Last week I shared 3 tried and true differentiation strategies that I use on a regular basis. Were you able to try any of them? How did it go?
I LOVE differentiating instruction. I equate differentiation to a giant jigsaw puzzle with student needs being the pieces.
Once I fit the first pieces together, the next few pieces fall into place. There are moments of frustration, but the result is always worth the effort.
Like puzzles, differentiating instruction can be complicated. That's why I only shared 3 strategies last week. It's important to start small. If you dive straight in and try to differentiate everything right away, you will probably become overwhelmed and frustrated rather quickly. If you do need some tips to keep your stress low and to stay safe, click here for a super-helpful post about sanity savers for the school year!
After all, teaching is not easy. We are used to things being "hard". So, why would differentiating instruction be the exception? However, just like teaching, differentiating instruction is worth it! I promise you that with practice, you too can become comfortable with differentiation.
I would like to clarify some common misinterpretations of differentiation.
#1: "Differentiation means I have to plan something different for every student."
Reality: Differentiation means that your students are engaged in learning that is appropriate for their level, and they learn at their pace. Differentiation also considers student interest and preferred learning style. These criteria can be addressed without planning for each student individually.
Now, what? Pre-assess students. Look for patterns of performance to initially group students. Then, formatively assess students and regroup them as their needs change.
#2: "Differentiation is easy, just give the high students more and the low students less."
Clarification: Differentiation is not more or less. Think quality over quantity. One high-level question can be more challenging than twenty low-level questions. Plus, being asked to show mastery of a concept or skill twenty times builds frustration for high-achieving students because they don't need the practice and similarly produces frustration for struggling students because they are practicing the skill incorrectly 20 times.
#3: "Differentiation is incompatible with standardized testing."
Reality: Without incorporating differentiation based on formatively assessed needs, students shut down because they believe that they cannot succeed. We know that not all students learn at the same pace and may not process skills and concepts in the same way. Therefore differentiation is the solution to maximizing the number of students who can apply their understanding of standards on high-stakes tests. Simply put, differentiation uses time allocated during the school day more effectively to meet needs of all learners. With more of your students meeting the standards, you can provide more in-depth learning experiences.
If you are new to differentiating for your students, be kind to yourself. Be patient and if a piece isn't fitting, reflect and try another piece. Differentiation may never be easy, but it will always be worth the effort.
Wishing you a great week at school,
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