Differentiation is High-quality Teaching

When a teacher understands and applies the skill of differentiation they embrace the idea that every student will be taught from and in the same lesson.  This does not mean that the we require every student to complete the tasks with the same level of understanding, quality, or standard but rather we asses the students according to their skills and abilities.

We must respect the students, listen to them, help them with their issues or problems, share in their lives, and empathize with and towards them.  Our students come to class believing they will learn and that we care enough about them to teach them what is vital for their success in not only the school year but their life.

Teachers that care and demonstrate their love for their students provide tools for success that foster a warm and supportive classroom enticing them into learning and wonder.  This takes time and energy and must be motivated by the desire to help each student to succeed.  Teaching and learning both have the same level of difficulty.  We are faced with the same challenges the students are.  The difference is that we are on one side of the glass window and they are on the other side.  When we open the window and share what we know both parties grow closer together a share in the success that is learning.

Not every student will allow us to reach the point of mutual growth.  Some will resist the desire to learn but that doesn't mean we give up.  It is our burden to carry.  We must continue to try!  Some of the most rewarding experiences that will be had while we teach is when we reach that one student that has been resistant in the past to others assistance.

We can reach every student its just a matter of how.  Differentiation is the way! 

The Wonder of Graphic Organizers for Differentiation

One of the most spectacular tools teachers have at their disposal is the use of graphic organizers.  Every subject that is presented has the ability to be differentiated.  If we ask our students to use a graphic organizer we have many different options when it comes to differentiation.

1) Assistance from their peers.
When appropriate teachers may ask that one student work along side another in an attempt to complete their graphic organizer.  This provides both a learning and mentoring environment benefiting both parties.

2) Assistance from the teacher.
Some activities may lend to the teacher assisting a student in completing their graphic organizer.  This may be best when a student needs the additional personal instruction to understand a concept.

3) An Answer sheet.
Though this is not the best option in all cases it may be appropriate based upon the student. 

As a teacher we know the tools each student should know we often forget about the tools that help us teach.  Differentiation tools change by the day based upon the students and their abilities.

Maximizing Each Lesson

Because Curriculum and instruction are the vehicle used to respond to the students and their needs teachers need to focus their attention ensuring each lesson is important, focused, engaging, demanding and scaffolded to the students ensuring the maximum likelihood that each learner and student will obtain the content being taught.


To show students how each lesson is important start your lessons by telling them what you what them to know, what they need to understand, and how the topic relates to their education.  Once you are sure the students have the same vision of what you want them to know you can focus your attention on the important aspects of the curriculum being taught.

Move the students attention to the essential learning goals outlined in the lesson.  By ensuring their focus is now on the learning goals you ensure that the lesson doesn't get off on a tangent but is clear and directed towards the goal.  This will motivate the students and teacher to learn the key concepts.

One of the most difficult things we do is to ensure the lesson is engaging.  If we plan accordingly we can create excitement for even the most mundane subject.  How?  Provide choices for learning that support discovery.  Find activities, songs, videos, or real world examples that provide the students a connection to the content.  Ask questions that engage the students.  Spur conversation that supports the curriculum and instruction.

It is vital that each lesson provides the students with the ability to stretch their understanding.  We must ensure that our students know they can gain the information being taught if they attempt to reach for knowledge.  You must know your students and support them in their pursuit of knowledge.

When we know and understand our students it becomes easier to require and even demand work that is suited to their own abilities and goals.  This is different for each student but can be done by using all the tools in our toolbox.  Using graphic organizers, group work, modeling, and other strategies we adjust the requirements to suit the student and class with out sacrificing the curriculum and instruction.

The Vehicle for Addressing Students Needs

"A just society is one in which men and women, rich and poor, the gifted and the handicapped have an equal opportunity to use and to increase all their abilities, each according to her or his talents"  Csikszentmihalyi, Rathunde, & Whalen, 1993

How can we as teachers help to create a just society for all those we are tasked to teach?  The answer is that we must prepare and present instruction that allows every student to learn and grow.  How can we do this.  As a teacher we need to do the following,

1) Make sure that the lessons are of value and pertain to the subject being taught
2) Capture the interest of the students in the class and encourage curiosity
3) Allow each and every student has the chance to share their thoughts on the subject with out fear of ridicule
4) Push the students, cheer for the students, coach the students, mentor the students, partner with the students in their education, and set an example for every student.

It is imperative that as a teacher we make sure that all of our curriculum and instruction meet each of the 4 criteria listed above.  This can be done by making sure each lesson is important, focused, engaging, demanding and scaffolded to the students ensuring the maximum likelihood that each learner and student will obtain the content being taught.

Uncovering Content For all

One of the greatest burdens a teacher has is the task of educating every student they have the privilege of working with.  When I say the word burden I do not intend it to take an adverse connotation, just that it is a great task we undertake.  When we look at the content and contemplate the students that we have been asked to educate we must consider their needs and abilities while preparing our lessons and material.  Does this mean we take the class and write 10-35 different lessons for the students?  Any teacher who attempts such an undertaking will not be successful in their lesson and the class will fail.  So what can we do?

The first thing that we need to focus on is the students and curriculum.  We need to determine the significant topics and contemplate what the students know, what they need to know, and how best to provide the content for the students.  When we look at a lesson keeping this in mind we are able to uncover what is essential for the students to learn.  The next thing we must determine is the best format to present the lesson.  This is where an experienced teacher pulls from their bag of tricks to engage the students and provide an appropriate level of assistance to ensure all the students are successful.  Providing the class with content that is geared to allow every one of the students in a classroom to succeed it the goal.

How do we uncover the content for ever student?  This may be daunting but becomes easier as you prepare your materials.  First think about what the students can do.  Is this an activity that every student is capable of completing?  If you have concerns then you need to appropriately determine if the activity may be adjusted for some of the students or is their an alternative for the student or students to complete that is as educational and informative but better suited for some of your students.  This doesn't mean we scrap the lesson because some of the students can not complete the task, rather its adjusting to include all based upon their ability.  A good example is if you are a P.E. teacher and are having the students time their attempts at running a mile.  You would not require a physically challenged student to run the mile but would adjust their distance, or requirements based upon their abilities.  I watched as a student who has to run with the use of leg braces got out on the track at a local Middle School and made his way around the track finishing after only one lap.  His peers were with him the entire way and cheered him in.  Did he complete the mile run? No but he did complete what was appropriate and still challenging for him.  Having assistance from the class this task was difficult but not impossible.  This was not adjusting for the class nor was the task removed and replaced for the class, rather it was adjusted for one and the same level of experience was felt by all.