Module 8 – Page 4

Module 8: Modeling Best Practices in Instruction

Module 8 Progress

Differentiation, Scaffolding, and Grouping

Essential Question

In what ways is differentiation more than just doing different tasks with different students?

It goes without saying that today’s classrooms reflect a growing diverse population of students. The concept of “one size fits all” for teaching has never been further from the truth. Therefore, teachers must attend to who is in their classes and where those students are. Differentiation becomes a mindset that teachers must embrace. However, differentiation is not accomplished just by providing a variety of tasks. Teachers must constantly assess where students are in their learning to scaffold opportunities to allow students to successfully navigate the journey of learning. Differentiation should be based on a teacher’s reason for the differentiation. How will a student’s progress toward learning be affected by the ways a teacher differentiates?

According to Tomlinson and Moon (2013), teachers may differentiate the content, process, and/or product according to children’s interests, readiness, and learning profiles (which Hattie calls learning strategies, 2012). The mechanism for differentiation depends on (1) the desired learning outcome (2) indicators of successful learning, and (3) an accurate assessment of where the students are. From there, teachers can decide what should be differentiated (content, process, product) and how to best differentiate (interest, readiness, or learning profile/strategy).

A multitude of avenues exist from which teachers can decide the best way to provide learning opportunities for all students.

Content

Using readiness to decide what content is appropriate for the learning progression. Here teachers use pre-assessments to decide what is the next piece of content students need to learn. They may decide to compact the curriculum for those students who have mastered the bulk of the required content. They may decide that a group of students need more work at a foundational level before moving on.

Process

Changing the cognitive levels of thinking (Bloom’s taxonomy, the Structure of Observed Learning Outcome (SOLO) Taxonomy, Danielson’s Depth of Knowledge, Marzano & Kendall, Taxonomy of Significant Learning, Understanding by Design, TeachThought Taxonomy). Here teachers would design instruction so that students are thinking about the content in different ways depending on their cognitive needs. One group might be asked to name or label aspects of a concept (SOLO unistructural) while another group is asked to compare and contrast elements of two different concepts (SOLO relational).
Scaffolding learning through modifying materials: Here teachers may alter materials in which children are asked to engage.
- They can provide graphic organizers that are partially completed or totally blank depending on the amount of structure students need to fulfill a task.
- They can highlight texts to draw the reader to just the main ideas.
- They may narrate texts so students can listen to the text instead of depending solely on reading.
- They can simplify directions on assignments.
- They can present one direction at a time and wait for students to complete that before providing additional steps.
Grouping to differentiate: How teachers group students can affect students’ learning. As teachers determine the desired results of instruction, they should make decisions about who should be working with whom. At times, it is appropriate for students to work with students with similar learning readiness. At other times, students need to be grouped with students at a range of readiness. This allows all to benefit from each other’s perspectives and to see their own strengths as well as the strengths of others. Flexible grouping can contribute to building a sense of community in the classroom.
Stations/Centers: Rotations through stations or centers give teachers opportunities to customize all aspects of learning. Groups can be formed of students with similar needs and the stations/centers are designed to provide instruction according to the students’ needs.
Learning Menus and Contracts: These tools provide students with a variety of choices that reflect content, process, product as well as interest, and learning profile. (We can embed a couple of links from Youtube to show these.)

Product

Questions for Reflection

So, what do you do to differentiate your instruction? What of these or other strategies can you share with your PSTs so they are aware of what you do to meet the needs of your students?

How can you build in time to share with your PSTs your ideas about differentiating instruction?
Share with your PST what has been your best experience with differentiating?
What advice would you give your PST about differentiating?
Share some tips that you have found to be most helpful as you design opportunities for differentiating instruction?
What resources on differentiation would you suggest your PST explore?

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