Differentiated Instruction in the Classroom

Differentiated Instruction in the Classroom

Each parent understands that the child for whom he or she is responsible is as unique and different as each snowflake that falls from the sky during a winter storm. Like the parent, the teacher recognizes that singular quality of the child and inherently understands both the magnificence and complexity of the miracle represented in the mind of the child. Teaching methodology on the other hand, frequently sees only a composition of materials and busies itself with categorizing and standardizing oblivious to the majesty and beauty of each individual. And 'Although no one in the education field would openly state that all children are the same, this assumption is embedded in the way schools are structured, leaving individual teachers the responsibility of adjusting the curriculum to accommodate individual learning styles and differences." (Nehring 1992)

The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed.

Brilliant minds from today's crop of teaching methodologists have reached back into history rather than reaching forward into the unknown. Borrowing from concepts used in one-room schoolhouses complete with a wood burning stove, the concept of differentiated instruction promises to fulfill society's demands while assuring each young mind an opportunity to grow and develop to its full potential. Differentiated instruction vows to spread a philosophy of improved learning while at the same time creating an environment of inclusion where each student can feel involved and respected and yet, there are many pitfalls and considerable work that is required to make this vision a reality.

What is differentiated instruction?

Differentiated instruction is " . . . A way to get students to wrestle with profound ideas, call on students to use what they learn in important ways, help students organize and make sense of ideas and information, and aid students in connecting the classroom with the wider world." (Tomlinson, Reconcilable 6) Moreover, differentiated instruction means inclusion of all students regardless of limitation and without the frustration caused by dramatically varying needs among students and the terrible difficulties involved with teachers trying to meet the needs of desperately different students. Thus, differentiated instruction occurs in schools that are by their very nature inclusionary. "Inclusionary schools seek to establish communities of learners by educating all students together in age-appropriate, general education classrooms in their neighborhood schools." (Salend and Garrick Duhaney 114)

The concept of differentiated learning looks to teachers as facilitators of educational concepts that understand the process by which learning takes place. In this role, teachers use the exchange of ideas and a pedagogical approach that fosters points-of-view from all those in the class regardless of ability. Differentiated learning is

"Based on research describing how students learn [and] focuses on how students are both alike and different. Differentiated instruction requires that teachers study differences in understanding, learning modalities, and interests and plan accordingly to allow for different learning rates and to structure tasks of varying complexity." (Scherer 5)

In this respect, differentiated learning is a society of learners who are participating toward the common goal of concept mastery while at the same time advancing at a pace that is respectful of the abilities of each learner. This type of instruction provides additional opportunities for participation resulting in "student learning [that] is both social and individualized and is reinforced through interaction ... (Gardner & Hatch, 1989)." (Baglieri and Knopf 525)

Drilling down into the concept of differentiated learning exposes the layers that make up the philosophy. Strategies, ideas, concepts and initiatives that are all designed to help teachers, administrators, parents and students work together to achieve the goals set forth in the curricula. In the years since differentiated instruction has been instituted as more or less a philosophical approach to the classroom, significant strides have been made to more effectively define what the intention is in this style of teaching. These definitions are not just helpful for describing the process but are essential in helping teachers implement it more effectively. One such definition is provided by "Gartin, Murdick, Imbeau, and Perner (2002) [who] described differentiated instruction as 'using strategies that address student strengths, interests, skills, and readiness in flexible learning environments.'" (Hoover and Patton 74) Therefore, the effort takes into account not simply what the curricula thrusts on the teacher and the students but enables teachers to draw from that curricula ideas that get students excited and actively involved in the learning process. It helps them flex their mental muscles and build up the muscles that are weaker.

As students become more involved in the learning taking place in the classroom, a new dynamic comes into play that is enriching for both teacher and student. This comes not only out of the successful achievement of accomplishing required goals but because "Differentiated instruction represents a proactive approach to improving classroom learning for all students." (Pettig 14) In this transformation the philosophy effectively eliminates many of the traditional negatives that exist within the classroom that have been born out of ineffective teaching methodologies. For example, some natural casualties of the differentiated learning process are boredom, exasperation and frustration that all come from studying at a pace that is a hindrance to learning. The pace, in fact, is one of the crucial aspects that differentiated learning helps to manage. "Too fast" or "too slow" are often the slogans that precede an end to a student paying attention and thus to the end to learning.

