Chapter 1 Preparing for the Journey of a Differentiated Classroom

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University of Central Florida *

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4661

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Mechanical Engineering

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Feb 20, 2024

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[Last Name] 1 Caitlin Guevara Professor Brasel EEC 4661 Sept. 1, 2023 Chapter 1: Preparing for the Journey of a Differentiated Classroom As I read the first chapter of the textbook, there were many important topics discussed. “Preparing for the Journey of a Differentiated Classroom” presented the importance of differentiation. As stated in the textbook, differentiation is defined as “the daily interplay of individual elements, practices, choices, and adjustments in both teachers and students.” Students in kindergarten through third grade are shown coming to class with their own special abilities, interests, difficulties, languages, cultures, and cognitive and creative development. Just as teachers also come to school with their own instructional styles, strengths, interests, and experiences. The chapter also goes on to discuss how to guide children through the “journey” of teaching and learning. While also understanding each child’s needs and ways of processing information without needing to create or alter a lesson plan too heavily so that it still gets the main objective across. Creating a welcoming environment that has areas or “stations” that brings a subject to life for young students is also a greatly beneficial topic in this chapter. Each student has their own way of learning and processing information, especially at such an early age. So, creating an environment that assists in each student’s interests and preferred way of learning will also help to engage them in the subject being taught. As educators, we can also engage students by asking them to help bring things to enhance the classroom. Having the students contribute to their learning environment is also an important part of the chapter that I found beneficial to the
[Last Name] 2 differentiation process in the classroom. As the chapter ends, it addresses a critical issue that many teachers may face in the classroom. It states that there is pressure to “deliver” the prescribed amount of information and skills in a way that is verified by testing. This means that students can feel rushed to learn topics and then quickly move on to the next without being about to fully take in what they are learning. The chapter states that while differentiation cannot solve this problem, it can help alleviate it by providing more points of entry into a lesson or unit. What this means is that differentiation gives students and teachers the opportunity to allow the children to reach their learning goals while also going beyond them as well and being able to find their own ways of understanding the material and applying what they have learned as well.
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