Chapter 1: The Differentiated Instruction Mind-set: Rationale and Definition

This chapter was all about how to change instruction just a little bit to make each student get the most out of what they're learning. Wormeli gives examples like standing a little closer to a student so that they focus better, letting the student redo a test, or just grouping the chairs closer. These are little changes that most teachers do not really think about, they just do them because it is a natural thing that many of them do. In the very end of the chapter Haim Ginott says "I have come to the frightening conclusion that I am the decisive element in the classroom." This is the major thing that I took from this chapter. As a teacher I am the person that decides who succeeds to a certain degree, and how I use differentiated instruction could make all the difference.