After going through the document “Differentiated Instructional Strategies for MS” by Bertie Kingore (2004), I was mostly struck by the nature in which it modifies instructions from content to process as well as an outcome to meet the varied needs of students, on the basis of the students’ interests, learning and readiness profile. What I like about the document are its outlined questions which are important for those school that are focused on meeting the desires of their brightest students. The questions aim at analyzing the students’ attitudes and determine the most effective approaches.
However, my concern comes in differentiating the meanings of the terms advanced and gifted to an individual. Besides, what mechanisms are there to highlight students' advanced potential or advanced students in every content area and what instructional requirements are specific to the advanced student. Further, in what ways do advanced students need to be challenged academically in school and what emotional and social features are essential to deliberate when challenging advanced students. Last but not least, my concern focus on the implications of the classroom management, the grouping considerations needed to be addressed alongside the material and human resources that can be drawn upon. Consequently, are there any extra resources required to ease application and any effective way to inform as well as involve parents of gifted or advanced students in the learning partnership.
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As a future campus leader, some of the insights I have gained about what my district will be expecting of me are the guiding principles focused on differentiating instruction. These guiding principles are to meet the needs of learners in a classroom of mixed-ability by pre-analyzing learners’ readiness alongside plan instruction. Besides, the principles entail knowing learners’ interests, needs and abilities so as to provide instruction accordingly. Nonetheless, the principles involve assessing learners frequently to give way for the modification of instructions to keep learners challenged beyond their comfort level. Moreover, they enable learning activities so that students become self-learners. Furthermore, they allow for students to engage in serious responsibilities as they learn and explore their interest while incorporating the interests into learning activities. These principles teach learners the skills they require to pursue their own investigations as founded on their interests and extend as well as enrich the curriculum on the basis of students’ styles of learning, abilities and interests. Lastly, the principles have many instructional approaches to allow for an effective approach to be applied at the right time with a student, a group or class.
Overall, I would contend that differentiated instruction is crucial in improving learning outcome and thus needs to be emphasized for each student has a unique ability and interest. As for leadership, the ability of an individual leader determines their success. As such, inspiration, motivation, teamwork among other skills are critical for a successful leader. The types of skills and ability pertaining to the leader that are essential to ensure the expectations are successful include independent investigation skill, research and analysis skills, co-planning ability, debriefing or reflective ability and the ability to manage Socratic seminar.
References
Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective . Austin: Professional Associates Publishing. Print.
