The article I found would have been really helpful a week ago when I was prepping for the lesson I taught on Monday. The article goes into the definition of differentiated instruction (DI) and includes how it is meant for those who are struggling as well as those who excel. I had always just thought of DI as accommodations for those who struggled, not the ones who work fast and produce quality work and proceed to get bored. The main issue I had with my lesson on Monday--which was my first lesson observed by my EWU Supervisor--was that there were a group of student who had finished the assignment 10 minutes before the rest of the class and were causing disruptions because they kept talking too loudly. Had I thought about how to accommodate them in my TPA lesson plan under the differentiated instruction, I could have prepared for that and told Char--my supervisor--how I avoided the disruptions.
The article does a good job of showing the importance of planning for both kinds of students; I like the equal focus it give both types of students. I always simply plan for the IEPs, 504s, or "problem students" and let those who are a more responsible and ahead of the curve slide by. After reading the importance of focusing on those "superb students," however, I plan to focus on them as well as the problems students when prepping for my future lessons.
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