Differentiated instruction is more than a mere philosophy, it is a living, breathing science of education that has evolving methodologies and emerging techniques. As with any philosophy, there must be a point at which the ideas take form and the form is put into action or the philosophy is simply wishful thinking. The foundation of the resultant form of differentiated instruction is "that teachers must possess a solid understanding of a curriculum and its components to successfully differentiate instruction to meet diverse needs." (Hoover and Patton 74) When teachers have mastered each and every concept in the curriculum they have immense power. Through their understanding comes the ability to mold and shape the lessons into meaningful exchanges with students regardless of level. Teachers who possess this knowledge are not deterred by slower paced groups within the same class as faster paced groups because those teachers understand that within each concept is a wealth of information that is not just important for the student to learn but crucial for the student to advance to the next step. Further, the teacher can take comfort in knowing that the concepts are being learned by students at various levels so they are meeting the obligations required by the standards-based curriculum in which so many teachers find themselves today.

Because of the wealth of educational opportunities that are afforded by differentiated instruction, it is not surprising that its importance has been seen by so many teachers and yet, the idea has still not gained wide acceptance. To be sure, there are many studies of schools and districts using differentiated instruction but the idea is still regarded with some skepticism by many. Interestingly, it is at this point in the educational development of the country that differentiated instruction may be most needed.

Why is it so important in today's classroom?

The concerns that face teachers today are myriad. Funding concerns, behavioral problems, parental involvement and a number of others fill a teacher's schedule and affect the classroom. In the midst of those concerns is the concept of teaching the subject material in a way that enables the students to be engaged citizens, happy adults and productive individuals. It is precisely because of those overarching goals that teachers may find that differentiated instruction helps them to accomplish their objectives in a more consistent and effective way.

One such problem that differentiated instruction helps to address and may help to eliminate if appropriately implemented is the idea of inequality in society. Classrooms over the decades have had segregation of one kind or another. From segregating blacks and whites to segregating students into groups of differing abilities, the segregation ideology has been almost universal. In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in which the good of each and the good of all continually seek a balance." (Tomlinson, Sharing 189) Of course, to assume that the mere make-up of classrooms to inclusive rather than exclusive would change prevailing prejudices is to overestimate the influence of such a measure. But education should not be endorsing such outmoded concepts as segregation and differentiated instruction helps to provide an environment wherein individuals of varying skill levels and learning potentials can see the value that other members of the class can bring to the fore. In many ways, differentiated instruction embodies much of what is honorable and worth aspiring to as human beings.

'Differentiated instruction ... drives the spirit of the classroom and school community toward critical reflection and disrupts the inequalities currently prevalent in our schools and our society. Such differentiated teaching practices reflect a democratic philosophy, wherein each student's voice is heard and valued." (Baglieri and Knopf 525)

Such concepts as noted by Baglieri and Knopf may seem beyond the scope of educators but helping individuals achieve the most they can with what they have to offer is an ideal worthy of effort. Larsen states "Using differentiated instruction ... educators can help each child achieve his or her potential." (17)

Another aspect of differentiated instruction involves the opportunity to teach the value of diversity. When children learn this concept it helps alleviate many of the problems that can result from insensitivity and prejudice. Helping students reach their potential shapes the attitudes of the students being taught and shapes the images in the minds of the students of what it means to be different and how that can be a valuable asset both in and out of the classroom.

Diversity in classrooms was often avoided because of the delay that "slower students" would cause in the instruction process. As a consequence those students were marginalized and stigmatized. Many educators may still fear that including such a variety of students into a class could jeopardize the learning process. But, "educators should be raising their expectations and associated teaching competence to meet standards rather than lowering the standards for students with special needs." (Hoover and Patton 76) This will inevitably require change and adaptation on the part of teachers but the benefit from such work is difficult to measure. Instead, it is easier to measure the significant unemployment, disaffection and societal harm that come from preventing classrooms from being "burdened" by diversity of learning abilities.

Among the variety of reasons to include differentiated instruction in the classroom today is the importance that knowledge has in modern society. In the industrial age, the strength of one's back was often more important than the strength of one's mind. Consequently many educational approaches hang on to out dated principles that fail to consider knowledge to be the "prime resource in the modern economy and society." (Davies 197) This failure is not one of simply failing to educate about mathematical equations, historical facts and writing but is a failure to teach students to think, reason and work together. Differentiated instruction stresses these very ideas which have reached an all-time high with regard to their importance. Not simply because of the computer-age in which students are growing up, but in an age where understanding is tantamount to living together in peace.

