Curriculum & Instruction in the Face of Student Diversity

Alright, I completely covered the five pieces of the Curriculum & Instruction cog, but this last part of the chapter was too good to allow it to slip past unnoticed!

Which students help create such wonderful diversity in our classrooms?
Tomlinson's text tells us that these are English language learners, students from different cultures, advanced learners, students with learning disabilities, students from low-income homes, students who have given up on school (gasp! this breaks my heart!), and students who constitute "the norm" (p. 66).

The two principles that lie at the center of the role of curriculum & instruction creating ties with students.

Both principles are difficult to achieve.  The second one is more difficult than the first.

"The simple truth is that we cannot affirm the learner, cannot afford the learner purpose, power, challenge, and contribution, unless we work to know the child. We cannot respond effectively to individual learners only with invitation, investment, persistence, opportunity, and reflection that are focused on the whole class. The potentially powerful vehicles of curriculum and instruction through which we connect with and guide young people are rendered largely impotent if we see them as one-size-fits-all solutions" (p. 67).

We must get to know our students and use the tools available to help each student grow, both academically and personally.

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