When I was a new teacher, I remember looking at my roll sheet and seeing multiple letters after several students' names. I asked colleagues what the abbreviations stood for and soon learned that the common perspective was that they stood for more work and more trouble.
Yet these acronyms were supposed to help me differentiate instruction, or vary a lesson, to meet the needs of these students. I remember struggling to grasp how I was supposed to accommodate for student learning without sacrificing high academic standards. (See this post by fellow Spiral Notebook blogger Stephen Hurley.) I questioned how I could give the advanced student what he or she needed while at the same time fulfilling the needs of the struggling student.
I also remember thinking to myself how much easier it would be to just have the "good kids." It wasn't until later that I fully realized that the reason I wanted to be an educator was not to have an easy ride but to make a difference in students' lives. And the greatest difference I could make was in the life of one of those acronym kids. That's when teaching became fun.
You will be interested in reading more about this from the queen of creating multiple learning paths, Carol Ann Tomlinson. In the book she wrote with Jay McTighe, Integrating Differentiated Instruction and Understanding by Design, she makes clear the point that simply having activities that differentiate learning is not enough: "Differentiated instruction focuses on whom we teach, where we teach, and how we teach. Its primary goal is ensuring that teachers focus on processes and procedures that ensure effective learning for varied individuals." Deliberately designing a curricular learning environment in which you can place those activities is the real key to increasing a student's understanding.
I was lucky, in a sense, because I had been trained in thematic instruction, and teaching a language -- I was a Spanish instructor -- lends itself to project learning and performance-based instruction, both active-learning strategies that naturally differentiate. I eventually learned that one of the best ways to differentiate is to simply allow it to happen. I tried to think of all the possible ways to make learning a language interesting and effective.
Looking back at those days, I see that many of the learning activities that I created were intrinsically differentiated -- that is, they encouraged each student to learn and produce at his or her best level without having to do anything extra.
Finding the Right Match
Group projects are ideal for differentiated instruction because the group has to work out what is best for each member to do so that the final product is complete. At first, my training led me to match the advanced students with struggling students so that they could help each other. I noticed, however, that if that was the only way I split up the students, group mentalities would emerge and the struggling students soon ceased struggling. They were content to let the smart kids do the work. So I mixed it up -- randomly, homogonously, and heterogeneously. (See what Robert Marzano has to say about grouping in his book Classroom Instruction That Works.)
Students who would normally not say anything or participate in a heterogeneous group developed leadership and took on responsibility in a way I had never seen before when I placed them with peers of similar skills and attitudes. I eventually learned how to create cooperative groups of students that could tackle large projects such as putting together a dating game in Spanish, re-creating famous restaurants, designing tourist travel agencies, imagining Interpol investigations, reenacting the arrival of Christopher Columbus to the Americas, or taking a piece of Spanish literature and transforming it into a radio play.
Give Them Options
Allowing students to choose their assignments is another tactic that automatically differentiates instruction: Rather than creating one learning activity to meet an objective, create several for students to choose from. They will pick the one that interests them the most and, at the same time, self-differentiate according to their capacity and needs. If a student is challenged in writing, then invariably he will choose the graphic novel over the essay. If a student is more academic, then she will select the research paper instead of the television infomercial. The trick is to come up with activities that involve similar amounts of effort and require the same level of learning.
Encouraging student inquiry is another method that promotes differentiation of learning. When a student is asking questions, those questions are automatically going to be at his or her cognitive level. The key is to help the students find the answers at their level.
Looking back, I can divide the differentiated-instruction techniques that I used into two categories: designed differentiation and intrinsic differentiation. Those I've described here are in the intrinsic-differentiation category. In my next post, I will discuss designed differentiation. Meanwhile, go have some fun differentiating for those acronym kids!
But until then, what experiences have you had with creating intrinsically differentiated learning environments? Please share your thoughts.