In spite of the important reasons to begin using differentiated instruction, there is a great deal of reluctance to adopt the notion. The consequence has been that some teachers view the philosophy as a fad or worse, as a hindrance to education. There are as many reasons for refusing to accept the idea as legitimate as there are success stories for its implementation so progress to spread the philosophy and get it implemented on a large scale has been slow. Interestingly, the resistance to differentiated instruction comes not from a lack of efficacy but out of deep rooted and almost dogmatic fears and doubts. In some cases it comes down to the issue of humans being slow to change.

What is keeping teachers from using differentiated instruction?

Some teachers see the adoption of differentiated instruction as a leap of faith or as a switch from some closely held belief to something wholly unknown.

'The incremental approach to change and decision making is deeply ingrained in our culture, and to challenge current orthodoxy and think differently presents a considerable shift in our traditional patterns of decision making." (Davies 197)

And since differentiated instruction represents a fundamental challenge to existing methods of not just teaching but of structure and organization, it seems only reasonable that there would be some resistance to the notion. Therefore, it is important for proponents of differentiated instruction to stay the course and to remain undeterred by natural obstacles to changing ideas.

One such issue that causes resistance to adoption of differentiated instruction is time. When implementing a program that is as broad as described herein, it naturally requires not just an investment in time to get the program running but patience to see where the program is taking the students. Some teachers want immediate results but differentiated learning is a systemic change that takes significant time to implement and even more time to assess. Pettig notes that "After traveling on the road to differentiated instruction for five years, our teachers rightfully ask: Are we there yet?" (17) But it is natural to expect some kind of change and improvement in the short run. It is however unrealistic to assume that dramatic increases in standardized testing scores will be showing up the year that the program is instituted.

The fact that standards-based teaching is the mandate for many teachers also leads some to believe that the idea of differentiated instruction is incompatible with standards-based instruction. "There is no contradiction between effective standards-based instruction and differentiation. Curriculum tells us what to teach: Differentiation tells us how." (Tomlinson, Reconcilable 8) Therefore, this idea of incompatibility is a myth not based in fact but based on a fear of what will happen as a result of creating inclusive classes that could potentially undermine genuine education improvement that is taking place in other areas. That is not to say that some adjustment would not need to be made.

'The current emphasis on teaching and assessing standards requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom." (Hoover and Patton 74)

In other words, this is a legitimate concern for educators but only to the extent that they are unwilling to make modifications to the way in which information is delivered. As teachers put aside this concern they may actually find that they have more time to spend supporting standards that they are required to maintain rather than having their time diluted and over emphasized on a small, special needs group.

In spite of the dream that teachers are somehow immune from the prejudices and fears inherent in society, it is a simple fact that some teachers are simply afraid or uncomfortable with the idea of including students of all capabilities into the same classrooms. The resulting outcomes surrounding differentiated instruction are largely unknown which results in many "educators have varying attitudes toward and mixed reactions to inclusion." (Salend and Garrick Duhaney 125) These concerns invariably meet at a crossroads of fears related to time and standards requirements.

'Teachers often express a variety of concerns about inclusive education: their ability to meet simultaneously the needs of both "normal" children and those labeled as having dis/abilities in their general education classrooms; the lack of adequate supportive resources; and the pressures to meet academic performance standards enforced through standardized testing (D. J. Gallagher, 2001)." (Baglieri and Knopf 526)

In this confluence of fears we see a sort of "perfect storm" against the differentiated instruction philosophy where some of the concerns that teachers have actually help fuel and support the other fears the teachers possess. Sadly, these fears are extremely difficult to overcome but they can be dispelled if administration is firmly grounded on the fundamentals involved in differentiated instruction and are willing to help teachers overcome the skill gaps that often lead to questioning the legitimacy of change.

When teachers lack the skill sets required for implementation of proposed changes it is quite natural for resistance to occur. This is not unique to differentiated instruction. A fundamental change such as that represented by an inclusive classroom involving different levels of learning ability may sound overwhelming to many teachers. In response some teachers manifest this sense of being overwhelmed in attempts to undermine or debunk the initiative. After all "Teachers must adapt specific instruction to ensure that all students are given opportunities to acquire content and skills associated with each standard." (Hoover and Patton 75) Adaptation means moving teachers out of the patterns in which they are comfortable and conflict very often arises. Consequently, many administrators are reluctant to attempt such a change for fear of creating animosity between themselves and their staffs.

