Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2003). The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Many teachers and teacher educators have recently identified differentiated instruction as a method of helping more students in diverse classroom settings experience success.
Differentiating instruction has become more of a "hot topic" in the last decade. The question is no longer "Are you differentiating?" it's "How are you differentiating?" Differentiation is something that all teachers should be doing. By differentiating, a teacher is making sure that all students' needs are being met. A teacher is able to make sure that those students who need enrichment or reinforcement are receiving it. Trying to find ways to differentiate in the classroom can be overwhelming for any teacher, but especially for a new teacher. I remember just being happy that I survived my first year of teaching; making sure I was differentiating did not become a priority until my second year. Research on novice teachers indicates a focus on classroom management issues, teacher-centered teaching, and instructional planning, not to mention surviving the student teaching or first year experience, made it difficult to focus on differentiating instruction to meet student needs (Tomlinson, 2003).
The necessary foundation for differentiation is content expertise. New teachers need to have clarity about what they want students to know, understand, and be able to do at the end of a lesson or unit. When new teachers are clear about the essential concepts and understandings within their disciplines, they can begin to see how the content can be differentiated to meet the needs of their students. Now that I have taught for 4 years and am much more comfortable in the classroom, I would never go back to teaching the same way for all learners. Differentiation needs to become a natural way of thinking about teaching and learning for all teachers because our children's education depends on it.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for the Supervision of Curriculum Development.
Annie,
ReplyDeleteI really enjoyed your blog post about new teachers and how difficult it is to differentiate the content. As a special educator, I've seen so many content educator become frustrated or angry with peers and myself and will frequently disparage a special education department as a whole. When I first came to Maryland and started working into an inclusion model, I actually came across many people who would either say, "Wow, you're such an improvement from the last person" to "Why aren't you modifying for us more?" to "Well, we think this student doesn't need this!" It was debilitating to say the least!
Much of what a good inclusion model looks like is when a special educator and general educator can have the time to sit down and map out what they want to do. (Which is to say that that is even possible at this current time with all that we are asked to do in schools.) Unfortunately, this co-teacher relationship can get bogged and mired down by politics, social issues, etc. but in the end both adults have a job that is meant for the kids.