All of your learners will have unique needs. How, then, can you expect one approach to teaching to resonate with all of them? The answer is simple – You can’t!
In order to reach all of your students, you’re going to need to use differentiation in your classroom… And here are some simple ways that you can incorporate blended learning into your curriculum. Doing so will maximize your student’s ability to exceed while creating a safe and welcoming learning environment.
But first: What is “differentiated instruction”? Essentially, it’s a way of teaching that is tailored to your student’s needs. By offering multiple ways to learn, you’re able to facilitate learning in a way that resonates with your students. This sets them up for greater success and because you’ve planned activities that are responsive to their needs.
Scholastic lists key principles that educators can use to provide differentiation in their teaching:
- Ongoing, Formative Assessment
- Recognition of Diverse Learners
- Group Work
- Problem Solving
- Choice
A Few Great Resources
Now, before I dive into the world of differentiated instruction, I’m going to share two quick videos that I think new teachers should watch!
The first is from one of my absolute favourite teacher influencers, Aimee from Aimee’s Edventures. Her viral post about fairness is an amazing way to show why differentiation is necessary in the classroom. I definitely recommend giving it a watch!
Another quick video I recommend new teachers watch is Differentiating Instruction: It’s Not As Hard As You Think by Education Week. This short video reminds us that by adapting our approach, we can create a learning environment that works for all of our students… And that it doesn’t have to mean lots of extra work for educators!
What Does Differentiation Look Like?
Carol Ann Tomlinson, a distinguished academic in the world of responsive instruction, explained what a differentiated classroom looks like quite well:
In differentiated classrooms, teachers
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of all Learners (pp. 4), ASCD.
ensure that students compete against themselves as they grow and develop
more than they compete against one another, always moving toward—and
often beyond—designated content goals.
The thought of my class competing for excellence with themselves rather than each other just makes my heart soar.
Differentiation: The Basics
Resilient Educator (RE) summarized what differentiated instruction looks like in the classroom quite well in this post. Referencing Tomlinson’s work, they say that responsive education can be provided in: Content, Process, Product, and Learning Environment.
Content
While we, as teachers, have to follow our curriculum standards, we have creative freedom in how to deliver them. A key point here is we have to meet the children where they are at. This is especially true now, with apparent learning gaps due to impeded access to learning (thanks, COVID). Our littles will have varying levels of access to learning over the last few years, so it’s important we understand how to teach our content in a way that reaches them.
RE suggests following Bloom’s Taxonomy when figuring out how to differentiate your content, and I completely agree! Check out the photo above to see what it looks like in practice.
The RE site lays out tons of examples, but here’s my key takeaway: Allow for varied levels of response. Some may be able to remember or understand, so that’s what they should be asked to do! Whereas students at the top of the pyramid can be asked to evaluate and create.
Process
Process means learning styles! When teaching, it’s important we try to engage all kinds of learners – visual, auditory, kinaesthetic, etc. Also included here is group size. Some learners may do best alone, or in small/large groups. Offering varying types of instruction allows everyone the same opportunity to excel.
It’s ideal to have supports available if you’re teaching to one style. For example, if you’re talking through a lesson, try to have handouts for those who need it.
Product
Most of the time this looked like tests when I was in school. I don’t know about you, but this sent my test anxiety through the roof. Especially in Math. I’m talking 52% grade in high school math class, even though I went on to do a university degree that required a bunch of economics classes?? Don’t even get me started on Math Anxiety in young learners…
Creating products to show learning doesn’t have to be so uniform (or stressful). By offering varying types of hand-in type assignments, like projects, media, reports, creative pieces, etc, we can give our students more freedom over how they prove their learning. They will also likely excel because they are showing you what they know in a way they enjoy!
Learning Environment
Creating a safe (and empowering) learning environment is essential, too! My dream classroom has alternative seating, areas set up for group work and individual work stations, and a Calm Corner for students needing a safe space.
One thing I definitely want to avoid? Bright colours, over-decorated walls, and hard-to-read fonts. Being the pinterest/teachergram loving person I am, I have been dreaming of setting up my classroom for years. Part of that decorating, though, includes making sure that the walls of our classroom help learn rather than cause stress. Overcrowding your walls or using overstimulating colours can be pretty anxiety inducing, and that’s definitely not the goal. These are all things to consider when you set up your learning environment!
You will know your students (and their needs) the best, so setting up the ideal classroom will look different for everyone.
That’s all, folks! I hope this has inspired you to think about differentiation in your classroom. I would also love to hear ways that you’re creating an accessible learning environment for your littles!
Thank you for reading. ♡
Great content! Keep up the good work!
Thank you so much! ♡