Redefining Fair Summary

Damian Cooper’s book “Redefining Fair” is dedicated to providing insight, resources, and support to teachers when considering differentiation within the classroom. His central argument is that the greatest obstacle to differentiation within a classroom is outdated beliefs of fairness. Cooper’s work is directed toward breaking down such obstacles through the various sources, advice, and viewpoints. It is possible to be a teacher who successfully implements differentiation within the classroom in all areas that benefit the students maximum education and potential. From the beginning of chapter one Cooper defended and argued his thesis effectively. Student interest and learning preferences are what dominates many of the classrooms in our schools.

In order to comprehend the curriculum, you must understand that there needs to be a balance between content and skills which is achieved through ongoing discussions with other educators. Among the instruction portion it is key to know that the purpose is not to cover the curriculum, but uses the instruction flexibly to maximize learning for all students. And most controversially is the topic of grades. Two key factors are reviewed; first, grades should never come as a surprise, second, grading doesn’t improve learning but merely summarizes what has been learned. A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students. What is the purpose of differentiation if it is not to benefit the students potential for greatness? Cooper uses language for mixed readers, his content is either review for those who have heard this information before, but need a new perspective and those who are learning this material for the first time. He dissects differentiation into digestible parts, and key components. Mainly discussing and evaluating the three basis of differentiation: readiness, interest, and learning

Within the beginning five chapters, each develops upon the previous question and content to strengthen and investigate more in depth the supports provided for mixed-ability classrooms. The supports within these chapters are on concrete examples Cooper has encountered to model the basic concepts and content of redefining our perceptions of differentiation. As the reader continues through the reading, the chapters and discussions appear to be more thematic on specific topics. Individualized topics are beginning to be developed and expressed through resourceful forms and explanations. The conclusive four chapters intently focus on the four areas of differentiation presented on the cover: planning, assessing, grading, and communicating or reporting effectively. The content provided in chapters six through ten demonstrates how easy differentiation can be within a classroom and how to implement such materials to benefit all