Differentiated Instruction

  1. The three different classrooms presented show different ways in which instruction can be altered or changed to make learning different and diverse. Mrs. Baker’s class is one in which, while learning about Ancient Rome, different resources and artifacts are brought in for student learning. Mr. Appleton’s is one in which the students do one single mundane task, and the emphasis is on them finishing their notes – even if it requires doing it at home. Ms. Cassel’s is one in which the whole year is designed around core concepts, making the lesson less about day-to-day note-taking, and more about big picture learning that focuses on the large concepts behind every lesson.
  2. To me, differentiated instruction is NOT just about moving the students around and making sure that there is a lot thrown at them. If you throw a hundred things at students, I feel that only 10% will actually stick. I think that most teachers assume that this is what differentiated instruction is, because they commonly see it as a way to keep students engaged and to keep them awake.
  3. What I feel differentiated learning really should be is using carefully planned activities and different artifacts that all propel students towards a goal or toward’s a learning objective. Instead of being used just to keep students awake or to keep them engaged, it should be used to tackle a subject from many different views.

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