Chapter 1 - FIAE

In this chapter, I liked the point stating that differentiated instruction is only needed when necessary. Teachers need to use DI only when the student needs it. If the student is struggling in one unit and DI is implemented, but then the student excels in the next unit, then that student doesn’t need DI for the next unit. I also liked the point that if all teachers k-12 used and implemented DI, students would be confident in their own abilities instead of feeling like they are stupid or less smart than a classmate. The students should be willing to takes risks. Especially since DI is not suppose to make things “easier” for the students. I really agree with this statement. The whole point of DI is for teachers to adjust their teachings and lessons to accommodate to the students who are at different learning levels. What is challenging for one student may be easier for another. I really want to have my classroom a place where I don’t make “easy” lessons for those students that struggle, instead I hope to do as the book is suggesting and find ways to present the lesson information at a level that is just right for that student to take on the challenge and learn the information. One of my favorite examples in this chapter was the reference to real life jobs. All cars can’t be fixed the same way, and surgeons need to be able to change their technique or plan in mid surgery if things go wrong. Only teaching one way to all students doesn’t allow them to see different ways at learning, understanding, and implementing the same types of material. I think this is very important to do as a teacher in my own classroom because if students can be exposed to DI early on, they can use it more efficiently in their real life experiences later on in life.