Differentiated instruction is not about a one size fits all model, but rather a process of applying a variety of developmentally appropriate practices to fit all of needs in a mixed-ability classroom. All students, no matter their age, race, or gender, need to be given grade-level content with multiple paths of learning so that they can better develop, understand, and apply various concepts in the curriculum. No matter their ability, all students should be provided with the same content, but with different paths of achieving the same assignment. For example, a gifted student should not be given more work, and a struggling student should not be given easier work in attempts to pass the student(s) along. All students should be given grade-appropriate content with various levels of higher order thinking. Students should be pushed and challenged outside of their comfort zone, yet inside their ability range. As an educator, I will make sure that all of my students succeed no matter their ability. Students can show understanding and comprehension in a plethora of ways. It does not matter the road they traveled, as long as they reach the final destination.

 

Differentiated instruction is not the only path to success, though. Students need a warm and nurturing environment in which they feel free to be themselves. No student should feel uncomfortable in their learning environment- no student can be the best version of themselves or learn to the best of their ability if they are constantly being judged by peers. No matter their ability, the students in my classroom will feel encouraged to take part in classroom discussion and group activities based on wonderings and discoveries. My responsibility is to place the students in groups that best benefit each student, as well as assess the students to gain better knowledge and understanding of their background knowledge and ability. As an educator, I will practice the scaffolding process and the gradual release of responsibility. I will model various parts of the curriculum, assist students, and then allow the students to succeed on their own. When students feel successful in the classroom, behavioral issues tend to decrease.

 

Based on my assessments, I can better gear my before, during, and after lessons towards the mixed abilities in my classroom. Content refers to what the students need to learn and how they are going to learn it. Content does not vary according to ability, but each ability is taught the same content from multiple, in-depth viewpoints. All classrooms have a wide variety of types of learners, and a wide variety of ability levels. In my classroom, I can incorporate a lot of activities and engaged learning that best meets the learning styles of all the students. For example, some students may learn best by listening. To accommodate this type of learner, I can incorporate audio books. On the other hand, some students may learn best by a visual diagram, and I would incorporate a graphic organizer and note taking activities so that the students have the information right in front of them. To benefit the wide range of reading levels, varied reading activities (i.e. buddy reading, echo reading, small groups, etc.) will be done in my classroom.

 

Process refers to the multiple options that teachers have for helping students understand the content of a lesson. Flexibility plays a large role in process. Every lesson every year is going to change by the abilities in the classroom (no classroom is the same year to year). With the flexibility of the lessons comes flexibility with the students and the student learning styles to better grasp the concept of the lesson. Grouping is equally important to process. As a teacher, I have the flexibility to group my students according the need and ability. I can do this by implementing small groups into my lessons- I am able to work with the students who might need extra assistance, and I can make note of any extra struggling students. Hands-on activities are crucial, as well. Students need the opportunity to discover why concepts work the way they do rather than being told a rote memorization answer. To get to self-discovery, scaffolding will come into play through whole group, small group, whole group instruction and discussion.

 

Product refers to how teachers allow their students to demonstrate their mastery of a specific topic. Teachers need to be open-minded and allow their students to pick their own lessons so that the students feel more involved in the process. When this occurs, their final product is more in-depth and well attended to because the students feel a part of the educational process. Students in my classroom will be given many options for the final product. Many students do not feel comfortable with some prescribed final products given in classrooms, and thus, they do not put in as much work or energy. For example, if I have given my class a project on the stages of plants, students will have the freedom to choose their own final product so that they feel more involved, accepted, and provided for. Students can choose to make a timeline, a poster, a power point, illustration, etc. No matter how they choose to complete the product, clear expectations, guidelines, and rubrics will be provided in full detail so that all students are on the same page.

 

Differentiated instruction will be the key component in my classroom, and I will gladly accommodate for all of the students who enter. My goal is to facilitate the learning process rather than control. The classroom should be student-centered rather than teacher-centered, and students will feel comfortable and successful in my classroom. I will continually assess and adjust instruction based on scores and individual needs.