How to put it all together for the classroom

 Most research on Differentiated Instruction explains what it is and the impact differentiation has on student learning.  Successful differentiation lies in the teacher’s ability to increase conceptual understanding of diverse learners.  This being the case, what are some effective strategies for differentiating instruction?  Listed below are some strategies commonly found in research on Differentiated Instruction.  As you read through the list, please notice that, explicit direction, for the most part is missing.  It’s important to know that I need to do this or that, but where is detailed instruction on how to “provide appropriate levels of challenge for all learners without “watering down” rigor of the lesson or using activities and strategies that allow access to the lesson for all learners?  Basically, where is information to show  what differentiation looks like in the classroom?

  What is Differentiated Instruction?

Differentiated instruction is effective teaching strategies that teach students in a way that allows everyone, regardless of learning ability, to be able to grasp material and understand it.

  Foundation for Differentiated Instruction
Some Components of Differentiated Instruction:

• Knowing the learning styles of your students
• Honest awareness that  “one-size-fit-all” teaching does not and will not work with diverse learners
• Understanding that culture affects learning.  Appreciate the great range of learning styles that will exist in any group of people and create a classroom environment flexible enough to allow students to work in ways they find most productive.
• Knowing the lesson’s content and objectives
• Commitment to Planning/Innovative Thinking – Use activities and strategies that allow access to the lesson for all learners.
• Providing appropriate levels of challenge for all learners without “watering down” rigor of the lesson.
• Using various instructional delivery methods to address different learning styles.
• Break tasks into smaller, more manageable parts with structured directions for each part.
• Regardless of differences, students are expected to gain mastery of the same concepts, principles, and skills.

 The Challenge

As educators, we understand the enormous challenge of teaching diverse learners.  Many times we’re giving directives to instruct based on publishers’ point of view.  Use the lesson provided in the teacher’s guide.  However, most of the publishers’ materials do not address the learning needs of a diverse classroom.  

 In the Blueprint for Thoughtful Lesson Planning Ebook, you’ll realize specific strategies for differentiating instruction.  We’ll show you exactly how to plan instruction to:

• consider student responses
• address misconceptions
• increase student engagement without lessening the rigor of the lesson,
• improve conceptual understanding for all students, regardless of background experiences

 You’ll discover tools that will take your instruction to the “Next Level”.

If you’re not completely satisfied, we’ll return your money with no questions asked!

Click link for more info:  Differentiated Instruction Strategies

The ever-changing demographics of the U.S. have impacted classroom instruction across the Nation.  The inclusion of English Language Learners, culturally diverse students, Special Needs, and Talented and Gifted students force teachers to re-think their instructional delivery.  The idea of a homogeneity classroom has been replaced with cultural diversity.  However, in the face of apparent change many educators may not have adjusted their teaching methods.

 Some Thoughts on Differentiated Instruction:

• Shift from a one-size-fit-all teaching approach
• Meet individual needs of learners
• Make the lessons culturally relevant
• Improve student engagement and interest
• Increase conceptual understanding
• Research regularly proves that not all children learn in the same way
• An awareness of different learning styles is necessary to understand differences and assist with student growth.
• New Curriculum and lessons based on learning styles focus on how students learn best.
• Identifying students’ learning styles and teaching to accommodate these styles will improve conceptual understanding and improve students’ attitudes toward learning.
• Identifying learning styles allows a teacher to build on students’ strengths and recognize students’ misconceptions.
• Differentiation improves teacher presence during instruction by shifting attention from completing the lesson to providing for individual student needs.
• Allows the teacher to focus on the same key concepts for all students, while the pace and rate toward conceptual understanding varies.
• Flexible time and resources enables teachers to create a collaborative environment in the classroom.
• Research shows that curricula relevant to students’ lives increase engagement and motivation of students.

 With all the well-deserved praise differentiated instruction has received for being a compelling, effective, and flexible strategy for meeting the needs of diverse students, But how does it look when rolled out in your classroom?

 There are a wealth of publications, research, testimonials, and websites on differentiation in the classroom, but hardly any step-by-step guides on how to think deeply about a differentiated lesson.

 As an educator:

• How do I put all this together? 
• I recognize the cultural difference of my students, now what?
•  How do I address the needs of diverse learners?
• How do I structure  lessons for accessibility for all learners?

 Show me how to:

• Easily differentiate any lesson with easy to follow step-by-step tips with templates
• Remove the mystery of:  great planning, but no evidence of student comprehension
• Realize immediate growth in student interest & conceptual understanding

  There is no other guide on the Internet that challenges you to think deeply before planning a differentiated lesson.

