Composition Differences In Teaching In Secondary Schools To Explore

Personalized instruction is the recent focus of the fundamental education in our country.A particular challenge for middle school teachers is being able to adapt instruction to respondto the diverse student with different abilities, strength, weakness, interest, learning style,learning needs, and offer opportunities to them for improvement. One feasible solution is toimplement differentiate instruction. This paper provides an overview of some key conceptsand strategies for differentiating instruction, with a model guiding how to implementdifferentiate instruction.Differentiate instruction is a teaching philosophy based on the premise that teachersshould recognize students varying background knowledge, readiness, language, preferences inlearning, interests, and to react responsively. The intent of differentiating instruction is tomaximize each student's growth and individual success by meeting each student where he orshe is, and assisting in the learning process. Differentiating instruction is based upon thefollowing beliefs: No two students are alike;Every student has his own abilities, interest, andlearning needs. In preparation for differentiating, the teacher diagnoses the difference inreadiness, interests and learning style of all students in the class, using a variety ofimplementing strategies.The education philosophy of "To teach in accordance with their aptitude", originatedfrom Confucius about 2,000 years ago, was commenly adopted by following educators.During the later 1990s, an emerging teaching theory was provided by Carol Ann Tomlinson,the assistant professor of the University of Virginia, Charlottesville, which we all know todayas differentiate instruction. This teaching philosophy is based on the experiences andachievements of Learning Style, Multiple Intelligences, Cooperative Learning, IndependentStudy, and so forth.Teachers who differentiate instruction rely on a number of strategies to make it feasible,such as enhancing motivation, tiered assignments, cooperative learning, independent study,and differentiated assessments, etc. Writing is the way through which people can expresstheir personal feeling and thoughts. To those who have better writing skills, teachers canencourage them to choose the topics indenpendently, and have the willing to write. To thosewho are not good at writing, teachers can encourage students participate in writing, and givethem more guidance to enhance their writing skills. Teachers should be patient, and teach tothe student's strengths and accommodating different learning styles. Teachers can alsofacilitate the collaboration among students. With flexible groupings, students can listen toothers' expressions actively, shared their writing experiences freely.In preparation for differentiating, the teacher diagnoses the difference in readiness,interests and learning style of all students in the class, using a variety of performanceindicators. When a pleasant classroom environment is built, students can conduct learningmore effective and efficient. When implementing differentiated instruction, we can use themodel provided by Tomlinson and Tracey Hall, which has seven key components such asPre-Assessment, Curriculum, Student, Content, Process, Product, and Summative Evaluation.Using this model, we can finally form the continuous improment cycle of differentiatedinstruction.Education can create great value for the students by finding unique approachs meetingeach student's different need and expectation, and facilitating their development process.When implementing differentiate instruction in writing, teachers should take the students asthe center of the teaching and learning process, and finally help them reach the goals of theirwriting capabilities' improvement.