The Driving Force for Differentiation

When thinking about differentiation in a classroom one must first think about the learners.  Each of us come to the classroom whether we are the learner or the teacher with a set of needs and desires.  In the early primary grades both the learner and teacher begin the school year with a set of concerns that must be over come.  These concerns are lessened as we move into the upper primary grades and bubble back up as the learner moves into the middle school and high school years.

These concerns are different for each child but have a common thread, "Can I learn, will I be heard, who will care for me, and what will happen if I cant do the work?"

As teachers we are left with the task to determine the needs of the students while addressing their concerns. This can be accomplished by viewing the child as an individual, affirming who they are, and connecting with the students on their level creating a safe environment that fosters learning.

The method used adjusts based upon the learner.  We must affirm and reaffirm they will be successful in school, can learn, are accepted, and will be listened to.  Helping each student to successfully contribute each day and validating their contributions aids the learner in feeling like they make a difference and are valuable to the classroom.    We can and should look for situations that empower the student in the classroom environment.  Supporting and connecting learning to life provides a sense of accomplishment and control over their life that will in turn foster a desire to return and gives them purpose in learning and participation.  We must support the students by providing challenging tasks that sustain learning.  When we plan and execute a lesson that is appropriately challenging each student will feel that the work stretches them, helps them grow, and accomplishes a purpose.

Differentiation is a continual task of adjusting and supporting the student and class each and every day.