This chapter was a great introduction into the design
and definition of these two concepts and made clearer the information that was
gathered from the Chapter Nine reading. I enjoy the emphasizing of the point
that these two methods work only in their pairing, not as separate identities.
I find much validity and support in their following arguments and examples
throughout the reading. I must admit that this chapter did give me some anxiety
as to the task of incorporating Differentiated Instruction for all the specific
needs of my students. I believe that I am capable of being creative with my
approaches but have concerns over the time allotment and the inevitable falling
through the cracks of at least one of my students. I do not do well with
failure and know that throughout my career I will have students that for
numerous reasons will flounder in my class due to factors that have no direct
correlation to my classroom management. (The following chapter outlines one
such scenario.) This will need to be something that I work on; I will need to
be able to learn how to address these situations both personally and
professionally.
Lastly
this chapter ends who the posing of two fantastic question, both on pg.11,
“What does it mean for my students to understand this topic in ways that are
relevant, are authentic, and give them power as learners?” and “What can I do
to make sure each of my learners is fully supported in growing as fast and as
far as possible in understanding this topic?” I have wrote both these questions
down and plan to return to them often this semester when analyzing my
approaches to teaching.
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