Chapter One: The Differentiated Instruction Mindset: Rationale and Definition

Chapter one of Fair Isn't Always Equal explained discoveries of the brain that were not available to past generations of people and teachers. Tests and discoveries showed that the individuals' brains processed information differently. Therefore, differentiated instruction is a highly effective form of teaching. When an educator differentiates for a student, that teacher is giving the child a fair chance of succeeding. Differentiation does not mean that teachers are giving certain students an advantage not available to other students. Differentiation ensures that a student who struggles with one way of learning has the opportunity to depict understanding through a different method of learning. By giving the child the chance to use their strengths to process information, teachers are encouraging self-growth and understanding. The teachers are also giving a fair amount of responsibility to the learner. The student is held accountable for using the differentiated instructions provided to them. There is a common misunderstanding that differentiation is a crutch. However, this is simply not the case. Instead, differentiated instruction provides necessary and appropriate challenges that enables students to thrive. The chapter also mentioned that nobody cared what teachers taught. If students came away with knowledge and understanding, that was all that mattered. My differentiated instruction will be very valuable to my students. Students will be able to see that I am making a conscious effort to take responsibility in making the environment a fair place to learn. If I am making a noticeable effort, my students will hopefully become motivated and take the other half of the responsibility to make an effort to learn.