Chapter 1: The Differeniated Instruction Mind-set

The first chapter of the book discussed the impact differentiated learning may have on students. Rather than assuming that a lifetime of receiving differentiated instruction would leave a child incapable of becoming an independent learner, it is actually the opposite. Were a child to receive this instruction for years and then have it taken away, they would have a much deeper understanding of their own learning habits, and thus be able to assist themselves even when they struggle. The glasses analogy is given, showing that removing the prop that children need to be successful in an effort to give students an equal learning experience does not benefit either child, but instead detriments the student who can not see across the room. The same may be applied to children who have a hard time understanding a concept. The teacher should not neglect their needs in an effort to make the classroom fair, but instead should spend extra time with the student and work around his or her learning style. Furthermore, if a student is not assisted in their learning style, they are far more likely to simply give up as it is evident that the teacher does not have the student’s best interest in mind, but merely wishes to teach concepts rather than students. The differentiated learning style can be seen not only in schools, but in the real world, thus it is essential for teachers to provide students the opportunity to be successful, whether it is equal or not.