One of the more challenging ideas that I am learning in class is how to differentiate instruction, while identifying the same objectives for different groups of learners. It is helpful to observe how my associate teacher is able to implement it during her lessons. For example, during a recent lesson on Halloween vocabulary she used a differentiation of instructional strategies: she wrote the words on chart paper, read the words together with the students, asked them to write the words on their own, baked with their assistance cookies shaped like the words, and directed them to storybooks which contained many of the words.
I recognized that she was differentiating according to the four categories - cognitive, intellectual, group orientation and environmental - that we learned in class. By the end of the activities, the students had improved their abilities to read and write the words, and I could sense that they enjoyed their learning. It is clear that effective DI can engage students.
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