Running Head: DIFFERENTIATION

Differentiation
Paige Cochran
Truman State University

DIFFERENTIATION

Differentiation
Differentiation is development from the one to the many, the simple
to the complex, or the homogenous to the heterogeneous (Differentiation).
This complex topic was found present and absent in several activities over
this past month, from running a table at Ray Millers Spring Fling to planting
trees along Bear Creek.
The most meaningful experience, by far, happened when observing at
Crossroads Elementary School. Mrs. Adams needed to help her RtI, or
response to intervention, group, so she requested assistance for a higher
need student who was taking a math test. We flew through the first page,
slowed on the second, and then hit a wall. Thankfully, there were several
methods reviewed that day during class for these problems.
The first method attempted was just simple vertical subtraction. He
was able to complete the computation but clearly did not understand what
the answer meant. For the next problem we tried adding tens, which worked
better but the student still showed frustration. Then, we hit the hardest
problem. So many methods were attempted that we both became frustrated.
Taking a step back and re-thinking how to explain the problem made all the
difference. Seeing the click happen is the most rewarding feeling, even if it
involved a new level of patience and understanding the students potential.
As a teacher, one needs to know all the students. Knowing the
students levels allows for helping them work to the best of their ability. Mrs.
Adams was going through a complex, yet spectacularly differentiated

DIFFERENTIATION

spelling program. Each student is given a pre-test before the section and is
categorized by what they are less than proficient at. These categories are
then given ten words for the week to improve their proficiency and each
group is given a different test. The tests have improved the scores and given
the students a chance to succeed at their individual levels. Creating this type
of program is time-intensive for the teacher and students, but would help
every year of students regardless of differences. Also, classroom
management skills are grown through keeping the students calm.
The other experience had an unsurprising lack of differentiation.
Helping plant trees with the Bear Creek Restoration group meant that there
were varying learning styles present, but no need for varying teaching styles.
Planting trees involves digging a hole according to the size of the roots and
gently re-filling the hole only to the top root. However, where there were no
variations in teaching, there were different styles of sizing the holes. Some
would dig, measure the root size, and then dig further while others would dig
and just hope for the best. Seeing how others went about resolving the
situation on their own shows that not everything can be differentiated.
Certain materials are going to require a singular approach, but that just
means that extensive knowledge on the subject is absolutely needed. If the
teacher knows more than necessary for that material any additional
questions that arise could make the difference between confusion and
understanding.
Conclusion

DIFFERENTIATION

Teachers need to learn more than they may think, especially social
skills with their students, for the benefit of differentiation. Creating
categorized spelling tests based upon skill level or teaching multiple
processes for finding solutions are just a few ways to aid students. Using this
complex style of teaching will allow every student to bloom despite any
adversity facing them throughout education.

References
"Differentiation." Def. 2. Merriam-Webster. Encyclopedia Britannica, n.d. Web.
19 Apr. 2015.