FIAE: Chapter 2

The second chapter of Fair Isn't Always Equal focuses largely on determining student mastery of specific content. This wasn't something I had yet given a ton of thought, especially in reference to differentiated instruction. It was a bit surprising how difficult this can be, and how often a teacher needs to check student progress to assure that they are well on the path of fully understanding whatever standard it is you have them working toward. The process involves checking for these skills frequently in ways that require them to answer, or self access, using not empty knowledge, but full and deep understanding of the content with which you have provided them. The chapter suggests that it is important to break up the standard in a way that makes each part easy to access a student on, this kind of breaking apart also eases differentiated teaching and assessment, as it helps more clearly state what goals the learner needs to ultimately meet.
Mastery is definitely hugely important to any classroom, as the ultimate goal of any lesson is to guide students to gain that given skill. In reference to differentiated learning, this could mean creating very different lesson plans and accessing mastery in a altered way, while still being sure that the student is being held to the same caliber. This would always be important in my classroom, because I believe that every student has the right and ability to master the same content as any other, regardless of how they learn.