Differentiating instruction used to be viewed as the daunting task in which a teacher had to develop thirty different assignments for each of the thirty students in his or her classroom as this is what was thought to be individualized instruction (Tomlinson, C., 2001, p. 2). Throughout the years though, the meaning of differentiated instruction has shifted and has allowed teachers to incorporate it into the classroom in a much easier fashion. While we are still purposefully creating assignments to reach the needs of our students, we are not individualizing each assignment for each of our students. One of the easiest ways to approach the task of developing different tasks for students is to allow them to select the method in which they will show what they learned throughout the unit, or allowing the student to choose a task from a given list. Differentiated instruction is “qualitative over quantitative” (Tomlinson, C., 2001, p. 4). It is not about assigning students a number of problems and then increasing the number for the gifted students and decreasing the numbers for those struggling. Differentiated instruction allows students to be part of the learning process and create a finished product in which they can prove they have learned the information sufficiently, which also takes away the risk of students comparing themselves and grouping themselves as smart, adequate, or “dumb” (Vehkakoski, T., 2012).
Differentiated instruction also allows the teacher and student to both be learners and teachers (Tomlinson, 2012, p. 5). Grouping in differentiated instruction is no longer just grouping by ability. Differentiated instruction uses multiple approaches to grouping such as whole class, small groups, and also individualized learning (Tomlinson, 2012, p. 5). In small group discussions, the student can become the teacher because higher level students are able to help those students who may be struggling. Grouping in this way also allows students to work with multiple other students instead of being with the same students with the same abilities each time, which, to me, doesn’t seem like it would help students be able to learn more, but keep them at a certain level. Grouping students uniquely for each project provides students with an opportunity to grow in their learning.
While differentiated instruction in the past has all been about pencil and paper changes, there are new technological advances that allow us as teachers to broaden our horizons in this area. When working with any student the need for modifying content, process, content, and learning environment can occur (Siegle, D., 2014, pg. 51). New technology is being created each day that helps to increase student learning and can be used as a mean to target one of the four areas mentioned needing modification (Siegle, D., 2014, pg. 51). Although I believe that technology should not always be our number one go to, it is definitely an important option to look too while creating different assignments. In order to make sure technology is going to be effective for our students while differentiating, I think it is still important to look at the different attitudes and approaches our students take in their learning. I think sometimes technology can sometimes be used as a crutch for those times when we don’t have enough time or energy to create something different, and I don’t believe this is differentiation.
Differentiated instruction allows our students to learn based on their unique skills. “Knowledge and understanding are not transferred directly from one person to another, but are created based on experience” (Altıparmak, K., 2014, p. 1146). If we allow our students to have a memorable experience during the learning process, I believe the information will stick with them longer, than if we say here’s some questions, everyone answer them, and then move on to the next assignment. As we grow as teachers, differentiated instruction may become easier as we learn new tricks, but it is a way to build relationships with students as we interact with them and show them we care through the process of showing them how much effort we put into our jobs on a daily basis. The goal of educating, for me, in regards to teaching information, is to teach students in a way that is effective for them, and this is not the same for each student.
Bibliography
Altıparmak, K. (2014). Impact of computer animations in cognitive learning: differentiation. International Journal of Mathematical Education in Science and Technology, 45(8).
Siegle, D. (2014). Differentiating instruction by flipping the classroom. Gifted Child Today,37(1).
Smith, G., & Throne, S. (2009). Differentiated instruction and middle school learners. In Differentiating Instruction with Technology in Middle School Classrooms (pp. 29-39). Eugene: ISTE.
Tomlinson, C. (2001). What differentiated instruction is and isn't. In How to Differentiate Instruction in Mixed-Ability Classrooms (pp. 1-7). Alexandria: Association for Supervision & Curriculum Development.
Vehkakoski, T. (2012). ‘More homework for me, too’. Meanings of differentiation constructed by elementary-aged students in classroom interaction. European Journal of Special Needs Education, 27(2).