Differentiate instruction

" Teachers differentiate instruction by modifying the depth or complexity of content, the processes by which students learn, the content itself, and the products students are expected to create, based on considerations of learning styles, interests and skill levels" (Howard Pitler, 2007, p. 219)

As a special education teacher this quote comes natural to me. You push each student as far as each student can go. For some that is much further than others. It doesn't have to mean that the lower students should be completely separated. In a whole group grade level lesson you can present the lesson with the same objective for everyone, but the way in which student will show their learning will differ. Some will be able to write a logical response or some will be able to respond in a traditional test type approach. Other may demonstrate their learning by simply pointing to the correct picture out of  one or two choices.  I also like the first part of this quote modifying the depth of the content. You look at the essence of the TEK and present it. Allowing time for students to understand the basics of the TEK before you dive deeper.

This is natural for me. However, it becomes quiet changing when you have to meet state standards and district bench marks. You feel rushed. It is a very hard balance knowing  when to slow down or to speed up lessons. I always feel stressed to make sure that students will meet standards and truly learn the information.

When my teacher friend first introduce UDL to me, I thought that it was just another catch phrase. I asked her how it was different from differentiated instruction?  She was unfamiliar with the word differentiated instruction. This week as we studied both my original thought is true. They are both catch phrases to good student centered teaching. In both UDL and differentiated learning you don't accept one style of learning. you accept all styles of learning and allow students to express learning in many different forms  and push each and every student to their max. 

Bibliography

Howard Pitler, E. R. (2007). Using Technology with classroom instruction that works. Denvor: Mid-Continent Research for Educaion and Learning.