(FIAE Ch1) The Differentiated Instruction Mind-Set: Rationale and Definition

Abstract:
In the first chapter we learn that differentiation happens all the time and not necessarily by design. Also it reflects on classroom resources, structure and differentiation. The chapter explains how people sometimes think that differentiation could make students too dependent. This chapter explains how that does not happen because you just need to know your students and know when to push them. The chapter tries to get you to think about when you were a student and about how teachers used differentiated instruction. Teaching in a differentiated classroom means that you are doing multiple things and teaching in multiple ways in order to meet the needs of every student. Differentiated instruction is what is fair for all students. It gives them everything they need to succeed including multiple ways of learning. Being fair as a teacher is not always equal; one group of students may need extra materials in order to learn the information when others do not, but the teacher must remember it is more important that students understand the material rather than how they did. Differentiation can be thought of as a tool or guide for teachers to use when thinking of the best way to get all students to learn and apply the content in a comfortable environment; differentiation provides focus. It’s a tool that causes students to work harder because there is a higher level of expectation. Successful teachers are ones who are able to adjust their instruction to maximize student learning but teachers must also find a medium between a structured lesson and individualized instruction. The author makes a good point when he discusses the thought of differentiated instruction and assessment as being a “crutch” for students. Those who believe this statement are correct, but not in the negative way that is anticipated. Students need to be supported through their learning experiences and to grow as learners. One example of this is giving out graphic organizers to those who need them. In this situation, only the students who are struggling with the material actually need the organizer, but the teacher can also offer them to the rest of the class. Another way of differentiating would be to change lessons for struggling students, so rather than a lecture you might take that student on a field trip, do a lab with them, or provide them with a DVD. Teachers need to hold themselves accountable for what their students learn but should hold the students accountable as well, it should be balanced. In the examples of differentiated instruction the book shows that it applies to more than the classroom, the concept applies to many things in the real world such as doctors, mechanics, and the military differentiation their instructions in everyday situations. We have learned a lot about the brain and cognitive theory in the last century; however, we need to be careful to remember that this knowledge is still being tested and what is true to us today may be proven wrong tomorrow. We still have to use phrases like “seems to be” and “as of our understanding today”. We cannot always be experimenting with new ways of teaching and learning. This is very unstable considering the rapid rate of change in the world of science. This would be very unfair to our students; we need to make the best out of what we know.

Reflection:
Most people felt a lot better about differentiation after reading this chapter. There was general sense that everyone had a better understanding. The story about the glasses helped a lot of people understand the concept that fair is not always equal and that a tool used to help one student does not need to be used by all students. A lot of people were surprised by the comparison between differentiation in the classroom and how a mechanic, doctor, or the military works. I also noticed that when people reflected on their education they remembered times when their teachers used differentiation in the class room with them. Another thing that people made a point to mention was the concept of teachers and students sharing responsibility for the students education.