective)

1. I am accepted here.
2. I am safe here.
3. People listen to me.
4. It matters to others that I do well.
5. My interests, strengths, and perspectives are acknowledged.
6. Others believe in me.

This is students' self-esteem!

Contribution (moving from self-esteem to self-efficacy)

1. I make a difference!
2. I bring unique abilities and strengths to this place!
3. I help others succeed!
4. I'm connected to others because of common goals!

Students need to know they make a difference!

Power (increasing degree of control over their world)

1. What I learn is useful right now.
2. My choices contribute to my success.
3. I know how this place runs and what is expected of me.
4. I know what quality looks like and how to achieve it.
5. I have dependable support.

Content and learning environment need to make learners feel powerful so they will come back for more.

Purpose ("How come we have to do this?")

1. I understand what we do here.
2. What we do reflects me and my world.
3. It helps me make meaning of the subject, my world, and the "wider world".
4. What we do makes a difference in the world.
5. The work absorbs me.

From: Fulfilling the Promise of the Differentiated Classroom, p. 15

Challenge ("taking a risk to attain a goal that seems out of reach")

1. Work compliments abilities.
2. The work stretches students.
3. Students are required to work hard.
4. Students are accountable for their own growth and also for contributing to the growth of others.
5. Students should be able to accomplish things that they didn't believe were possible.

"Challenge in the classroom gives roots and wings to young dreams" (Tomlinson, p 19).

WARNING:

Don't let students begin to feel they aren't worthy in your classroom! Don't let them begin to think that you and the class can get along just fine without them. Don't diminish their power to learn or they will seek power elsewhere. 

Let's make sure we help students understand why they should be caring about what they're learning. Give them challenges and help them overcome doubts, uncertainty and fear. 

Reference
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.