Differentiation: in the Inclusion Classroom

Differentiation in the ClassroomBy: Taryn Rapert

The reality is that the way we do school does not make it easy for classrooms to be places where individual student needs, rather than pressure to pass a standardized test, ultimately shape the curriculum. (Hertberg-Davis, 2009)

DefinitionDifferentiated instruction is an approach to teaching that is focused on the inclusion of all students, no matter the students disability. TruthsDifferentiation is a method used to appeal to all the different types of students and their learning styles.

MisconceptionsDifferentiation will take too much time to plan.Differentiation will make grading harder.Students will not understand if they are not learning the same things.It is a waste of time, with little to no benefit for students.

MisconceptionsOnly used in Special EducationOnly used for special studentsCannot be used for gifted students MisconceptionsMisunderstandings about differentiationthat it is a form of scaffolding for struggling learners rather than a method of meeting the unique needs of all levels of learners, that it is primarily a group work strategy, that it is about providing fun choices rather than a thoughtful, concept-based curriculum. (Hertberg-Davis, 2009)

Classroom BenefitsAll classrooms can benefit from differentiation, not just special education classrooms. Inclusion classrooms containing students of different learning levels will especially benefit.Classroom BenefitsStudents are able to stay on task more easily; therefore, disruptions are fewer.Classroom behavior problems decrease, due to more engaged student learning.

Student BenefitsStudents are more actively engaged in learning.Students have more individualized learning materials based on their learning styles/levels.Overall learning increases.Students who benefitEnglish Language LearnersELLsGifted and TalentedGTLearned DisabledLD

Why Differentiate?Why not? Giving students the best environment to learn, using the tools to best fit their needs is what teaching is all about. We teachers might think of ourselves as gardeners, helping students grow beautifully branched brains. But for that to happen, we must first have students attention and cooperation. We can accomplish that with choice, control, opportunities to tie new knowledge to previous knowledge, and, above all else, by increasing learner accountability. (Nunley, 2003)differentiateDetermine the standards to be taught.Identify student needs with strong assessment tools before, during, and after learning.Formulate plans that link the targeted standards with individual needs.Find effective strategies and activities to teach the information.Engage students in activities that employ their interests and the ways they learn.Relate learning to the students' worlds.

Continued..Encourage risk taking with wise choices.Nurture the social and emotional aspects of the students.Target the learners' needs with flexible grouping designs.Ignite each student's desire to learn.Adjust assignments to match the learner's abilities, knowledge levels, and interests.Tailor lessons with student-focused activities.Entice and ignite lifelong learners.(Chapman & King, 2005)ReferencesHertberg-Davis, H. (2009). Myth 7:differentiation in the regular classroom is equivalent to gifted programs and is sufficient: Classroom teachers have the time, the skill, and will to differentiate adequately. Gifted Child Quarterly, 53(4), 251-253. Nunley, K. F. (2003). Layered curriculum brings teachers to tiers. Education Digest, 69(1), 31-36. Chapman, C., & King, R. (2005). 11 practical ways to guide teachers toward differentiation (and an evaluation tool). Journal of Staff Development, 26(4), 20-25.