EDIS 7270 Differentiation of Curriculum and

Instruction: Emphasis on Gifted

Curry School of Education

University of Virginia
Differentiation Works

Christina Troxell
Fall 2015

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Differentiation Works
Differentiation is a strategy that is effective and worth every teachers time
and effort.

Colangelo, Assouline, and Marron (2013) quote Carol Ann Tomlinson when

they describe the differentiated classroom as one in which the teacher proactively
plans and carries out varied approaches to content, process, and product in
anticipation of and response to student differences in readiness, interest, and
learning needs. Teachers should pre-assess for student readiness and offer
different ways for students to progress through the curriculum. While I believe
differentiation is an essential instructional model for all teachers, it is especially
critical for gifted learners. An effectively differentiated classroom offers learning
opportunities for students that are meaningful and relevant to their lives (Gentry &
Fugate, 2013). James Delisle (2015) wrote a scathing rebuke of differentiated
instruction titled, Differentiation Doesnt Work in Education Week. He raises a few
concerns about differentiation, but does not offer much in the way of resources or
citations to document his arguments. Delisle claims it fails because we don't know
what we are differentiatingthe instruction or the curriculum (2015). In this era of
Common Core Standards and Virginia Standards of Learning, it is clear what the
curriculum is that we are required to teach. Instructional strategies in the venus in

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which teachers should know their students, use pre-assessments, and then plan
appropriate learning paths. I would argue that any failures of differentiation come
from lack of teacher training or administrative support. Teachers need effective
professional development and an administration that does not expect all classrooms
to be on the same page of the same book, completing the same activities each day.
Differentiating by student interest means that if a student is interested in the
learning, they are more like to actively engage and enjoy the experience.
(Tomlinson, 2013). When students experience flow, or the sense of being
absorbed by what they are doing, they are more likely to work harder and to invest
in developing the skills necessary to complete the work successfully (Tomlinson,
2013). I have worked with gifted students who have become so absorbed and
focused on their task, that they seem to lose track of time, and will work for an
extended duration of time. When I have seen students in this state, they are actively
engaged, and seem happy and content with what they are doing. Researchers
Hebert (1993) and Renninger (1990) conducted research this very experience and
found positive influences on both students short and long term learning. Hennessy
& Zbikowski (1993) found that student interest can be sustained over long periods
of time when they are allowed to exchange ideas and share interests. I have
found a few blog posts and internet articles from persons suggesting that
differentiated instruction is no doable, or a waste of time. I completely disagree
with the notion that reaching out to our students to engage them is a waste of time
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and energy. Everest (2003) wrote for theguardian and described differentiated
instruction as a monster. He goes on to suggest that teachers know better than
immature students who lack much education. I see this as an example extremely
fixed mindset, where the teacher is the all-knowing, giver of knowledge. This is
not an appropriate mindset for educators working with gifted children. I learn
something new from my students everyday, and I dont see it as a threat. Teachers
of the gifted should be prepared to guide students as they grow and learn, and not
worry about proving their intelligence or keeping the students a step or two behind
them.
Differentiation is an extremely valuable instructional strategy that should be
incorporated into all classrooms, including those of gifted and talented students.
When teachers provide options for student learning based on their readiness,
interest, and learning profile, students will be motivated and experience positive
influences on their learning.

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References
Callahan, C., Hertberg-Davis, H., Colangelo, N., Assouline, S., & Marron, M.
(2013). Evidence Trumps Beliefs: Academic acceleration is an effective
intervention for high-ability students. In Fundamentals of gifted education:
Considering multiple perspectives (p. 171). New York, NY: Routledge.

Delisle, J. (2015, January 5). Differentiation Doesn't Work. Retrieved December

12, 2015, from http://www.edweek.org/ew/articles/2015/01/07/differentiation-
doesnt-work.html

Everest, C. (2003, February 17). Differentiation, The New Monster In Education.

Retrieved December 14, 2015, from http://www.theguardian.com/education/
2003/feb/18/furthereducation.uk4

Gentry, M., & Fugate, C. (2013). Cluster Grouping Programs and the Total School
Cluster Grouping Model. In C. Callahan & H. Hertberg-Davis (Eds.),
Fundamentals of Gifted Education: Considering multiple perspectives (p. 212).
New York, NY: Routledge.

Tomlinson, C. (2013). Differentiated Instruction. In C. Callahan & H. HertbergDavis (Eds.), Fundamentals of Gifted Education: Considering multiple
perspectives (p. 290). New York, NY: Routledge.

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