Brought to you by the Association for Supervision and Curriculum Development
Making It Meaningful
- Mrs. Wiggins assigns students to spelling lists based on a pretest, not the assumption that all 3rd graders should work on List Three.
- Mr. Owen matches homework to student need whenever possible, trying to ensure that practice is meaningful for everyone.
- Ms. Jernigan only occasionally teaches math to the whole class at once. More often, she uses a series of direct instruction, practice, and application groups. She works hard to give everyone "equal time" at an appropriate entry point of instruction, matching practice work to student need. She also regroups students for real-world math applications so they hear a variety of voices in their journey to think mathematically.
- Ms. Enrico offers students a variety of options when it's time to create the final product for a unit. She bases the options on students' interests so they have the chance to link what they've learned with something that matters to them as individuals.
All of these teachers are differentiating instruction. Perhaps they practiced differentiating instruction before it had a name, or without even knowing its name. They are teachers who strive to do whatever it takes to ensure that struggling and advanced learners, students with varied cultural heritages, and children with different background experiences all grow as much as they possibly can each day, each week, and throughout the year.
Hallmarks of Differentiated Classrooms
In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. They accept and build upon the premise that learners differ in important ways. Thus, they also accept and act on the premise that teachers must be ready to engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity. In differentiated classrooms, teachers ensure that a student competes against himself as he grows and develops more than he competes against other students.
In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student's road map for learning is identical to anyone else's. These teachers believe that students should be held to high standards. They work diligently to ensure that struggling, advanced, and in-between students think and work harder than they meant to; achieve more than they thought they could; and come to believe that learning involves effort, risk, and personal triumph. These teachers also work to ensure that each student consistently experiences the reality that success is likely to follow hard work.
Teachers in differentiated classes use time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner. They do not force-fit learners into a standard mold. You might say these teachers are students of their students. They are diagnosticians, prescribing the best possible instruction for their students. These teachers also are artists who use the tools of their craft to address students' needs. They do not reach for standardized, mass-produced instruction assumed to be a good fit for all students because they recognize that students are individuals.}]
Embracing the Individual
Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning. Essentially, teachers in differentiated classrooms accept, embrace, and plan for the fact that learners bring many commonalities to school, but that learners also bring the essential differences that make them individuals. Teachers can allow for this reality in many ways to make classrooms a good fit for each individual...Differentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests. MMore significantly, such classrooms work better for a full range of students than do one-size-fits-all settings. Teachers in differentiated classrooms are more in touch with their students and approach teaching more as an art than as a mechanical exercise.
Excerpted from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. Copyright 1999 by the Association for Supervision and Curriculum Development. All rights reserved.
Carol Ann Tomlinson is associate professor of educational leadership, foundations and policy at The Curry School of Education, University of Virginia.