The main reason that teachers may not be using differentiated instruction is that it's just plain hard to make the change. "Differentiated instruction requires ... A persistent honing of our teaching skills plus the courage to significantly change our classroom practices." (Pettig 18) This can represent significantly more work in the minds of many teachers who are unable or unwilling to invest the effort. This process can seem also seem overwhelming. "Creating a curriculum that caters to where individual students are is a daunting process when considering a classroom of 25 (and often more) students." (Baglieri and Knopf 528) It requires knowledge of 'child development, learning goals, assessment strategies, use of assessment data to shape instruction, use of available time, use of time and resources, and flexible classroom organization are just a few of the skills implicit in teaching that are effective both for the class as a whole and for individuals who comprise the whole." (Tomlinson, Sharing 189)

These elements are not just daunting but can appear impossible. It is therefore incumbent on the administration to remove as many obstacles as possible so that the change can be made. As administrators show their commitment to the effort and a rationale behind making it, the process will have a significantly higher probability for success.

What can educators and administrators do to encourage more differentiated instruction in the classroom?

Changing the minds of people about the process of differentiated instruction is not a difficult task though it does involve work. The concepts of differentiated instruction embody ideology that is held close to the heart of most people and the facts support the effort. Thus much of the work has already been done so encouraging differentiated instruction is therefore a matter of communicating the concepts in a way that helps shed light on the facts and ideology encapsulated by the larger philosophy. Further, efforts can be taken to equip teachers so that when they set about the task they have the knowledge and a basic foundation upon which to build. In the end, it is about a meeting of minds among administration, educators, parents and students. As the groups work together to provide the structure and participation required in the program they will invariably see the significant benefits that come from differentiated instruction.

One specific effort that administrators can take to encourage differentiated instruction in the classroom is to improve teacher knowledge about the idea itself. The knowledge level of teachers regarding the concept of differentiated instruction is the lynch-pin in getting the program off the ground. This is particularly important since "Misunderstandings about the practice are commonplace." (Scherer 5) Many factors influence the way the program is viewed.

"Teachers' perceptions of inclusion seem to be related to their success in implementing inclusion, to student characteristics, and to the availability of financial resources, instructional and ancillary supportive services, training, administrative support, and time to collaborate and communicate with others." (Salend and Garrick Duhaney 125)

As a result, administrators should work to help reshape the views many of their staff may have already formed about differentiated instruction. This may consist of funding additional courses for teachers to attend that will teach them specifically about the benefits of differentiated instruction. It may also require a fundamental restructure of the way the school schedule is constructed to facilitate collaboration and organization that is required to educate and study the concept because "Preservice and inservice instruction in the principles of differentiation and continuous support and commitment of administrators is essential." (Kapusnick and Hauslein 161)

Education about the general philosophy should be augmented by additional learning opportunities that analyze case studies and best practices from similar educational institutions. This will help teachers to develop the confidence they need to make similar changes in their own classes without fear that they are being expected to blaze the trail.

'To organize learning opportunities effectively, teachers must be comfortable with the framework for differentiation and confident in their abilities to manage the individual processes, content, and products of students." (Kapusnick and Hauslein 161)

Some of the efforts needed may be multifaceted involving students, experienced teachers and veteran administrators. This is particularly true when considering the inclusion aspect of differentiated instruction. It is important that teachers see that not just students with learning disabilities need accommodations. In order for all students to achieve the most significant learning possible all students require accommodation. Sometimes that accommodation results in more complex concepts with advanced responsibilities. Other times it requires attention to more fundamental or core concepts that precede mastery of larger ideas. The point is that teacher paradigms will need to change to more fully understand the concept of inclusion and accommodation. Baglieri and Knopf stress this point in saying

'We do not deny the existence of variation among students in school performance, nor are we suggesting that accommodation is undesirable. Rather, we suggest that the use of accommodations only in terms of students with LD is problematic." (Baglieri and Knopf 525)

As teachers better understand the philosophy behind differentiated instruction they will need to be given tools to assemble their own model. Teachers should be provided with a framework for realizing the idea in their own classroom so they can see that it is not a burden, rather it is a beneficial philosophy that more effectively encapsulates what education should be about. For instance, as teachers create the structures in theory they will begin to see how students who would ordinarily be bored by rudimentary instruction can begin to excel as they move at a more rapid pace. They should also come to understand how to identify various groupings of students so that accommodations can be made to better suit the pace at which they assimilate information. Teachers should be taught that identifying these students need not be any more difficult than simple pre-testing. "Students who demonstrate mastery of instructional material through pre-testing may be offered the option to proceed, on their own, at an accelerated pace." (Kapusnick and Hauslein 159) Thus, students that could have become disinterested in material and eventually provide an impediment to learning through classroom disruption and distraction of other students can be challenged to their full potential leaving the teacher free to further assist those with progressing at a reduced pace.

