You have most likely heard of differentiation during your time teaching. It was presented to you as the way to reach all students in your classroom. You maybe were introduced to a few resources or “tools” for your proverbial tool box of teacher tricks. Carol Ann Tomlinson (2000), known for her work with differentiated instruction, says that “Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”
There is a lot going on in that definition. There is more than one way to differentiate instruction. Determining the best method largely depends on the learning goals for a specific lesson and the needs of individual students. This doesn’t mean that you have to do them all, all the time. Rather you find ways that best meet your students’ needs in that particular lesson.
While most teachers believe they understand what differentiation means there are a lot of misconceptions floating around out there that actually make differentiation seem more difficult than it actually is. In this article, I’m going to dispel some of the common misconceptions held by classroom teachers.
1: Differentiation Means Creating Separate Lesson Plans for Every Student
Some teachers believe that differentiation requires them to create completely individualized lesson plans for each student. While differentiation does involve tailoring instruction to meet diverse student needs, it doesn’t necessarily mean creating entirely unique plans for each student. It’s about adapting teaching strategies and materials to address varying learning styles, abilities, and interests within a single classroom. It’s highly likely that any differentiation strategy used will be applicable to several students—not just one.
2: Differentiation is Only for Gifted or Special Education Students
Some educators mistakenly think that differentiation is primarily for students at the extremes of the learning spectrum – either gifted students or those with special learning needs. However, differentiation is a practice that benefits ALL students by engaging them at their individual levels and helping them make progress, regardless of their abilities. However, the many students that fall in the middle of these extremes also have differing strengths and challenges and would benefit from appropriate differentiation as well.
3: Differentiation is Too Time-Consuming
Many teachers believe that differentiation is overly time-consuming and impractical within the constraints of a busy classroom schedule. While it’s true that differentiation requires some upfront planning, it doesn’t always involve a complete overhaul of your teaching methods. Simple adjustments like offering various assignment options, providing flexible grouping, and offering additional support can make a significant difference without requiring excessive time.
Just like any new instructional approach, effective differentiation is a teaching practice that you’ll get better at in time. Start small and build your repertoire as you go. The benefits that students reap make the effort worth your time.
In the next article in this series, we will explore some of those benefits. Be sure to follow us on your social media accounts and subscribe to our newsletter here to see the latest in this series!
References:
Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education.