Differentiating Instruction
Improving the Use of Differentiated Instruction in My Classroom
The first Standard of Practice describes a sensitivity to factors that influence individual student learning. Differentiating instruction to meet the needs of individuals students is a way to facilitate learning in he individuals we teach.
Almost every teacher enters the profession with the intention of making a difference for the students in their classroom. While I have tried to implement strategies in my class to differentiate instruction, I certainly have a lot of room to grow as an educator in this regard. The following three strategies are ones I intend to use in my classroom to help my students to be successful learners. For each strategy, a brief description is provided, followed by a personal reflection on how I hope to implement it in my classroom.
Strategy #1
Differentiating by readiness by providing tiered assignments, choice of materials, and ways to demonstrate learning designed to meet student needs. (Ontario Ministry of Education, 2013, p. 19; Ontario Ministry of Education, 2010, p. 6).
Differentiating by student readiness results in students being pushed just a little bit beyond what they find easy to accomplish and experience a genuine challenge in their learning (Tomlinson, 2001, p. 49). Often, a single task provided to the entire class is unable to suitably challenge all students and will establish low expectations of some students while over-challenging others.
Providing varied levels of text to introduce or supplement learning based on student readiness is one way to differentiate the content for students. Another way would be to provide links to websites in a WebQuest categorized by language difficulty or level of concreteness or abstractness of text. (Tomlinson, 2001, p. 51)
Differentiating process based on readiness can be accomplished by varying the difficulty of homework assignments based on formatively assessed student understanding (Tomlinson, 2001, p. 51).
Finally, differentiating products by readiness can be accomplished by offering options in how students prove learning on assessments. For example, a science might allow for students to describe a concept in words, give an illustrative example, or draw a diagram to prove their learning to account for varying abilities to abstract or express ideas in writing (Tomlinson & McTighe, 2006, pp. 33-36).
Providing varied levels of text to introduce or supplement learning based on student readiness is one way to differentiate the content for students. Another way would be to provide links to websites in a WebQuest categorized by language difficulty or level of concreteness or abstractness of text. (Tomlinson, 2001, p. 51)
Differentiating process based on readiness can be accomplished by varying the difficulty of homework assignments based on formatively assessed student understanding (Tomlinson, 2001, p. 51).
Finally, differentiating products by readiness can be accomplished by offering options in how students prove learning on assessments. For example, a science might allow for students to describe a concept in words, give an illustrative example, or draw a diagram to prove their learning to account for varying abilities to abstract or express ideas in writing (Tomlinson & McTighe, 2006, pp. 33-36).
Reflection: My intention is to work in concert with our school librarian to source texts located in my students' ZPD to introduce content knowledge in the classes I teach. For example, I’ll source non-fiction texts of various lexile levels to introduce topics during science class to meet the learning needs of groups of students. I have recently been focusing on allowing students choice in how to prove their learning, but I need more professional development and practice in doing so effectively and making sure that learning standards are effectively assessed when I do so.
Strategy #2
Collecting data on student readiness, interest, and learning profile before school begins and using the information to inform differentiated instructional practices (Schwartz & Pollishuke, 2013, p. 28).
To plan effective differentiated instruction, teachers need to be aware of the needs and preferences of the students in their classes. Previous teachers, administrators, and resource staff all possess valuable knowledge to share about the new students in a teacher’s class at the start of the year. Forms and surveys may also be sent home to parents early in the year to gather further information on the make-up of the class (Schwartz & Pollishuke, 2013, p. 29).
In addition, teachers may engage students in various activities to gain knowledge of their learning style preferences. Most students, while able to learn through various means, prefer one in particular (Tileston, 2011, p. 22). Depending on the age of the students and the availability of technology and resources in the classroom, many online tests can be administered to students in class to gain insight into their learning style preferences early in the year. This information can be used to design lessons that will engage students based on their preferred ways to learn.
In addition, teachers may engage students in various activities to gain knowledge of their learning style preferences. Most students, while able to learn through various means, prefer one in particular (Tileston, 2011, p. 22). Depending on the age of the students and the availability of technology and resources in the classroom, many online tests can be administered to students in class to gain insight into their learning style preferences early in the year. This information can be used to design lessons that will engage students based on their preferred ways to learn.
Reflection: In the past, I have collected data as suggested by the texts presented in our course from previous teachers and parent forms. I have also given content and skill assessments to my new students during the first week to determine their levels of readiness. However, I don’t feel that I’ve adequately adapted my instruction based on the information that I obtained. In addition to adding in-class testing of learning styles using one of the following online resources (School Family, accelerated learning, edutopia), I will closely scrutinize the data obtained and determine the favored learning styles and learning profiles of the students in my class. I will use this information when planning lessons, ensuring that at least one favored learning modality is engaged in each lesson I teach.
