Differentiating Instruction

 "A Rational for Differentiating Instruction in the Regular Classroom" by Paul S. George

“A rationale for Differentiating Instruction in the Regular Classroom” is an article about by Paul S. George’s personal perspectives on teaching and the school experience. George claims, “Success for all students is more than a slogan or even a laudable goal; it may be a key to the survival of the American public school as society has come to know it” (186). George argues that differentiated instruction and heterogeneous classrooms must be the foundations for an effective classroom. He explains his theory by describing two possible “pathways” (186).

First, George believes that teachers need to “prize diversity” in their schools. He describes this kind of environment at being one that shows parents that their children are safe, making friends, receiving the support they need and so on. Secondly, George thinks that educators need to make more effort to include differentiated instruction, curriculum and basement that will support a wide range of students.

George continues to explain and support some key concepts of a heterogeneous classroom and its importance: racial integration, accurate placement, effect of effort, awareness of individual differences, equity, contact theory, and constructivist opportunities. He also shares the benefits in differentiating instruction in a heterogeneous classroom.

Overall, I enjoyed this article and what the author had to say. I liked that he started the article by stating that these are his personal beliefs from his own experiences. I thought it was interesting that he grabbed our attention by a call for change or a loss of public schools as we know it. I thought it was a valid point, especially with all of the charter and private schools emerging. Public school will be known as he left overs or the uncategorized if we cannot teach effectively to all types of learners. I thought it was interesting to note the importance of mixing differentiated instruction within a heterogeneous classroom to achieve higher levels of learning.

 

http://www.jstor.org/stable/3496997