Reflection 11

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.