Within a differentiated classroom, the professional educator must understand the necessity of adapting lessons/content so as to accommodate the visual, kinesthetic, auditory and tactile learners. She or he must not only consider this, but also reflect on the cultural backgrounds of each pupil and yet, at same time, avoid stereotyping (Tomlinson 16). The instructor needs to ask himself or herself questions such as, "What resources do I need to make available for my ELL or special needs learner?" or "How do I aid children in understanding the relevance of the new school project?" I do not believe that a teacher should judge children with prejudice but rather seek to understand how the child learns (Tomlinson 12) and cherish the child's character. This can be done by maintaining a good relationship with the family by showing interest in how the child learns. An instructor of diversity demonstrates responsibility by demonstrating he or she cares. As a student, I have had the opportunity to observe at how kids respond to teachers and they interact with their peers. From these experiences, I have been exposed as to how differentiated instruction is beneficial both to the student and to the teacher. Pupils are given the opportunities to learn in different ways while coming to the same conclusion (Tomlinson 16). In order for the instructor to be successful, he or she must aware of this fact that children have different ways of learning (Tomlinson 17). This especially needs to be considered when it comes to creating a lesson in which group work is included. .
Part II - Use of Learner Profile .
Why is grouping important? I had mentioned before that questioning helps a teacher understand how to specifically modify his or her lesson plan. Group work is one area in which consideration and contemplation are needed in order to accommodate student's learning styles and needs. For example, on the Learner's Profiler, I notice that Eduardo is an ELL student and Matthew has cerebral palsy.