5 Harmful Differentiation Myths: Part 1
By Veronica Schneider
The learning differences, preferences, and varied backgrounds existent in the classroom present teachers with a challenging task: help every student become a successful learner. How can teachers support all students’ diverse needs? Much confusion and fear have surrounded differentiated instruction and its use in the classroom.
Myth #1: Differentiation = Individualization
Differentiation doesn’t mean individualizing the curriculum for each
student. Yes, when teachers meet one-on-one and conference with
students, modifying instruction to best suit the student’s needs, both
individualization and differentiation are taking place. However, writing
an individual lesson plan for every student in the classroom is NOT
differentiating (it’s insanity). Instead, differentiation involves using
quality and effective instructional practices to strategically address
groups of students based on various levels of learning readiness,
interests, and learning styles.
Myth #2: Every student should be doing something different
Teachers should consider each student’s strengths and areas that need support, but that does not mean 30 students are engaged in 30 different activities. Instead, teachers use differentiation to provide a range of activities and assignments that challenge and offer variety in students’ learning opportunities. This includes flexible grouping, or organizing students by ability, learning styles, and academic needs. Students may work individually, in pairs, collaborative groups, or as a class based on learning objectives and their individual needs and preferences. For example, one group may be practicing math skill fluency while another group is applying this skill within more challenging settings. Differentiation also involves modifying the content (the what), process (the how), and product (the end result). Using assessment to inform instruction, providing leveled reading books, increasing or decreasing task complexity, and assigning tasks based on visual, auditory, and kinesthetic learning preferences all support such differentiated learning opportunities.
Myth #3: Test prep doesn’t allow you to differentiate
Differentiation’s first objective is to help students deeply
understand the content. This is essential to encourage the progressive
achievement of a desired level of mastery in preparation for students’
successful careers and futures. Differentiated instruction better
prepares students for standardized tests through authentic learning
experiences that exercise higher-order, critical thinking skills and
encourage the development of strong conceptual understanding.
Secondly, differentiation aims to prepare students for varied forms of
assessment, including group projects and research papers, as well as
multiple-choice questions on a standardized test. Therefore, using
standardized testing preparation to assess and monitor students’
progress and understanding is important, but it is only one of the many
types of assessment teachers use. Undifferentiated or standardized
assessments should be provided along with authentic and
performance-based assessments.
Myth #4: There is no time to differentiate
Differentiation doesn’t have to be thought of as separate from
instruction. The key is to treat differentiation as a core part of the
lesson and unit plan, rather than as an afterthought. The best answer is
to start small, such as differentiating one subject or unit at a time by
modifying the plans and materials you already have. Even though a
teacher may feel he/she has little control over the content,
differentiating instruction can support how he/she will teach it.
Myth #5: Differentiation is the end-all-be-all solution for academic
achievement
Differentiation is one way to help all students of varying abilities,
learning styles, interests, and background experiences meet or exceed
grade-level expectations. Parent engagement, assessment, reflection,
professional development, and content and grade-level collaboration are
all part of the toolbox schools and teachers need to proactively
anticipate and appropriately respond to students’ continuously changing
needs.
What does differentiation look like in action? This is Part 1 of 2 posts about differentiation and how it is used in the classroom.
Cash, R. M. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing, Inc
Contact Us
Telephone: (212) 779-4400 x 28
Email: quotes[at]leeandlow[dot]com
Educator's Newsletter: Subscribe
FREE Teacher's Guides
Helpful educator resources can be found at our Educators