Differentiation in the Classroom

Because not all students learn in the same way, differentiation is the effective teachers response

to the learners needs. According to Kauchak and Eggens (2012) textbook, the idea of

differentiating instruction is grounded in the assumption that not all students learn the same

way, and effective teachers adapt their instruction to meet the learning needs of all their students.

An effective teacher will use four principles to guide the use of differentiation in the classroom:

proactive, student centered, assessment based, and a blend.

Principles of Differentiation

To apply the principle of being proactive, teachers must incorporate differentiation into

the initial planning phase. This is an effective way to understand diversity inside the classroom

and incorporate a variety of strategies and work with techniques that will prevent problems from

arising. An effective teacher can direct the preferred outcome with the use of small group

activities when faced with difficult situations.

Differentiation is also based upon student interests and needs and it is student centered.

An effective teacher will build his/hers instruction based on what is needed by the students and

not on what he/she wants to teach. Lesson are planned and constructed based on a knowledge of

students interests and needs

A third principle in differentiating instructions is assessment. When using assessment the

differentiation is based on information about the students needs. This is a crucial and necessary

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principle because it provides information about the knowledge the student has retained and

mastered, what the student is capable of doing and what actions need to be taken in order to help

the student make to the next level of the learning process. Assessments are completed in three

phases; pre assessment will provide teachers with information before the instruction, continual

and ongoing assessment will allow the teacher to measure the effectiveness of their teaching

during the lesson and assessment afterwards help with identifying students that need additional

help and those who can move on the new learning challenges.

Differentiation means flexibility from the teacher with a continual monitoring of

students learning. A blend of whole group, small group and individual instruction makes for the

fourth principle of blend in the process of differentiation.

How My Mentor Teacher Uses Differentiation in Her Classroom

My mentor teacher, Mrs. Cobb used all the principles of differentiation in her classroom during the time I

was observing her class. In her school district, small group instruction is and essential and required part of the

lesson plan. Mrs. Cobb gave the initial whole group instruction and directions and divided the class into three

different groups with independent practice and small groups. Mrs. Cobb was also able to give individual attention

and instruction to student in her small group. Mrs. Cobb was the team leader and when I observe the planning of a

unity for the week, she asked the teachers what was some of the needs and interests of the students and instruct the

other teachers to tailor the unit to what was going to fit their students. Although the entire 3rd. grade team had the

same unit plan, some teacher used some materials and others used different materials or presented lessons in a

different way. Mrs. Cobb knows her students very well and know what their abilities, strengths and weaknesses

are, so she can plan with that information in mind. There was constant assessment in the classroom, oral and

written. During the whole group lesson, Mrs. Cobb stopped for questions and to assess understanding. There was
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individual work and a closure project at the end to make sure students where understanding the content. During

small groups she would teach and give students the opportunity to work on some individual work that helped her

see where the struggles were or if they were able to move to the next assignment. One important observation is that

Mrs. Cobb had a folder for each student and after working in small groups or individually she would take notes of

what her work was and how that student was progressing. She also had a computer program that she used during

math small group and helped her graph the progress of each student.

How I Plan to Use Differentiation in My Classroom

In my classroom I plan to start with taken the time to know my students and asses their weakness and

strengths and start planning my lesson with that in mind. I liked the way my mentor teacher used the strategies of

small groups and knew who need to be in that group. I liked how she moved around the room and took the time to

work with individual students too. I liked how she used some time to work with individual students or small

groups but them sent them to individual work and checked to see how they were progressing. I plan to be flexible

during my teaching and observe if the ways I am delivering the content is helping all the students in the class and

used several examples and strategies according to what works best for the students in my room. Two of the most

important things I have come to observe as very essential in an effective teacher is the knowledge of students

background and the flexibility to change how to deliver instruction. Even what may work one day , may not work

the next, each day is a new day and during instruction the teacher has to assess him/herself and keep in mind that

differentiation is student centered.

References
Kauchak, D. & Eggen, P. (2012).Learning and Teaching: Research-Based Methods (6thed.).

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Boston, MA: Pearson