In
chapter eleven of the text, I found the first quote, “‘the more different ways
I teach, the more children I reach’” to be an effortless way of describing the
overall goal of differentiated instruction (Cunningham & Allington, 2011,
p.218). Including different instructional strategies and employing the use of a
wide array of materials and assessment measures allows for students to truly be
engaged with the content because they are learning through a method that most
suits their needs and talents and best allows them to display their
understanding.
Moreover, I found this portion of
the textbook to be exceedingly helpful in that it supplied connections between
this form of instruction and the previous activities in the book, revealing
that there are simple and easy ways of diversifying class content into ways
that are more understandable for students depending on their individual
learning style. Specifically, I liked the repetition of the significance of
developing a classroom that has a sense of “community” (Cunningham &
Allington, 2011, p.219). This is a goal that I, as well as many other future
teachers, likely have in mind for their later classrooms. The teachers and
students should be entirely willing to support and assist one another through
their learning, with the teachers furnishing differentiated instruction and
students encouraging their peers and sharing their own perspectives when
necessary.
Additionally, it seems important
that educators realize a basic way of differentiation is to allow students to
choose their own book about whatever topics and subjects most interest them. As
they chose the work, it is likely that they will remain engaged because the
content is to their liking. Also, due to the fact that it is material that they
find diverting, they might demonstrate an increased motivation to read and
learn from the book, thus expanding their own literacy skills.
The notion of having both reading
and talking partners seemed an exceptionally beneficial one as it adds to the
students' opportunities to learn from one another. When sharing with their
classmates, students have the chance to not only check their own understanding,
but also contribute to the comprehension of their peers. Furthermore, as not
every single person will be capable of receiving excessive amounts of
one-on-one focus from the teacher, this system imparts an extra level of
support for when the student cannot always reach the instructor.
Finally, I thought that the
inclusion of a form of tutoring between older students with below grade level
reading skills working with younger students was a brilliant manner in which to
aid both individuals. The older pupils receive additional confidence by being
allowed to assist those younger than themselves, while also receiving further practice
and other skills that are sure to work to their benefit. The younger students,
on the other hand, are being supplied with the extra backing they need to
ensure they remain on track with where they should be. Overall, this section of
the text issued a broad range of methods to differentiate instruction in the classroom
and ways to assist all learners in advancing in school.
