Differentiated instruction is very important for a successful teaching process. As the article states, “teachers need to create a variety of entry points to ensure that students differing abilities, strengths, and needs are all taken into consideration” (Watson, 2020, p. 2). An assortment of assessment practices is also a crucial point in creating a healthy and supportive learning atmosphere in the class. Moreover, non-repetitive instructions and assessment methods ignite students’ interest in the subjects and allow them to demonstrate their creativity. Watson (2020) also provides another insight: “recognize and pull students who need some additional support together to help move them along the learning continuum” (p. 10). In my opinion, it truly is important for an educator to give more challenged students a way to learn more efficiently and pursue their interests in a productive manner. With differentiated instructions and assessments, they would not feel left out and could, too, experience the thrill of success from their cooperative work.
I agree with the author that the learning process can be very different for each and every student in the class. It is up to the educator to provide a variety of information distribution methods that would fit their students’ needs. For my subject, I would like to use more interactive instructions to give my students the freedom to discuss the topic and express their opinions. For example, a PowerPoint presentation would require the students to be short and precise with their statements, while simultaneously providing other groups with the opportunity to ask questions on the topics they would like to understand better. Another good way to allow the students to explore their creativity is a role-play – in my opinion, it would work brilliantly for conveying and discussing more ethically-challenged themes. Moreover, a role-play would provide all kinds of information – visual, verbal, kinesthetic, etc. Different learners can use different strategies for preparing a show for their classmates and peruse those strategies to educate not only their audience but themselves too.
Reference
Watson, S. (2020). Differentiated Instruction and Assessment. ThoughtCo. Web.