Professional Development Plan for Differentiated Instruction

Introduction to Differentiated Instruction

One of the modern influences in teaching is the idea of differentiation. Differentiated instruction refers to teaching to the individual child and is a form of responsive teaching that addresses each learner's needs (Sousa & Tomlinson, 2011). Many different educational approaches promise differentiation, but effective differentiation requires teachers to incorporate three approaches into their teaching styles. The first approach is to use structured content, which requires a quality curriculum and meaningful assessment. The second approach is to be mindful of individual students, which requires establishing relationships with each student. The third and final approach is for teachers to identify which elements in their classroom allow them the freedom to tailor content to their students, which requires strong classroom management skills (Sousa & Tomlinson, 2011).

Moreover, there are four ways that teachers can increase differentiation in the classroom: content, process, product, and environment (Sousa & Tomlinson, 2011). Three student characteristics guide a teacher's approach to differentiation: readiness, interest, and how the student learns (Sousa & Tomlinson, 2011). Keeping this approach to differentiation in mind is critical when considering a teacher's professional development plan.

Timeline for Implementation

The first step in the professional development plan is setting up the classroom. Many people think of classroom setup as a background task, but the physical layout of the classroom can be critical to its functioning. The actual layout would depend upon the physical constraints of the room, but the goal is to incorporate differentiation into the design. Rather than arranging the classroom in the traditional format of 20 or more desks aligned in rows facing the front of the room, desks should instead be placed into small groups or clusters. The room should include different areas — such as a reading area, a music area, a discussion area, and a project area (Shalaway, 2011). Varying lighting throughout the room is also beneficial, since some children respond negatively to bright light (Shalaway, 2011).

Before the beginning of the school year, it is critical to review the material that the teacher is required to cover during the year. In most schools, how this material is approached will be based on departmental or grade-level decisions. However, when preparing the initial curriculum, it is critical to "provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills" (Willoughby, 2005).

Before the beginning of the school year, the teacher receives a student list. Reviewing the range of performance on standardized test scores for students in the class can help ensure that there will be sufficient variation in learning paths. Understanding student capabilities is therefore important for providing a differentiated experience. However, it is equally important to recognize that students are more than their test scores. Some students are very capable learners but perform poorly on standardized tests. Conversely, some students may perform well on standardized tests but be disruptive or difficult in the classroom. The teacher must allow this information to guide the range of learning opportunities in the classroom, rather than using it as a definitive judgment of any single student's ability.

During the first few weeks of school, it is important to assess student readiness. Student readiness is not the same as academic ability; very intelligent children may not be as ready to learn as less academically advanced students. The educator must keep in mind that "no two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group" (Willoughby, 2005).

After a few weeks of observation, the teacher may have a good sense of what students enjoy. However, shy or compliant students may not readily make their interests known. It is important at this point, therefore, to make deliberate efforts to understand what students like. Giving students opportunities to engage in open-ended conversations about their interests is an effective approach. During the fourth week of school, the teacher can conduct a series of guided five-minute conversations with each child, with the goal of assessing each student's particular interests.

Students learn in different ways. One way a teacher can determine learning styles is by observing how children engage with material. The teacher can also consult the guidance counselor for a learning style assessment tool. These tools can help identify the most appropriate teaching approach for each student. Knowing this early in the school year ensures that students are being taught in ways that are accessible to them.

For example, Howard Gardner's Theory of Multiple Intelligences has received an overwhelming response from educators in recent decades. Gardner offers seven different ways to demonstrate intellectual ability and has since added an eighth intelligence. "Understanding how students demonstrate their intellectual capacity is an important factor in designing instruction that will meet the specific learning needs of students who may be dominant in one or several intelligences as opposed to other forms of intelligence" (Teachnology, 2011).

While student readiness may affect learning, it cannot be allowed to become a barrier to learning. "Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking" (Willoughby, 2005). By this point in the year, there should be sufficient experience with each student to understand their learning readiness. If there are any interventions that might support readiness, this is an appropriate time to suggest them.

Any suspected vision or hearing problems should be addressed with the school nurse and with parents. Any suspected developmental delays should be referred to the school counselor. Any suspected family problems — such as domestic abuse — that may interfere with a student's readiness to learn should be thoroughly documented and discussed with the rest of the school staff.

One aspect of a differentiated classroom is recognizing and celebrating the diversity of students. Introducing students to different cultures is one way to reinforce this value. A cultural project undertaken near the conclusion of the first semester or the beginning of the second semester can produce student work that decorates the room for the remainder of the year, surrounding children with reminders of diverse cultures. This approach relates directly to differentiated instruction because "differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance" (Willoughby, 2005).

Many students are subjected to standardized tests that may or may not reflect the content of the curriculum. At the end of the first semester, when semester grades are finalized, the teacher has a good opportunity to examine whether in-class testing has offered authentic assessment for students. As one source notes: "Not enough can be said about authentic assessment. Basically, what it means is that students are tested on what they have been taught and hopefully, what they have learned. The greatest implications are that: curriculum is aligned with what is expected to be learned; strategies used to teach are according to students' needs; and assessment instruments used are flexible and adequately and appropriately used to measure ongoing performance. The bottom line is that authentic assessment offers students the opportunity to 'measure up' to the standards that are aligned to the curriculum" (Teachnology, 2011).

By the end of the first semester, the teacher should be able to accurately assess whether they possess the skills necessary to teach to students with different learning styles. "Because 'one size does not fit all,' it is imperative that a variety of teaching strategies be used in a differentiated classroom. Among many teaching strategies that can be considered, there are four worth mentioning: direct instruction, inquiry-based learning, cooperative learning, and information processing models" (Teachnology, 2011). If there is a difficulty with any particular teaching strategy at this point, it is the appropriate time to seek professional support or coaching.

One of the keys to differentiation is that several elements and materials are used to support instructional content (Hall, 2002). These elements can include different principles, skills, attitudes, concepts, and generalizations (Hall, 2002). Using a semester-long project helps weave together these elements and materials to support the instructional content. A long-term project that requires students to draw on skills from different areas supports this kind of differentiation. The specific nature of the project will depend on the curriculum content and will therefore vary by school group.

One of the challenges of working with children is that they are highly changeable. Something a student found interesting at the beginning of the year may feel boring or immature by the end of the year. Therefore, sometime before the traditional spring break, the teacher should reassess student interests. The end of the school year can prove distracting to students, and it is important to ensure that students remain engaged in what they are learning.