However, I was very unfamiliar with how classroom leadership and management related to differentiation, and this intrigued me tremendously. What I learned is that rather than the teacher trying to control the classroom, he or she should lead students and manage processes and routines. This links to differentiation as teachers need to have a clear idea and goal for student collaboration. The teacher will help students understand and work to the best of their ability in a differentiated classroom. It is also important for a teacher to be flexible, and allow choice in order for differentiation to be possible. Personally, I give my students as much choice as they can without it becoming disruptive. I have seen that this gives them more motivation, as well as keeps them engaged.
It was helpful to revisit the types of assessments : formative and summative, in order to review their meanings. There was a quote that really helped me understand it. "Formative assessment takes place when a cook tastes the soup, and summative assessment takes place when the guests taste the soup. In the former, the goal is adjustment while there is still time to adjust, and in the latter, there is a finality that accompanies judgment." I think that this is a great way to explain these concepts. I also learned more about pre-assessment, and how important is is to know what the student already knows to teach him or her accordingly. I believe that this sis something that I do not pay enough attention to, and would add it to my list of professional goals for my time at my internship.
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: ASCD.