Teachers teach and students learn. However, in many classes part of that basic statement is not fulfilled. One of the most exciting aspects of differentiated instruction comes from the notion of learning contracts. In fact, this idea is a key concept in the framework of differentiated instruction because of the importance that it places on the responsibility of the student to accomplish the objectives required and getting their agreement to participate in the process.

'Essentially agreements between teachers and students, contracts are useful in giving students both the freedom to choose how they will complete tasks and the responsibility for completing them." (Kapusnick and Hauslein 160)

With the contract in place, teachers have essentially broken the curriculum into its most rudimentary form and made the standards that they are required to maintain a responsibility that is shared with the student and very frequently the parents as well. This gives the teacher almost infinite freedom to provide instruction in the ways most meaningful and most effective way for the individual student. This is done by "[engaging] students 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." (Tomlinson, Different 21)

So the student becomes the helmsman of the educational ship steering a course through ideas and methods that s/he finds most appealing and by so doing is the primary actor in the educational process rather than simply being a target of information provided by the teacher.

According to Tomlinson, in the process of creating a differentiated instruction program it is helpful to focus on ideas or plans by considering three important questions. (Tomlinson, Different 22)

What is the teacher differentiating?

How is he or she differentiating?

Why is he or she differentiating?" (Tomlinson, Different 22)

The simplicity of the questions belies the importance that thinking on these subjects means with respect to the program as a whole. U.S. Coast Guard forty-four foot small-boats that are stationed along the coastal waters in the Pacific Northwest have a special ability to "self right." In other words, if the boat is capsized by a wave, the ship will return to its upright position automatically. This is dangerous and is undesirable but it saves the life of the occupants aboard the small-boat. The questions that Tomlinson proposes serve a similar function. They enable educators to have a differentiated instruction program that has the ability to "self-right" in the event that an idea threatens to overturn the program as a whole. However, unlike the Coast Guard vessels, the ability of the program to "self right" is not automatic. Instead, it has to be activated by vigilant and thoughtful teachers who are keeping in mind the critical nature of each part of the program.

Another tool that can help to keep the program on track is included in Table 1. The information in this table from Hoover and Patton provides educators and administrators with key

Curricular element

Standards

Differentiation considerations

Content

Content standards

Performance standards

Opportunity to learn

Specific benchmarks should be reviewed and adapted as necessary

Identify optimum levels of proficiency necessary to master content

Ensure that adequate materials and hands-on activities exist to support content

Instructional strategies

Content standards

Performance standards

Opportunity to learn

Identify strategies that facilitate mastery and generalization of content

Consider compatibility between teaching and learning styles used

Ensure that strategies used facilitate effective use of materials/resources

Instructional settings

Content standards

Performance standards

Opportunity to learn

Determine which setting(s) best facilitate mastery of content

Ensure that the setting(s) facilitate mastery and generalization of skills

Setting(s) must allow for quality and effective learning to occur

Student behaviors

Content standards

Performance standards

Opportunity to learn

Student behaviors must help learners acquire and master content

Acceptable levels of self-management should be identified and monitored

Overall class management must facilitate safe/effective learning environment

Table 1: Adapting Standards with Curricular Elements (Hoover and Patton 77)

information to consider when examining various aspects of curricula. These considerations serve as guideposts for educators and warning signs so they can avoid pitfalls and establish measurements that will indicate successes or needs for improvement.

The final element that will be included for which educators and administrators alike can keep in mind when promoting a differentiated instruction program is time. In order to make the idea work, a significant amount of time must be allocated to planning and preparing for the obstacles that will inevitably present themselves. "Differentiated instruction ... requires time to collaborate and work together -- time in the summer to create lessons and time during the semester to plan and ask specific questions of experienced coaches." (Scherer 5) It is the clock that so inexorably drives decision making about education and it is often a luxury that is not afforded programs that are undergoing a change. Milestones will need to be established early on so that the program is not lost simply because "it is taking too long to see results." As educators use milestones effectively they can report on advances that are meaningful in the short run as well as in the long run.

Examples of successful use of differentiated instruction.

The creation of differentiated instruction programs that serve the different learning needs of students is more of a journey than it is a destination. Many schools and districts have learned that the process is ever changing and evolving but on the whole has been a trip well worth the investment.