 I found a clip from an article that I enjoyed reading and thought you will as well.

An excerpt from Mary Ann Hess’ article, “Although Some Voice Doubts, Advocates Say Differentiated Instruction Can Raise the Bar for All Learners”

How Differentiation Works

 Sound too chaotic, time-consuming or just plain pie-in-the-sky? “Anything that’s worth doing is complicated,” answers Tomlinson*, who says we’re way past the point when a patchwork quilt of “flavor-of-the-month” fads was expected to address classroom diversity. “Differentiation can work — at all age levels.”

 How? In classrooms where it’s alive and well, teachers like DeFiore:

•  Keep the focus on concepts, emphasizing understanding and sense-making, not retention and regurgitation of fragmented facts.
• Use ongoing assessments of readiness and interests, and preassess to find students needing more support and those who can leap forward. They don’t assume all students need a certain task.
• Make grouping flexible. They let students work alone sometimes and also in groups based on readiness, interests, or learning styles. They use whole-group instruction for introducing ideas, planning, or sharing results.
• See themselves as a guides. They help students set goals based on readiness, interests, and learning profiles — and assess based on growth and goal attainment.

 Although many argue the pros and cons of differentiation, there’s no dispute that successful implementation requires significant staff development. NEA member Judy Hart, acceleration and enrichment coordinator for the school district in Geneva, Ill., is on the front lines every day, helping teachers put differentiation into practice.

 It’s not a lack of desire on the part of teachers, she says, but a time issue. “Differentiation is a wonderful concept if you supply staff development. But to leave teachers high and dry – they’re dying out there with so many things on their plate.”

 Hart, who also works as a private consultant doing summer staff development workshops around the country, says she sees a movement away from tracking and toward mixed-ability classrooms. Yet, she adds, if the training isn’t there or is only a “one-shot deal,” teachers tend to aim instruction toward the middle range. “Then two-thirds of the kids aren’t getting anything.”

 Hart urges teachers overwhelmed by the logistics of differentiating to take small steps. “Pick one strategy for one class or even for one youngster, and dive in.With continued support, your confidence and skill will grow.”

While conducting staff training nationwide, Tomlinson also finds that it’s an evolutionary process: “Teachers are at different points in their professional journey, and we need to accommodate them.”

 She calms the apprehensive by suggesting they initiate differentiated instruction in a cumulative way, noticing a change over a school year. Teachers have told her, “Thanks for giving me permission to do this at a pace I can handle.” Tomlinson takes pride in converting skeptics who try it once, see it catch on, and say they’ll try it again.

Her message during training is clear: There’s no point in differentiating instruction unless you’re beginning with instruction that ranks as best practice. “The starting point is what you need to do to challenge the highly able student. What you’re then doing is insuring that all kids get the best-practice instruction. Whenever you have teachers doing that, it reshapes how they teach all kids.”

 Escalators, Not Stairwells

Tomlinson says teachers need to envision their classroom as an “escalator” going higher and higher, not as a “stairwell” that takes students to a certain grade-level landing where they stop. Tasks have to be “respectful of kids, hands-on, engaging and thought-provoking.”

 Such differentiated activities, which might take two to three weeks to complete, benefit from block scheduling, says DeFiore. “That allows a workshop environment where teachers can get to each group. A differentiated room may look chaotic, but it’s a workshop.”

 Small classes are also ideal settings, says Tomlinson, but adds that during her two decades in the classroom she even managed to differentiate with 40 students “tripping over each other.”

 Although she’s passionate about differentiation, Tomlinson knows clearly that “there’s no magic wand in education.” She estimates that differentiation can take as long as seven to 10 years to really institutionalize. But, she thinks, it’s worth it.

 ”We know huge amounts about how individuals learn. Most of us have memories of being in places where we thought we were going to scream if someone repeated one more time something we’d understood seemingly forever — and places where we were about to explode with frustration because we simply could not grasp the ideas at the pace they were presented. We also all know what a difference it makes if we can work alone when we need space to think things through by ourselves, or work in a group when we need sounding boards.”

 If we know and respect these things about ourselves, she asks, don’t we owe the same to our students?

 Mary Anne Hess is a freelance writer specializing in education issues. She is a long-time classroom volunteer and PTA activist in suburban Washington, D.C. public schools. This article was distributed by NEA Communications.

 *Dr. Carol A. Tomlinson, a 20-year veteran of the classroom who’s now an associate professor at the University of Virginia’s Curry School of Education — and a proponent of mixed-ability classrooms.