The majority of the class has come up with the following main point of Chapter one of Fair Isn’t Always Equal: this chapter discusses the idea of differentiated instruction. Differentiated instruction is a fairly new teaching strategy that was discovered in the 1990’s (known as “The Decade of the Brain”). Neurological research showed that the brain absorbed knowledge differently in multiple ways. Differentiated instruction is “the collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated” (Wormeli, 3). This is a highly effective method of teaching because it ensures that every student is receiving a fair chance of succeeding in the classroom. The chapter also addressed the issue of differentiated instruction being a crutch. This is simply not the case. Differentiated instruction allows the students to become highly competent and independent thinkers. The students are more willing to take risks and be creative, as well as being tolerant towards their peers. Differentiated instruction does not mean that the teachers make learning easier for the students… Instead, it provides the appropriate challenge that enables students to succeed. Many people in the class view differentiated instruction as a fair and realistic approach to teaching. They understand that differentiated instruction can be found in the outside world (the military, surgeons, etc.) as well as the classroom. Every person in the class came to the conclusion that to be a successful teacher and to have successful students, they must implement differentiated instruction in their classrooms so that every child’s specific and individual needs are being met.
Monday, February 9, 2009
FIAE Chapter One Abstract and Reflection
Abstract
The majority of the class has come up with the following main point of Chapter one of Fair Isn’t Always Equal: this chapter discusses the idea of differentiated instruction. Differentiated instruction is a fairly new teaching strategy that was discovered in the 1990’s (known as “The Decade of the Brain”). Neurological research showed that the brain absorbed knowledge differently in multiple ways. Differentiated instruction is “the collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated” (Wormeli, 3). This is a highly effective method of teaching because it ensures that every student is receiving a fair chance of succeeding in the classroom. The chapter also addressed the issue of differentiated instruction being a crutch. This is simply not the case. Differentiated instruction allows the students to become highly competent and independent thinkers. The students are more willing to take risks and be creative, as well as being tolerant towards their peers. Differentiated instruction does not mean that the teachers make learning easier for the students… Instead, it provides the appropriate challenge that enables students to succeed. Many people in the class view differentiated instruction as a fair and realistic approach to teaching. They understand that differentiated instruction can be found in the outside world (the military, surgeons, etc.) as well as the classroom. Every person in the class came to the conclusion that to be a successful teacher and to have successful students, they must implement differentiated instruction in their classrooms so that every child’s specific and individual needs are being met.
The majority of the class has come up with the following main point of Chapter one of Fair Isn’t Always Equal: this chapter discusses the idea of differentiated instruction. Differentiated instruction is a fairly new teaching strategy that was discovered in the 1990’s (known as “The Decade of the Brain”). Neurological research showed that the brain absorbed knowledge differently in multiple ways. Differentiated instruction is “the collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated” (Wormeli, 3). This is a highly effective method of teaching because it ensures that every student is receiving a fair chance of succeeding in the classroom. The chapter also addressed the issue of differentiated instruction being a crutch. This is simply not the case. Differentiated instruction allows the students to become highly competent and independent thinkers. The students are more willing to take risks and be creative, as well as being tolerant towards their peers. Differentiated instruction does not mean that the teachers make learning easier for the students… Instead, it provides the appropriate challenge that enables students to succeed. Many people in the class view differentiated instruction as a fair and realistic approach to teaching. They understand that differentiated instruction can be found in the outside world (the military, surgeons, etc.) as well as the classroom. Every person in the class came to the conclusion that to be a successful teacher and to have successful students, they must implement differentiated instruction in their classrooms so that every child’s specific and individual needs are being met.
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