Tomlinson Reading and the 23 Myths of Differentiated Instruction Website

1. Tomlinson Reading and the 23 Myths of Differentiated Instruction Website By Adam H. Bezinovich

2. Direct Instruction and Differentiated Instruction • I found it really interesting that one of the myths was that differentiated instruction rejects direct instruction. When I read about differentiated instruction I always picture small groups and discovery learning lessons. I was definitely one of the people who was wrongly assuming you don’t use direct instruction. I know after reading the post covering this myth it makes more sense that before you use small groups to do some teaching to the class using direct instruction.

3. Basics Being Ignored in a Differentiated Classroom • Another myth I definitely thought was true regarding a differentiated class was that basic skills were ignored. Whenever I read about differentiated classrooms I always picture these hands on or discovery lessons that involve the students to be proficient already with their basic skills. I really did not know that many differentiated classroom lesson revolve around basic skills.

4. Different Instruction, Assignments, and Assessments • Another myth I definitely thought was true was that a differentiated classroom offered different lessons, assignments, and assessments for all the students. I was very intimidated when reading about differentiated instruction because I pictured myself writing many different lessons, assignments, and assessments for my 120 students. It is definitely comforting to know you can still run a differentiated classroom and use common lessons, assignments, and assessments.

5. Differentiated Instruction Takes A Ton of Planning • Again, I was under the impression that a teacher that has a differentiated classroom works more hours. Whenever I read about differentiated instruction it would seem that a teacher who uses it would have to spend all their time planning and grading various assessments and assignments. However, it would appear from reading through the website that most teachers who run a differentiated classroom work the same hours. The benefit to having a differentiated classroom is definitely great for the students. Knowing that it won’t take all my time is also comforting when making a decision to uses differentiated instruction in my classroom.

6. Be Sure Students Have a Plan for Getting Help when you’re busy with another student group • One point that stuck out for me regarding how to manage a differentiated classroom was having a plan for students to get help when you are busy. I know currently in my classroom I always have many students that want to ask me questions at the same time. In a differentiated classroom where students may be working on different task the questions I know would grow. In order to manage the many questions I would have to have a plan for the students to know what to do when they have a question.

7. A curriculum that is good for students pushes them a bit beyond what they find easy or comfortable. • This point made in the Tomlinson chapters really spoke to me when I read this statement. I completely agree that in order for a student to master the material being learned is to stretch the student a bit beyond what they find easy. I try to make sure I do this every day in my classroom with the students I teach. I could see how using a differentiated classroom would allow me to make sure every student is stretched beyond their comfort zones in every less on.

8. Drawing on Existing Student Interest • Another point that stuck out to me from the Tomlinson reading was that students learn better when the material is related to their interests. I completely agree with this point, but it is difficult to accomplish when you have 120 different students with different interests. I think it would be great if I was able to differentiate my material to the extent that I was able to relate it to every students’ interests. I do believe that the use of differentiated instruction would allow me to reach more students interests with the material being taught. However, I am still not sure I would be able to reach everyone’s interests in the class. I do agree though that the more we as educators try to reach our students’ interests the more the students will want to learn the material.

9. Your Students Do Not Necessarily Learn the Same Way You Learn • Another point from the Tomlinson reading that stuck out to me was regarding how students learn. I really liked the discussion about how we as educators should spend more time thinking about how our students learn best. I think all too often we as teachers tend to teach the way we like to learn. We need to realize that the way we learn is not necessarily the way our students learn. If we make sure to differentiate instruction in our classroom, then we can make sure we teach students in ways they learn best.