In Chapter 3, several major factors were outlined that create barriers for teach

In Chapter 3, several major factors were outlined that create barriers for teachers who are interested in implementing a differentiated instructional approach. Depending on the context in which you work, some of these variables may be more prominent than others and affect your own capacity to implement a differentiated classroom.
Recalling that the areas outlined were those below, describe one area that has been/is/will be the greatest barrier for you when implementing a differentiated classroom. In your response, please also identify one area that you think is the least impactful or will have little to no bearing on your ability to implement a differentiated classroom.
• Isolation
• Teaching to the Test
• Skill at moving from Good to Great
• Will at moving from Good to Great
• Assumptions about Student Failure
EXCEPTIONAL EFFORT on Writing Assignments
A student who seeks an exceptional grade for the writing component (A- or A) will significantly exceed the standard
requirements for all assignments (students receive one grade for all writing assignments). Use of two or more outside
sources (properly cited) to support CTQ essays; when possible, personal interjections about relevance of the
CTQ/JAS to your situation; CTQ essays above 700 words and JAS above 330 words; no plagiarism (all source
quotes offset by quotation marks); no or very minor writing convention errors—all these indicate a student has put
in exceptional effort to complete the CTQ essays and journal summaries.