Differentiated Instruction Ch. 1-7

To me differentiated instruction seems like such a given. As teachers, we receive a classroom of new students each year all of which are completely different from each other. They act, learn, and process things differently. So why should our instruction of them be the same? Some learn better visually while others like to have a more hands-on approach. Through differentiated instruction we can tailor more to the students learning needs and wants rather than what seems simply easier to us. I would rather make a million lessons where my students felt that they really learned something rather than make a million lessons that were easy for me but completely disregarded the needs of my students.


One of the main ideas I loved about the differentiated instruction is the role of the teacher. This book states that the teacher is an organizer of learning opportunities. Thus, allowing the classroom to be more student-centered as they are in charge of creating their own learning experience. With this idea, how can differentiated instruction really be difficult? Plus learning is only enhanced because students learn in a way that best suites them i.e. multiple intelligences.

The classroom should be a place where students feel like they have a say in their learning experiences rather than the passive model of "I teach, You listen" that leaves children uninterested and bored. We are to inspire students to become life-long learners and by allowing them to have a handle on their own learning, they only want to learn more.