Mythbusters: Differentiation Edition

With so many resources available for differentiation, why do we still struggle with implementing the ideas? We all tend to agree that one size fits all is not what works in our classrooms, and we also agree that we want to grow each and every student the best way we know how. So what gives?

 

It has been my experience that there are a few myths we are holding onto related to differentiation that could be getting in our way. Let’s take a closer look…

 

Myth 1: Differentiation is just small groups.

This may be partially true, but a small group does not necessarily mean you are differentiating. One year when I was teaching science, I had stations that related to force and motion. I had three different activities that students rotated through as a way to explore ideas with force and motion. Did I have small(ish) groups? Yes. Did I differentiate? No.

I could have differentiated in several different ways, but basically, if all students do the same thing (even at different times), then there is room to differentiate. I would have been better off looking at what my students already knew and then planning my stations from there. That would have helped me take advantage of the opportunities to grow individuals rather than just rotate kids through materials.

 

Myth 2: Differentiation forces me to track students by ability.

The truth is, differentiation can be done many different ways. Content, process, and product are the most common ways to differentiate, but you can also consider things like interest, motivation, and multiple intelligences. (For a free quick reference sheet on multiple intelligences, click here!) None of us want to lock students into groups based on ability and have all the unintended consequences that go with that! One of the first steps in considering how and what to differentiate is starting to know your students and use whatever (useful) data you have. Flexibly grouping students in a variety of ways is a hallmark of true differentiation. If you only change groups 3 times a year then you are not differentiating…you are just using the calendar to tell you when to change groups.

 

Myth 3: Differentiation is too hard to plan for.

Teaching is hard. And if you do it well, it is really hard. Differentiation is not about having individual lesson plans for all students. However, it is a way to address the interests and readiness of learners as appropriate in units of study. Carol Ann Tomlinson, an expert in the field of differentiation, suggests you pick one way to start differentiating in the short term and start there.

 

One lesson.

With one group of students in mind.

Doesn’t this sound like something you can do sooner rather than later?

 

So what do you do next?

 

Our gut tells us that differentiation is a good practice in classrooms. We need to take that belief and transfer it into practice. Here are a few ways to start:

 

• Choose one class or one lesson to focus on.
• Think about which students need something different.
• Consider one small change you can make to the lesson or unit to address differences.
• Tell a trusted colleague your idea so they can also check in on how it went.

 

If you need additional ideas, think about attending our upcoming workshop on differentiation to dig deeper into these ideas.

 

It’s time to bridge our gaps between theory and practice when it comes to differentiation. Your students are well worth it!

 

 

Alice & Hope