Discuss what stood out to you as what differentiated instruction is NOT. Why do you think teachers use these inappropriate ways?
        Differentiated instruction is a way for students to learn the same concept or problem in a different, more individualized way, than other peers in the same classroom- it is not individualized instruction or varying assignments for every student.  Many teachers assume that because all students have different learning needs, they need different variations of assignments or instruction which would meet their learning level. However, this is not the case. This only makes learning “fragmented and incomplete,” and takes up more valuable class time because the teacher is teaching many lessons on the same concept. By incorporating this method, teachers become mentally exhausted and are probably unable to teach the lesson to their full ability- not everyone is on the same page when reviewing problems. Many instructors assume that differentiated instruction causes a chaotic classroom. Movement in the classroom is not necessarily a bad thing- movement, when used in the correct way, can provide for meaningful discussion and learning. When students understand what is happening in the classroom, and proper management techniques are in place, the classroom can become more of a learning environment than a “management environment.” Based off of this, differentiated instruction does not mean that students are placed in fixed, homogeneous groups based on their ability levels. Instead, teachers in a differentiated classroom must know their students and place them in groups as they see fit that is best for each student- not best for the teacher. For example, students should be placed in groupings in which they are able to learn from one another. It does not benefit two lower-achieving children to be placed together, and it does not help two higher-achieving children to be placed next to each other as boredom and/or frustration could arise. It may seem easier to place the same students together in order to provide the same instruction at once, but it does not benefit the students or the teacher in the long run. It will only set them back farther academically, and will increase the amount of instruction provided by the teacher because the students did not learn the material to the best of their ability. Differentiated instruction is not choosing to provide varying leveled students different grading or assignment treatment. Teachers who do not understand differentiated instruction may try to grade lower level students easier in order to “pass” them through, and they made give advanced students more work. More work does not make a student smarter, it is just more work.
        I think that teachers choose to use these inappropriate ways of differentiation because they are unsure of how to meet the needs of all their students. Perhaps teachers do not truly know the concepts behind differentiated instruction because they have never been taught the proper ways. In their mind, the ways they are implementing in the classroom are the easiest ways based on trial and error and they have never seen the differentiation used properly before. Differentiation means that teachers must know each individual student and their academic needs. 
 

Discuss each of the six sections of what differentiated instruction IS. How might you use these ways in your own classroom?
        The first section mentioned is that differentiated instruction is proactive. This means that the teacher is intentionally and continuously working towards providing a variety of appropriate ways to benefit the learners in their mixed-ability classroom. The teacher is aware of all the needs in their classroom and is able to provide many learning opportunities to “get at” learning. It is also mentioned that differentiated instruction is based more on the quality of the work rather than the quantity. As mentioned in the prior section, proper differentiation means that work is appropriately given in accordance to ability level- more advanced students should not get more work, but the quality of their work should ensure higher order thinking. In addition, lower achieving students should be provided assignments that match their needs instead of less work or work that is graded in an easier fashion. Differentiation instruction means that, “teachers offer different approaches to what students learn, how they learn it, and how they demonstrate what they've learned.” Before, during, and after instruction is comparable to this example. Teachers are able to provide background information for their students before instruction, they are able to provide valuable learning opportunities/information, and the students are expected to show what they learned. Differentiated instruction is student centered, so instruction must be built towards engaging all types of learners. Differentiated instruction is like a wavy line: whole-group, small-group, and individual instruction in a pattern. For example, students should come “together as a whole group to begin a study, move out to pursue learning in small groups or individually, come back together to share and make plans for additional investigation, moving out again for more work, and so on.” The last section is that differentiated instruction is organic and dynamic. The teacher and the student are working collaboratively to change instruction on a need-by-need basis. Instruction is not a script and is not set in stone year by year or week by week- it is a continuous cycle of change. Differentiated instruction requires that the teacher knows their students’ needs and interests and continually monitors each student’s learning progress.
       These six ways of differentiated instruction will be put to full use in my classroom. Before reading this article, I had some idea of what this type of instruction was like, but much of the information was novel to me. I honestly had many of my own misconceptions cleared up after reading this. Understanding each of my students’ needs is a continuous process that I will make sure I am constantly refining. With this comes flexibility. I will have to ensure that my instruction and assignments are never set in stone as each class that comes in will all have varying abilities and needs. Bloom’s taxonomy will play a large part in my classroom to ensure that all levels are enhanced and that all students are thinking to a higher degree within their ability level. Before, during, and after instruction was a new concept to me, as well, but after the reading, I understand the importance of whole-class, small-group, and individual instruction. In order to provide for all learning styles in my classroom, this method will be used to the greatest extent as not every student learns in the same setting (i.e. some learn better in whole group and some learn better individually).  Collaboration with my students will play a large role in my classroom. I believe that all students should be provided feedback about instruction/assignments and should have a say in their learning. I will sit with each individual student and talk with them about their assignments coming up and the past instruction/assignments that they have completed- the students will have the chance to tell me what benefited them and what they found not so beneficial. This will provide be with a better chance to further accommodate for each student.