Strategy #3
Be aware of self and beliefs and use proactive techniques rather than reactive ones to create and inclusive classroom atmosphere (Schwartz & Pollishuke, 2013, p. 37)
Being mindful of one’s expectations entering a classroom allows a teacher to be proactive and model the behavior expectations that they wish to see in their students. Reactive strategies like punishments and reprimands are ineffective at decreasing student misbehavior. Modeling expected behaviors helps to establish a positive classroom environment that is inclusive (PBIS.org, 2017). SEL programs may be implemented to educate students in how to work together to create an emotionally safe learning environment that supports inclusion (Durlak et. al, 2011).
Proactive strategies include: role modeling of appropriate behaviors, building trusting relationships, and being aware of the classroom environment (Text, 20xx, p. 37). Ways to build trusting relationships with students include, being consistent and honest, giving students voice in classroom decisions, and being available to students during and outside of class hours (Lewicki & Tomlinson, 2017).
Proactive strategies include: role modeling of appropriate behaviors, building trusting relationships, and being aware of the classroom environment (Text, 20xx, p. 37). Ways to build trusting relationships with students include, being consistent and honest, giving students voice in classroom decisions, and being available to students during and outside of class hours (Lewicki & Tomlinson, 2017).
Reflection: As I have gained more experience as a teacher, my natural tendencies when managing my class and creating classroom culture have been tending towards proactive practices. I have been developing a school-wide discipline framework based on restorative discipline and Positive Behavior Intervention Strategies that approaches classroom management and school-wide discipline in a proactive and inclusive way. In addition, I am currently enrolled in a mindfulness for educators course and will receive certification to teach mindfulness to Junior learners in the coming months. Doing so will help to develop emotional intelligence in students and create a more inclusive and accepting school.
Differentiation is a broad philosophy that covers many aspects of teaching. I feel that by focusing on the three strategies above for the next year and reflecting on my practice as I do so, I will be able to create a more inclusive classroom and school that better meets the needs of the individual students I serve.
References:
Durlak, J.A., Weissberg, R.P, Dymnicki, A.B., Taylor, R.D, & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Lewicki, R.J, & Tomlinson, E.C. (2016). Trust and Trust Building. In G. Burgess H. Burgess (Ed.), Beyond Intractability. Conflict Information Consortium, University of Colorado: Boulder. Retrieved from: http://www.beyondintractability.org/essay/trust-building.
Ontario Public Service (2013). Learning for all: a guide to effective assessment and instruction for all students, kindergarten to grade 12. Retrieved from: http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf#page=21
Ontario Ministry of Education (2010). Student success: differentiated instructions educator’s guide. Retrieved from: http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
Positive Behavioral Interventions & Supports (2017). School: what is school-wide PBIS?. Retrieved from: http://www.pbis.org/school.
Schwartz, S., & Pollishuke, M. (2013). Creating the dynamic classroom: a handbook for teachers. Toronto, ON: Pearson.
Tileston, D.W. (2011). 10 best teaching practices: how brain research and learning styles define teaching competencies. Thousand Oaks, CA: Corwin.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD
.
Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: connecting content and kids. Alexandria, VA: ASCD.
Durlak, J.A., Weissberg, R.P, Dymnicki, A.B., Taylor, R.D, & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Lewicki, R.J, & Tomlinson, E.C. (2016). Trust and Trust Building. In G. Burgess H. Burgess (Ed.), Beyond Intractability. Conflict Information Consortium, University of Colorado: Boulder. Retrieved from: http://www.beyondintractability.org/essay/trust-building.
Ontario Public Service (2013). Learning for all: a guide to effective assessment and instruction for all students, kindergarten to grade 12. Retrieved from: http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf#page=21
Ontario Ministry of Education (2010). Student success: differentiated instructions educator’s guide. Retrieved from: http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010EducatorsGuide.pdf
Positive Behavioral Interventions & Supports (2017). School: what is school-wide PBIS?. Retrieved from: http://www.pbis.org/school.
Schwartz, S., & Pollishuke, M. (2013). Creating the dynamic classroom: a handbook for teachers. Toronto, ON: Pearson.
Tileston, D.W. (2011). 10 best teaching practices: how brain research and learning styles define teaching competencies. Thousand Oaks, CA: Corwin.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edition. Alexandria, VA: ASCD
.
Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: connecting content and kids. Alexandria, VA: ASCD.
