Why DI? Considerations
Consideration #1: DI emphasizes beginning with the end in mind.
Consideration #2: DI addresses the impacts of de-personalization.
Consideration #3: DI aims at access for all.
Consideration #4: DI helps teachers avoid the “activity trap.”
Consideration #5: DI reflects a lifelong learning approach.
Consideration #6: DI eliminates a counter-productive hierarchy within the teaching ranks.
Consideration #7: DI addresses what teachers find most challenging.
Consideration #8: DI operationally defines teacher expertise.
Consideration #9: DI promotes professional development at all levels.
Consideration #10: DI promotes ownership over blame.
Consideration #11: DI looks to motivate students through effective assessment.
Consideration #12: DI promotes a high view of student locus of control.
Consideration #13: DI acknowledges that both teachers and students need support.
Consideration #14: DI helps teachers determine what’s worth fighting for.
Consideration #15: DI avoids creating more “black boxes.”
Consideration #16: DI helps teachers make instructionally “fair pitches” to students.
Consideration #17: DI connects the quality of learning to teacher beliefs.
The considerations combined provide a summary of the factors most teachers would consider in support of a differentiated instructional approach. These considerations are not exhaustive, but can serve as a foundation for you and your colleagues. These considerations address the learning objectives for Chapter 3:
1. Distinguish clear elements of a differentiated approach from a non-differentiated, or “one size fits all” approach.
2. Articulate the range of barriers when implementing a differentiated classroom.
3. Analyze how a differentiated approach addresses the role of NCLB in shaping professional practice and understanding of quality teaching.
4. Understand the systemic pressures placed upon teachers and how differentiation helps re-focus attention on the needs of students.
5. Outline a framework for motivating all students in a way that is respectful, student-centered, and reflective of a differentiated approach.
6. Relate to differentiated instruction’s concept of reciprocity of accountability for success of both teachers and students.
7. Articulate how the current emphasis on teacher beliefs about learning and dispositions toward students are embraced within a differentiated approach.
8. Define barriers that exist for those who are genuinely interested in implementing a differentiated approach.